University of South Florida
September 2004
Commission on Colleges
Southern Association of Colleges and Schools
COMPLIANCE CERTIFICATION
Name of Institution
Date of Submission
In order to be accredited by the Commission on Colleges, an institution is required to conduct a
compliance audit prior to the filing of the Compliance Certification. The Compliance Certification,
signed by the institution=s chief executive officer and accreditation liaison, attests to compliance with
the accreditation requirements of the Commission on Colleges (Core Requirements and
Comprehensive Standards).
Signatures Attesting to Compliance
By signing below, we attest to the honest assessment of compliance and the complete and accurate
disclosure of information regarding the compliance of
(name of institution) with the Core
Requirements and Comprehensive Standards of the Commission on Colleges.
Accreditation Liaison
Name of Accreditation Liaison
Signature
Date
Chief Executive Officer
Name of Chief Executive Officer
Signature
Date
Page 1
University of South Florida
September 2004
Directions: For each of the Core Requirements and Comprehensive Standards listed below, the
institution should place an “X” before the judgment of compliance and then add narrative for the
judgment of compliance in accordance with directions requested in the category description.
___ Compliance
The institution meets the requirement and provides a convincing
argument in support of its determination, and a list of documents (or
electronic access to the documents) demonstrating compliance.
___
The institution meets some, but not all, aspects of the requirement. For
those aspects meeting the requirement, the institution provides a
convincing argument in support of its determination, and a list of
documents (or electronic access to the documents) demonstrating
compliance. For those aspects not meeting the requirement, the
institution provides the reason for checking partial compliance, a
description of plans to comply, and a list of documents that will be used to
demonstrate future compliance.
Partial Compliance
___ Non-Compliance
The institution does not meet the requirement and provides the reason
for checking non-compliance, a description of plans to comply, and a list
of documents that will be used to demonstrate future compliance.
Page 2
University of South Florida
September 2004
Section 2 CORE REQUIREMENTS
2.1
The institution has degree-granting authority from the appropriate government
agency or agencies. (Degree-granting Authority)
_XX__ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
In Section 1000.21(6), Florida Statutes, the University of South Florida is identified as a “state
university" [1].
Degree program approval authority up to and including the master’s degree level resides with
the Board of Trustees of the University of South Florida [2]. For all state universities in Florida,
the State Board of Education retained final approval authority regarding doctoral programs [3]
until the Florida Board of Governors was created. Approval of new programs must follow the
criteria established by the Board of Education [4]. On January 7, 2003, Florida voters approved
an amendment to the State Constitution that created a Board of Governors to oversee the
State University System [5]; approval of doctoral programs then became the responsibility of
the Board of Governors
Academic degree programs that are offered as a credential for a specific license granted under
the state constitution or state law (for example, physical therapy) require legislative approval
for establishment [6]. The University President has the legal authority to award degrees [7]. In
addition, the President is empowered to “ [r] ecommend to the board of trustees the
establishment and termination of undergraduate and master's-level degree programs within the
approved role and scope of the university” [8].
Source
[1] Systemwide Definitions :: 1000.21(6), Florida Statutes
[2] Powers and duties of university boards of trustees :: 1001.74(7), Florida Statutes
[3] General Powers of the State Board of Education, Doctoral Program :: 1001.02(2)(w),
Florida Statutes
[4] Public Postsecondary Education, Program Approval :: 1004.03, Florida Statutes
[5] Education, State University System :: Article IX, Sec. 7, Florida Constitution
[6] Specific Powers of the State Board of Education, Professional Certificates :: 1001.03(3),
Florida Statutes
[7] University presidents; powers and duties :: 1001.75(10), Florida Statutes
[8] University presidents; powers and duties :: 1001.75(9), Florida Statutes
Page 3
University of South Florida
2.2
September 2004
The institution has a governing board of at least five members that is the legal
body with specific authority over the institution. The board is an active policymaking body for the institution and is ultimately responsible for ensuring that the
financial resources of the institution are adequate to provide a sound educational
program. The board is not controlled by a minority of board members or by
organizations or interests separate from it. Neither the presiding officer of the
board nor the majority of other voting members of the board have contractual,
employment, or personal or familial financial interest in the institution.
A military institution authorized and operated by the federal government to award
degrees has a public board in which neither the presiding officer nor a majority of
the other members are civilian employees of the military or active/retired military.
The board has broad and significant influence upon the institution=s programs
and operations, plays an active role in policy-making, and ensures that the
financial resources of the institution are used to provide a sound educational
program. The board is not controlled by a minority of board members or by
organizations or interests separate from the board except as specified by the
authorizing legislation. Neither the presiding officer of the board nor the majority
of other voting board members have contractual, employment, or personal or
familial financial interest in the institution. (Governing Board)
_XX__ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
Florida public universities are public bodies corporate of the state and each of them is
operated by a local university board of trustees [1] [2] [3]. The Florida Constitution [4] stipulates
that the USF Board of Trustees be comprised of 13 trustees, six of whom are appointed by the
Governor and five by the Florida Board of Governors. Eleven of the trustee appointments are
subject to confirmation by the Florida Senate. The remaining two trustee positions are held by
the President of the USF Faculty Senate and the President of the USF Student Government
[5], who are ex-officio voting members. The USF Board of Trustees is specifically authorized to
govern and operate the University [3]. The Bylaws and Operating Procedures of the Board of
Trustees establish that the whole body and its subparts act pursuant to a majority vote on all
matters coming before them after full consideration. Those bylaws provide that, with a limited
exception regarding the Student Government and Faculty Senate presidents, no trustee may
serve on any other university-related board to prevent actual or potential conflicts of interest.
All trustees serve without compensation but may be reimbursed for travel and per diem
expenses. The presiding officer of the board is selected from the appointed members at the
first regular board of trustees meeting after July 1 for a two-year term and may be selected for
a second term [6].
The university president serves as corporate secretary of the board of trustees and is
responsible to the board for the operation and administration of the university and for setting
the agenda for meetings of the board of trustees in consultation with the board chair [7] [8].
The board is responsible for cost-effective policy decisions appropriate to the university
mission. Enumerated board powers include developing the university’s strategic plan; annual
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University of South Florida
September 2004
submission of an institutional budget request; accounting for expenditures of all state, local,
federal, and other funds; and maintaining an effective information system to provide accurate,
timely, and cost-effective information about the University [9].
The USF Board of Trustees ensures that financial resources support the educational programs
consistent with its legislative budget request. Similarly, the Board determines tuition policy and
approves student fees [10]. The Board also reviews and approves the University’s operating
budget.
In 2001, the Florida Legislature established that USF St. Petersburg [11] and USF
Sarasota/Manatee [12] will each “be operated and maintained as a separate organizational
and budget entity of the University of South Florida and that all legislative appropriations” [for
those campuses] will “be set forth as separate line items in the annual General Appropriations
Act.” The statute language further states that USF St. Petersburg and USF Sarasota/Manatee
shall have a Campus Board, appointed by the Board of Trustees of the University of South
Florida. The powers and duties of the Campus Boards include:
• Review and approve an annual legislative budget request to be submitted to the
Commissioner of Education
• Approve and submit an annual operating plan and budget for review and
consultation by the Board of Trustees of the University of South Florida.
Shortly after the action of the Legislature with respect to USF St. Petersburg and USF
Sarasota/Manatee, the University President extended like status to USF Lakeland, which also
has a Campus Board with similar powers and duties [13]. The statutory authority of Regional
Campus Boards is limited to fiscal oversight.
Trustee members of the University Board of Trustees are considered “state officers” as defined
in Section 112.313(1), Florida Statutes [14] and so are subject to the Florida Code of Ethics for
Public Officers and Employees which states in part that:
[N]o officer or employee of a state agency or of a county, city, or other political
subdivision of the state, and no member of the Legislature or legislative employee, shall
have any interest, financial or otherwise, direct or indirect; engage in any business
transaction or professional activity; or incur any obligation of any nature which is in
substantial conflict with the proper discharge of his or her duties in the public interest. . .
[T]here is enacted a code of ethics setting forth standards of conduct required of state,
county, and city officers and employees, and of officers and employees of other political
subdivisions of the state, in the performance of their official duties. [T]his code shall
serve not only as a guide for the official conduct of public servants in this state, but also
as a basis for discipline of those who violate the provisions of this part.
Trustees, including the chair, and their immediate relatives may not have or hold any
employment or contractual relationship with any business entity or agency that is doing
business with the board of trustees or the university unless the contractual relationship falls
within one of several enumerated exemptions from the statutory prescription. Trustees may not
have any employment or contractual relationship that will create frequently recurring conflict
between their private interests and the performance of their public duties or that would impede
the full and faithful discharge of their public duties [15].
As state officers, trustees are prohibited from acting in their official capacity to either directly or
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University of South Florida
September 2004
indirectly purchase, rent, or lease any realty, goods, or services for the board or the university
from any business entity which the trustees or their spouses or children are officers, partners,
directors or proprietors or in which the trustees or their spouses have a material interest. Nor
may trustees, acting in a private capacity, rent, lease, or sell any realty, goods or services to
the board or the university [16].
Voting conflicts must be disclosed under Florida law. Specifically, trustees are required to
disclose the nature of their interest in a matter if it would result in special gain or loss to the
trustee, to any principal or employer who retains the trustee, to a relative, or to a business
associate [17].
In addition, on November 20, 2003 at a regular board meeting, the USF Board of Trustees
approved a Financial Code of Ethics, applicable to the Board and University employees
reaffirming its deeply rooted commitment to:
• Honest conduct, including the ethical handling of actual or apparent conflicts of
interest between personal and professional relationships
• Full, fair, accurate, timely and understandable disclosure in financial reporting
• Compliance with applicable university, state and federal laws, rules and
regulations
• Prompt reporting for violations of the code to the University’s Office of Audit and
Compliance [18]
Under the law and its own adopted policies, university trustees and fiscal officers are held to
the highest standards of public trust to serve the best interests of the University’s established
academic mission as articulated in its strategic plan [19].
Source
[1] University boards of trustees; membership :: 1001.71, Florida Statutes
[2] University boards of trustees; boards to constitute a corporation :: 1001.72, Florida Statutes
[3] Powers and duties of university boards of trustees :: 1001.74(2), Florida Statutes
[4] Local Boards of Trustees :: Florida Constitution Article IX, Section 7(c)
[5] USF Student Government -- (view live site)
[6] University boards of trustees; membership :: 1001.71(2)-(3), Florida Statutes
[7] Powers and duties of university boards of trustees :: 1001.71(4), Florida Statutes
[8] University presidents; powers and duties :: 1001.75, Florida Statutes
[9] Powers and duties of university boards of trustees :: 1001.74, Florida Statutes
[10] USF Board of Trustees Agenda
[11] The University of South Florida St. Petersburg :: 1004.33, Florida Statutes
[12] The University of South Florida Sarasota/Manatee :: 1004.34, Florida Statutes
[13] Article IV :: USF Board of Trustees Operating Procedures
[14] Standards of conduct for public officers, employees of agencies, and local government
attorneys :: 112.313(1), Florida Statutes
[15] Standards of conduct for public officers, employees of agencies, and local government
attorneys :: 112.313(3), (7)(a), (12), Florida Statutes
[16] Standards of conduct for public officers, employees of agencies, and local government
attorneys :: 112.313(3), Florida Statutes
[17] Voting conflicts :: 112.3143, Florida Statutes
[18] Code of Ethics for Fiscal Officers :: USF Board of Trustees web site
[19] USF Strategic Plan -- (view live site)
Page 6
University of South Florida
September 2004
Page 7
University of South Florida
2.3
September 2004
The institution has a chief executive officer whose primary responsibility is to the
institution and who is not the presiding officer of the board. (Chief Executive
Officer)
_XX__ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
The University President is the chief executive officer of USF and is responsible for the
operation and administration of the university [1]. The President is not the presiding officer of
the Board of Trustees. According to Florida law, the Chair of the Board of Trustees presides at
all Board meetings, or in the Chair’s absence, the Vice Chair presides [2].
In addition to Section 1001.75, Florida Statutes [1] which details the university President’s
responsibilities to her institution, the University President’s contract of employment requires
that she, among other items:
operate the University, provide institutional, faculty and educational leadership
perform strategic planning
prepare budget requests and operating budgets
establish and implement policies to deal with personnel actions
govern admissions
approve, execute and administer contracts for goods and services
act as custodian for University property
implement approved educational programs
award degrees
recommend tuition rates
recommend undergraduate and master’s level programs
approve student government organizational procedures
maintain all data and information pertaining to the University’s operation
ensure compliance with federal and state laws
periodically review how effectively and efficiently the University is being administered and
whether strategic goals are being met [3]
The contract further requires in part that, “[t]he President shall seek approval from the Board
prior to agreeing to serve on any board of directors or to engage in any substantial outside
business activity” [3].
As described in Core Requirement 2.2, USF St Petersburg was established under Section
1004.33, Florida Statutes [4], as a separate organizational and budget entity of the University
of South Florida. The statute also provides that USF St Petersburg will seek accreditation as a
separate unit from the SACS Commission on Colleges. To assist in meeting this goal, the
University President delegated authority to the USF St Petersburg Regional Chancellor in the
following areas:
award degrees
assign student information system codes
undergraduate and graduate admissions
certify graduates
registration
approve new courses
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University of South Florida
September 2004
process sabbatical leaves
administer international programs
recommend faculty tenure and promotions
hiring personnel with coordination at USF system level
contracting with coordination at USF system level
create campus policies and procedures in concordance with USF system-wide policies and
procedures.
This action is recorded in USF Delegation of Presidential Authority 2004-001 dated 2/10/04 [5].
Source
[1] University Presidents, Power and Duties :: 1001.75, Florida Statutes
[2] University boards of trustees; membership :: 1001.71, Florida Statutes
[3] President's employment contract :: Located on the Compliance Certification Report:
Resource Materials CD -- (back to narrative)
[4] The University of South Florida St. Petersburg :: 1004.33, Florida Statutes
[5] USF Delegation of Presidential Authority 2004-001
Page 9
University of South Florida
2.4
September 2004
The institution has a clearly defined and published mission statement specific to the
institution and appropriate to an institution of higher education, addressing teaching and
learning and, where applicable, research and public service. (Institutional Mission)
__XX_ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
Article IX Section 7(d) of the Florida Constitution establishes the responsibilities of the
statewide Board of Governors for Florida’s university system, which includes the Board’s
responsibility for “defining the distinctive mission of each constituent university” [1]. Title XLVIII
of Florida’s K-20 Education Code also clearly defines the purpose and mission of the state
university system as a whole in the following statute:
The mission of the state system of postsecondary education is to develop human resources, to
discover and disseminate knowledge, to extend knowledge and its application beyond the
boundaries of its campuses, and to develop in students heightened intellectual, cultural, and
humane sensitivities; scientific, professional, and technological expertise; and a sense of
purpose. Inherent in this broad mission are methods of instruction, research, extended training,
and public service designed to educate people and improve the human condition [2].
Consistent with the statewide collective mission concerning instruction, research, training, and
public service, USF has clearly defined its own unique mission. Section 1001.74(14), Florida
Statutes [3] charges the USF Board of Trustees with development of a strategic plan, the
purpose of which is to outline a mission and then specify goals and objectives consistent with
that mission. Beginning in Spring 2001, the University’s mission statement was developed
through a comprehensive strategic planning process involving faculty, staff, and students from
all parts of the institution. A draft statement was presented in a series of “town meetings” to
obtain both University and community feedback. As a result, the University’s current mission
statement was adopted by the Board of Trustees on December 6, 2001 [4]:
The University of South Florida is a multi-campus national research university that supports the
development of the metropolitan Tampa Bay Region, Florida, the United States and the world.
Building upon unique strengths inherent in Florida’s population, location, and natural
resources, the university is dedicated to excellence in:
Teaching and lifelong learning in a student-centered environment
Research to advance knowledge and promote social, cultural, economic, educational,
health, and technological development
Service based on academic excellence and the ethic of community responsibility
Community engagement to build university-community partnerships and collaborations.
The Mission Statement is published on the University’s web site [5] and in the USF Strategic
Plan document [6] and in other University publications such as the Undergraduate [7] and
Graduate [8] Catalogs. As a fundamental component of the University’s Strategic Plan, the
Mission Statement is reviewed annually by the Board of Trustees as part of the annual review
of progress towards the Strategic Plan goals (see 3.1.1).
Source
[1] Statewide Board of Governors :: Florida Constitution Article IX, Section 7(d)
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University of South Florida
September 2004
[2] Statement of purpose and mission :: 1004.01(2), Florida Statutes
[3] Powers and duties of university boards of trustees :: 1001.74(14), Florida Statutes
[4] Minutes from December 6, 2001 USF Board of Trustees Meeting
[5] USF Mission Statement
[6] USF Strategic Plan
[7] USF Mission, Goals, Values and Vision :: USF Undergraduate Catalog
[8] USF Mission, Goals, Values and Vision :: USF Graduate Catalog
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University of South Florida
2.5
September 2004
The institution engages in ongoing, integrated, and institution-wide researchbased planning and evaluation processes that incorporate a systematic review of
programs and services that (a) results in continuing improvement and (b)
demonstrates that the institution is effectively accomplishing its mission.
(Institutional Effectiveness)
_XX__ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
Section 1001.74(14), Florida Statutes requires that for each public Florida state university that
the “…board of trustees shall develop a strategic plan specifying institutional goals and
objectives for the university for recommendation to the State Board of Education” [1]. Section
1001.75(13), Florida Statutes requires each public university president to “.. review periodically
the operations of the university in order to determine how effectively and efficiently the
university is being administered and whether it is meeting the goals of its strategic plan
adopted by the State Board of Education” [2].
The USF Performance and Accountability summary for 2003-04 [3] provided this
description of the development of the current USF strategic plan (2002-2007):
At the first meeting of the USF Board of Trustees (August 17, 2001), the Chairman
Richard A. Beard identified the creation of a university-wide strategic plan as his top
priority. Shortly thereafter, Trustee Lee Arnold was appointed chair of the BOT Visioning
Committee. In turn he joined President Judy Genshaft in co-chairing the 36 member
USF President’s Task Force on Values, Vision, Mission, and Goals which set about
reviewing existing planning documents and forging a path for the future. On October 2,
2001, President Genshaft addressed the USF community: “One of the most important
activities for a university is to regularly engage in planning for its future. In the coming
months we will be given the opportunity to affirm those values that we hold to be
fundamental to higher education; we will establish an institution-wide vision; we will
determine our mission as a metropolitan Doctoral/Research – Extensive university; and
we will establish goals against which our future progress will be judged.”
The transparent planning process was designed to (1) bring a common focus to the
diverse activities of a large comprehensive research university, (2) guide institution-wide
decision-making, (3) help to establish priorities for the future allocation of resources,
and (4) to help the University discern its competitive advantages as a prominent
research institution. It ensured opportunity for meaningful input from all stakeholders
through wide-spread dissemination of draft plans, open forums and town hall meetings
throughout the Tampa Bay region. Eventually, USF’s refined Mission, Values, Goals,
and Vision statements were adopted by the Board of Trustees on December 6, 2001.
Thereafter, each planning unit (and, in the case of Academic Affairs, each College)
continued development of its own strategic plan, consistent with the USF Values,
Vision, Mission and Goals statement. From these documents emerged the USF
Strategic Plan, 2002-2007, which includes nine strategies that will allow USF to position
itself among the top tier public research universities in the United States.
The USF Strategic Plan [4], adopted on November 21, 2002 [5], commits the University to
pursuing nine strategic directions [6] to position itself among the top tier research universities
Page 12
University of South Florida
September 2004
in the United States.
• Promote nationally and internationally distinctive research and graduate programs
• Advance collaborative learning and discovery to improve health for the community.
• Attract the very best undergraduate students by providing a challenging intellectual
climate.
• Provide high quality academic programs and support services.
• Shape the enrollment profile to reflect the educational goals of a major urban research
institution.
• Promote the intellectual, cultural, personal, and social development of students through
high quality student life services.
• Provide a student-centered, user-friendly administrative and service infrastructure.
• Achieve fiscal self-sufficiency and develop a stable economic base for university
programs and services.
• Establish USF as a national model for a university fully engaged with its local, national,
and global communities.
The USF Performance and Accountability summary for 2003-04 [3] provided this description of
continuous planning and improvement activities with respect to the current strategic plan:
Recognizing that a university’s strategic plan is a dynamic, living, document inextricably linked
to the institution’s budget, it is expected that annual adjustments will be based upon changes
in the related internal and external environments. Proposed revisions to the USF Strategic
Plan, 2002-2007, fall into the following categories:
• The changing scope of institutional goals, strategies, and performance
measures/indicators.
• Refined, clear, consistent definitions for each performance measure/indicator; means or
calculation; and reporting periods.
• Prioritization of strategies and/or performance measures.
To ensure ongoing support for the implementation of the Strategic Plan, the USF Board of
Trustees formed five workgroups (comprised of Trustees, faculty, staff, and students) whose
areas of responsibility are aligned with the major areas within the Plan [7]. These workgroups
have operated to review and approve institutional plans, policies and procedures, and
accomplishments. The five workgroups included:
• Workgroup on Health Sciences
• Workgroup on Academic and Campus Environment [8]
• Workgroup on Research and Scholarship
• Workgroup on University Engagement
• Workgroup Fiscal Affairs and Governmental Advocacy [9]
Respective workgroups support planning associated with:
• Budget planning [10]
• Enrollment planning [11]
• Master planning [12a] [12b] [12c] [12d]
Regional campus boards provide support for campus level strategic planning at the USF
Lakeland [13] [14], USF Sarasota [15] [16], and USF St. Petersburg [17] [18].
Academic and administrative units engage in systematic planning [45]. Illustrative college and
unit level strategic plans include the College of Arts & Sciences [19] and the Division of
Page 13
University of South Florida
September 2004
Student Affairs [20].
The USF Board of Trustees reviewed the 2002-2003 Strategic Plan Annual Performance
Report on November 20, 2003 [21] [22]. The 2003-2004 Strategic Plan Annual Performance
Report was reviewed on August 19, 2004 [23]. Annual reviews are regular opportunities to
determine the extent to which the institution is achieving its mission. Some of the strategic plan
related results of these annual reviews are evidenced in the following findings and actions:
• Total research expenditures have increased from $123.9 million in 1999-00 to $213.3
million in 2003-04 [24].
• The number of doctoral degrees awarded has increased from 155 in 1999-00 to 179 in
2003-04 [25].
• The number of master’s degrees awarded has increased from 1725 in 1999-00 to 2047
in 2003-04 [26].
• The number of students involved in undergraduate research increased from 35 in 199900 to 110 in 2003-04 [27].
• The year 1 to year 2 retention rate among first-time in college students on the Tampa
campus increased to 76.8% in 1999-00 to 81.1% in 2003-04 [28].
• Student feedback prompted the University to establish a Welcome Center to support the
inquiries of persons interested in USF. The number of campus visitors greeted
increased from 7,965 in 1999-00 to 14,136 in 2003-04 subsequent to the establishment
of the Welcome Center [29].
• In response to student parking challenges on the Tampa campus, student shuttle
services were expanded to support travel on campus, to and from local student housing
areas, and the University Mall. The number of shuttle riders increased from 179,000 in
2000-01 to 1,099,000 in 2003-04 [30].
• The USF endowment market value increased from $202 million in 1999-00 to $278.9
million in 2003-04 [31].
• Annual giving to USF increased from $19.6 million in 1999-00 to $42.6 million in 200304 [32].
On August 19, 2004, the USF Board of Trustees [23] refocused the Strategic Plan consistent
with President Genshaft’s recommendations including:
• Guiding the University consistent with 18 strategic imperatives [39]
• Comparing the University’s performance with eight peer institutions [40]
• Aligning the University’s strategic plan with performance and accountability expectations
adopted by the Florida Board of Governors [41] [42]
• Monitoring the University’s performance with the measures associated with the Top
American Research Universities [43] [44]
• Challenging the University toward this goal: The University of South Florida's five-year
goal is to move into the ranks of top 50 public research universities by the end of the
2008-2009 academic year, as measured by The Top American Research Universities
annual report. USF's 10-year goal is to achieve Association of American Universities
(AAU) eligibility status by the year 2013-2014.
Results of the University’s planning and evaluation processes guide and support the efforts of
academic and administrative leaders to improve programs and services. USF pays particular
attention to the systematic improvement of its academic programs and educational support
services. This is consistent with the institutional goal statement that [33]:
Page 14
University of South Florida
September 2004
The University of South Florida will continue to expand its influence as a premier
research university through improved undergraduate and graduate academic programs
that promote intellectual development and student success through a diverse, studentcentered environment.
Consistent with this goal, the University systematically improves the quality of academic
programs and educational support services. This commitment is evidenced in assessment
practices such as student learning outcomes assessments [34], program reviews [35], reviews
of professional examination results [36], quality improvement assessments [37], and service
improvement standards [38]. These processes are described in detail in Comprehensive
Standard 3.3.1 and Federal Mandate 4.1.
Source
[1] Powers and duties of university boards of trustees :: 1001.74(14), Florida Statutes
[2] University presidents; powers and duties :: 1001.75(13), Florida Statutes
[3] USF Performance and Accountability summary, 2003-2004
[4] USF Strategic Plan -- (view live site)
[5] Item FL 105:: Board of Trustees meeting minutes, November 21, 2002
[6] USF Strategic Directions
[7] Governance Committee Report :: Board of Trustees meeting minutes, March 21, 2002
[8] Workgroup on Academics and Campus Environment
[9] Workgroup Fiscal Affairs and Governmental Advocacy
[10] USF Budget Planning
[11] Enrollment Planning
[12a] Master Plan :: USF Tampa
[12b] Master Plan :: USF St. Petersburg
[12c] Master Plan :: USF Sarasota/Manatee
[12d] Master Plan :: USF Lakeland
[13] USF Lakeland Campus Board
[14] Strategic Plan :: USF Lakeland
[15] USF Sarasota Campus Board
[16] Strategic Plan :: USF Sarasota
[17] USF St. Petersburg Campus Board
[18] Strategic Plan :: USF Saint Petersburg
[19] Strategic Plan :: College of Arts and Sciences
[20] Strategic Plan :: Student Affairs
[21] USF Board of Trustees meeting minutes, November 20, 2003
[22] USF Strategic Plan, Annual Progress Report, November 20, 2003
[23] USF Board of Trustees meeting agenda, August 19, 2004
[24] USF Strategic Plan performance, measure #1
[25] USF Strategic Plan performance, measure #9
[26] USF Strategic Plan performance, measure #10
[27] USF Strategic Plan performance, measure #30
[28] USF Strategic Plan performance, measure #46
[29] USF Strategic Plan performance, measure #69
[30] USF Strategic Plan performance, measure #71
[31] USF Strategic Plan performance, measure #78
[32] USF Strategic Plan performance, measure #79
[33] USF Goals
Page 15
University of South Florida
September 2004
[34] USF student learning outcomes assessment
[35] USF program reviews
[36] Discussion on professional & licensure results
[37] USF administrative and service improvements
[38] USF service standards
[39] USF Strategic Imperatives, August 2004
[40] USF Peer Institutions
[41] Florida Board of Governors meeting, April 21, 2004
[42] State University System Accountability Measures :: Florida Board of Governors
[43] The Top American Research Universities :: The Center
[44] USF Performance :: The Top American Research Universities
[45] Strategic and Operational Plans
Page 16
University of South Florida
2.6
September 2004
The institution is in operation and has students enrolled in degree programs.
(Continuous Operation)
_XX__ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
The University of South Florida was formally established in 1956. The first class entered in
1960 and consisted of almost 2,000 students [1]. In Fall 2003, the University enrolled 41,392
students, of whom 31,203 were undergraduates [2]. These students were distributed across 12
colleges, 4 campuses, and 205 degree programs (84 baccalaureate, 86 master’s, 2 specialist,
32 doctoral, and the MD) [3].
Source
[1] USF Fact Book - History
[2] USF Profile
[3] USF Fact Book - Academic Degree programs
Page 17
University of South Florida
2.7
September 2004
The institution
2.7.1 offers one or more degree programs based on at least 60 semester credit
hours or the equivalent at the associate level; at least 120 semester credit
hours or the equivalent at the baccalaureate level; or at least 30 semester
credit hours or the equivalent at the post-baccalaureate, graduate, or
professional level. The institution provides a written justification and
rationale for program equivalency. (Program Length)
_XX__ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
All degree programs at the University of South Florida meet or exceed the minimum semester
credit hours cited in the Requirement.
Associate Level
While the University of South Florida does not specifically offer the Associate in Arts degree,
an associate in arts certificate is awarded at the request of a student as provided in Section
1007.25(10) [1], which states:
Students at state universities may request associate in arts certificates if they have
successfully completed the minimum requirements for the degree of associate in arts
(A.A.). The university must grant the student an associate in arts degree if the student
has successfully completed minimum requirements for college-level communication and
computation skills adopted by the State Board of Education and 60 academic semester
hours or the equivalent within a degree program area, with 36 semester hours in
general education courses in the subject areas of communication, mathematics, social
sciences, humanities, and natural sciences, consistent with the general education
requirements specified in the articulation agreement pursuant to s. 1007.23.
Section 1007.25(7), Florida Statutes [2] states: An associate in arts degree shall require no
more than 60 semester hours of college credit, including 36 semester hours of general
education coursework. To receive the associate in arts certificate, the student must complete
60 semester hours of university credit; at least 20 of the last 30 semester hours counted
toward the certificate must be completed in residence at USF; the minimum grade point
average must be 2.0 based on work attempted at USF; in addition, a transfer student must
have a GPA of 2.0 or higher when combined with transfer work accepted and evaluated by the
USF Office of Admissions; and the general education requirements of USF must be satisfied.
Physical Education and military science credits do not count within the 60 semester hours
toward the associate in arts certificate. In addition the student must present a passing score on
the College-Level Academic Skills Test (CLAST) and fulfill the writing and computation course
requirements of Rule 6A-10.030, F.A.C. [3] prior to receiving the associate in arts certificate
[4].
Baccalaureate Level
The University of South Florida offers baccalaureate degrees in 84 disciplines. Baccalaureate
degrees require between 120 and 134 semester credit hours. The State Board of Education
Page 18
University of South Florida
September 2004
mandates hours to degree for baccalaureate programs in Florida by discipline. Section
1007.25 (8), Florida Statutes [5] states:A baccalaureate degree program shall require no more
than 120 semester hours of college credit, including 36 semester hours of general education
coursework, unless prior approval has been granted by the State Board of Education. Thirteen
degree programs at the University of South Florida have been granted such approval to
exceed the statutory 120 credit-hour limit. These programs are Mass Communication; Early
Childhood Education; Art Education; Music Education; General, Chemical, Civil, Computer,
Electrical, Mechanical, and Industrial Engineering; Theatre; and Nursing [6]. Hours to degree
for these programs are described in the Undergraduate Catalog [7a].
University minimum requirements for graduation consist of the following: earn a minimum of
120 semester hours with an overall 2.00 GPA, including a 2.00 GPA in all courses attempted
at USF; a transfer student must have a GPA of 2.0 or higher when combined with all work
attempted at other institutions; satisfactorily complete CLAST and the writing and computation
course requirements of 6A-10.030, F.A.C. (the "Gordon Rule"); earn a minimum of 48
semester hours of upper-level work (courses numbered 3000 and above); complete Liberal
Arts requirements; complete residency requirement; complete program requirements as
determined by the college; and be recommended for graduation by the dean of the appropriate
college [7b].
Graduate and Professional Level
The University of South Florida offers master’s degrees in 86 disciplines; Specialist degrees in
Education; doctoral degrees in 32 disciplines; and the MD [8]. The MD is the only degree
program at USF formally designated by the Florida Division of Colleges and Universities as a
Professional program.
Minimum requirements for master’s and doctoral degrees are 30 semester hours and 90
semester hours respectively beyond the baccalaureate degree [9]. Degree requirements for
specific programs are found in the USF Graduate Catalog. Of the minimum 30 hours required
for a master’s degree, at least 16 hours must be at the 6000 level. At least 20 hours must be in
formal, regularly scheduled course work, 10 of which must be at the 6000 level. Up to 6 hours
of 4000-level courses may be taken as part of a planned degree program [10].
The MD degree requirements are described on the USF College of Medicine Office of
Admissions web page [11].
Source
[1] General education courses; common prerequisites; and other degree requirements ::
1007.25(10), Florida Statutes
[2] General education courses; common prerequisites; and other degree requirements ::
1007.25(7), Florida Statutes
[3] Other Assessment Procedures for College-Level Communication and Computation Skills ::
Rule 6A-10.030 F.A.C.
[4] AA certificate requirements :: USF Undergraduate Catalog
[5] General education courses; common prerequisites; and other degree requirements ::
1007.25(8), Florida Statutes
[6] Undergraduate degrees by Hours to Degree
[7a] Bachelor’s Degree Programs and Common Prerequisites :: USF Undergraduate Catalog
Page 19
University of South Florida
September 2004
[7b] Bachelor’s Degree Requirements :: USF Undergraduate Catalog
[8] SUS Academic Degree Program Inventory
[9] Graduate degrees by Hours to Degree
[10] Degree Information and Requirements :: USF Graduate Catalog
[11] Medical School Curriculum
Page 20
University of South Florida
September 2004
2.7.2 offers degree programs that embody a coherent course of study that is
compatible with its stated purpose and is based upon fields of study
appropriate to higher education. (Program Content)
_XX__ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
Degree programs at the University of South Florida are offered in disciplines classified as
postsecondary in the US Department of Education National Center for Education Statistics’
(NCES) Classification of Instructional Programs (CIP) taxonomy. All degree programs are
organized by discipline in the SUS Academic Degree Programs Inventory [1]. CIP codes are
assigned to degree programs by the Division of Colleges and Universities, a unit of the Florida
Department of Education, in consultation with the University’s Office of Academic Affairs and
the University Registrar.
The University process for development and approval of new degree programs [2a] [2b] is
designed to ensure that all programs meet a set of criteria established by the State Board of
Education, adopted by the Florida Board of Governors, and administered by the Division of
Colleges and Universities. All degree programs must demonstrate that they embody a
coherent course of study and must also demonstrate consistency with the University mission.
The Florida Board of Governors has approval authority for new doctoral degree programs at all
public universities in Florida. Individual university Boards of Trustees may approve new
bachelor’s and master’s degree programs, provided the proposed programs comply with the
criteria established by the State Board of Education. These criteria are incorporated in USF’s
guidelines for Approval of New Degree Programs [2a]. All new degree program proposals must
be reviewed and approved by both faculty committees and appropriate academic
administrators at the department, college, and University level.
New courses and other curriculum changes must be reviewed and approved by faculty
committees and appropriate academic administrators at the department and college level
before being considered by the University Undergraduate Council [3] or Graduate Council [4],
as appropriate. Faculty representing all of the University’s campuses serve on the
Undergraduate and Graduate Councils. The President of the University has delegated
authority [5] to the Regional Chancellor of USF St Petersburg for approval of new courses; the
USF St Petersburg Undergraduate and Graduate Council provide advice and consultation to
the Associate Vice Chancellor for Academic Affairs regarding course changes and approvals
[6]. New courses approved by the USFSP Councils must be transmitted to the Tampa campus
for processing and entry into the Statewide Course Numbering System (SCNS) and the
University’s course information system.
All degree programs are reviewed at least once every seven years [7]. In most cases, external
reviewers are retained for this purpose.
Source
[1] SUS Academic Degree Programs Inventory
[2a] Approval of New Degree Programs
[2b] Proposal Formats for Requests to Implement New Degrees
Page 21
University of South Florida
September 2004
[3] Undergraduate Council Charge
[4] Graduate Council Charge
[5] Delegations of Presidential Authority :: USF Office of the General Council
[6] Undergraduate and Graduate Course Approval :: USF Saint Petersburg
[7] SUS Academic Program Review
Page 22
University of South Florida
September 2004
2.7.3 requires in each undergraduate degree program the successful completion
of a general education component at the collegiate level that is (1) a
substantial component of each undergraduate degree, (2) ensures breadth
of knowledge, and (3) is based on a coherent rationale. For degree
completion in associate programs, the component constitutes a minimum
of 15 semester hours or the equivalent; for baccalaureate programs, a
minimum of 30 semester hours or the equivalent. These credit hours are to
be drawn from and include at least one course from each of the following
areas: humanities/fine arts; social/behavioral sciences; and natural
science/mathematics. The courses do not narrowly focus on those skills,
techniques, and procedures specific to a particular occupation or
profession. The institution provides a written justification and rationale for
course equivalency. (General Education)
_XX__ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
The approved faculty document describing USF’s Liberal Arts Requirement outlines the goals
and purposes of the general education curriculum as well as its distinctive dimensions. All
students are required to complete a total of 45 semester hours to satisfy the complete liberal
arts requirements for a baccalaureate degree. This includes 36 semester credit hours of
General Education Requirements and nine semester credit hours of Exit Requirements.
Associate in arts certificates require only that the general education requirements be met; exit
Requirements do not apply (see 2.7.1).
The General Education Requirements (36 hours total) are distributed as follows: English
Composition, 6 hrs.; Quantitative Methods, 6 hrs.; Natural Sciences, 6 hrs.; Social Sciences, 6
hrs.; Historical Perspectives, 6 hrs.; Fine Arts, 3 hrs.; African, Latin American, Middle Eastern
or Asian Perspectives, 3 hrs. Details of the requirements in each area may be found in the
Liberal Arts Requirements section of the Undergraduate Catalog [1].
The Liberal Arts Requirement is designed to ensure breadth of knowledge by inspiring and
fostering “reflective skills and ways of looking at the world and one’s place in it that transcend
any particular course of study” and “the love of learning that is often described as the goal of a
liberal arts education…Liberal arts education is all inclusive in that it crosses the boundaries
among disciplines…Acquiring a liberal arts education entails awareness of the multiple
interpretations of the world in its diverse dimensions.”
The depth of a liberal arts education will be accomplished by ensuring that all courses in the
liberal arts curriculum encourage the development of learning skills and content appropriate to
the field of study. These skills include conceptual thinking such as abstraction, planning, and
design. They also incorporate analytical thinking skills including interpretation, problem solving,
and practical application, and skills that involve originality or imagination. These skills also
include the written and oral uses of language. The content of courses included in the liberal
arts curriculum will be such that students will be given the opportunity to acquire a basic and
integrative understanding of the knowledge that pertains to the subject matter under
Page 23
University of South Florida
September 2004
consideration and learn how this knowledge relates to higher education as a whole.
Descriptions for each area of the Liberal Arts Requirements are used as criteria for the
approved courses for each area. These descriptions are found in the Undergraduate Catalog
and in the Approved Faculty Document describing the Liberal Arts Curriculum [2]. USF faculty
work closely with counterparts at the University’s feeder community colleges to assist them in
incorporating the skills and dimensions of the USF Liberal Arts Curriculum into their General
Education programs.
The Liberal Arts Exit Requirements are based on the expectation that a student’s liberal arts
education will continue throughout the college years and not be limited to a relatively small
number of required courses in the first two years of college. Exit requirements provide students
with an opportunity during their junior and senior years at USF to integrate their knowledge
within the context of liberal arts. Courses that satisfy the exit requirements will, where
appropriate, incorporate considerations of values and ethics; international and environmental
perspectives; race and ethnicity; and gender. By their junior and senior years, students will
have a foundation in liberal arts and be better able to reflect upon ethical issues in a
constructive way.
Of the nine semester credit hours required, six consist of approved course work in Major
Works And Major Issues; courses focus on major issues, documents, or works, offer an
opportunity for the integration of content, and allow students to read primary texts. One of the
Major Works And Major Issues courses is normally taken outside the student’s major
discipline. Exceptions may be made for students graduating from the College of Education or
the College of Engineering due to hours to degree constraints and the need to satisfy
professional accreditation requirements with respect to curriculum content. The remaining
three semester credit hours of Exit Requirements are in Literature and Writing; these courses
allow students to read significant literature of the world and write at least 6,000 words.
To the extent possible, all Exit Requirement courses will be seminar-size courses in which
enrollment will be targeted at approximately 20 to 25 students and will be taught by regular,
full-time faculty.
Source
[1] The Liberal Arts Requirement: The Approved Faculty Document
[2] Liberal Arts Requirements :: Undergraduate Catalog
Page 24
University of South Florida
September 2004
2.7.4 provides instruction for all course work required for at least one degree
program at each level at which if awards degrees. If the institution makes
arrangements for some instruction to be provided by other accredited
institutions or entities through contracts or consortia, or uses some other
alternative approach to meeting this requirement, the alternative approach
must be approved by the Commission on Colleges. In all cases, the
institution demonstrates that it controls all aspects of its educational
program. (Contractual Agreements for Instruction)
_XX__ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
USF offers at least one degree program in each discipline and at each degree level
(bachelor’s, master’s, specialist, doctoral and professional) for which it provides all instruction
for all required coursework. The University also offers several alternative approaches for
students to complete degrees through consortia or contractual agreements with other
institutions:
1. a statewide articulation agreement with Florida community colleges
2. transfer credit
3. international exchange programs
4. joint or cooperative degree programs
Statewide Articulation Agreement
By Rule 6A-10.024(4), F.A.C. [1], a Florida public university must accept students with an
earned associate in arts if it was earned at an accredited Florida public community college or
postsecondary institution.
The articulation agreement, in effect since April 13, 1971 and later adopted by the Florida
Legislature in statute form as Florida law [2], governs an effective and orderly transfer of
Florida community college students into the state universities.
The agreement defines and establishes the Associate of Arts degree from a Florida public
community/junior college as the basis for all articulation rights. Among these guarantees, the
following are central to the transfer process:
1. AA graduates will be granted admission to a university within the State University
System, but not necessarily to the university or program of choice.
2. AA graduates will have the same opportunity to enroll in a university Limited Access
program (Rule 6A-10.024(18), F.A.C. [3], see 3.4.3) as the native university student.
3. Upon transferring to a state university, AA graduates will be awarded at least 60 credit
hours towards the baccalaureate degree, exclusive of occupational courses and basic
required physical education courses.
4. Credits that are part of the AA degree earned through articulated acceleration
mechanisms, such as dual enrollment, International Baccalaureate, early admission,
advanced placement and credit by exam, will be transferable to the state university.
5. As participants in the Statewide Course Numbering System (SCNS) [4], receiving
institutions must accept all courses taken at the transfer institution if the courses at each
Page 25
University of South Florida
September 2004
institution have the same prefix and the same last three digits of the course number.
6. The university catalog in effect the year the AA degree student first enrolled at the
community college will remain in effect for the student’s entire program, provided the
student maintains continuous enrollment as defined in that catalog.
7. Once a student has completed the general education core and this fact is noted on the
transcript, regardless of whether or not an AA degree is awarded, no other state
university or community college to which the student may transfer can require additional
courses to the general education core [5].
Included in these transfer guarantees is the right of appeal. Students may appeal to the
university and to the Statewide Articulation Coordinating Committee. At the University of South
Florida, the Articulation Agreement is administered through the Office of Community College
Relations and the Office of Adult and Transfer Student Services.
Transfer Credit
The University accepts transfer credit from other Florida institutions not covered by the
articulation agreement (typically private institutions), and national and international accredited
institutions [6]. USF accepts transfer credits only from institutions that are accredited by one of
the regional accrediting agencies/commissions recognized by USF at the time the credits are
earned. Courses approved for transfer by the Florida Statewide Course Numbering System
(SCNS) from non-regionally accredited institutions may be considered for transfer credit. All
credits earned during the period of time a regionally accredited institution was in "candidacy"
status for accreditation are considered for transfer credit. Credits earned at an institution that is
currently in "candidacy" status will not be considered for transfer credit until such time as the
awarding institution receives full regional accreditation. For an applicant applying from a nonregionally accredited school, the admissions decision will be based on prior work at a
regionally accredited institution. If all post-secondary work is from a non-regionally accredited
school, the evaluation will be based on the high school record and test scores and the
applicant will be regarded as a freshman for purposes of admission. USF reserves the right to
evaluate specific courses and deny transfer credit. USF does not award transfer credit that is
determined to be occupational or vocational in nature.
Applicants with fewer than 60 transferable semester credits are considered lower-level
transfers; upper-level transfers are those with 60 or more transferable semester credits.
Regardless of category, grade point averages (GPA) for purposes of admission are computed
based only on grades earned in courses that are acceptable for transfer credit and as
calculated by USF.
Rule 6A-10.024(23) F.A.C. [7] describes conditions under which Florida public universities are
required to award credit to transfer students for courses satisfactorily completed at other fully
accredited postsecondary institutions.
At the undergraduate level, a check for existing course equivalencies is made through the
database of the Student Academic Support System (SASS), a computer assisted advising
program within FACTS, the statewide online student advising system, designed to help
students track their progress toward meeting general education and undergraduate degree
requirements. If a match is not found in SASS, then the course prefix, number, description,
host institution catalog, syllabus and other supporting documentation are reviewed to
Page 26
University of South Florida
September 2004
determine if the course is logically and qualitatively equivalent to a USF course.
At the graduate level, transfer credit from a regionally accredited institution is limited to 8
semester hours or 3 courses. All transfer credit must have been completed with grades of “B”
or better and be approved by the program or college concerned. Transfer (post-baccalaureate,
transfer credits from other institutions) and special student credits (earned in non-degree
status at USF) must be evaluated and transferred by the time of formal acceptance and
enrollment. The graduate program/department to which the student applies is responsible for
evaluating and initiating the transfer of credit [8].
International Exchange Programs
The USF Study Abroad office, under the guidance of the Dean of International Affairs,
conducts international exchange programs only via an official signed and binding exchange
agreement that contains specific language to insure the academic integrity of all programs
conducted by USF and each of its exchange partners. All Study Abroad consortial agreements
are with fully accredited U.S. institutions or with overseas entities that have met with the
approval of U.S.-based fully accredited institutions. The Study Abroad Office conducts periodic
review of all overseas contractual agreements, making modifications when necessary. The
Office of International Affairs provides advice and technical assistance to faculty regarding the
University policy on agreements with outside entities and the development of cooperative
agreements with international institutions. All such agreements are guided by the SACS Policy
Statement on Establishing Affiliate or Technical Assistance Relationships with International
Institutions. The University currently has 90 active international study abroad and exchange
agreements [9].
Joint and Cooperative Degree Programs
USF recently signed an agreement with the International Institute of Information Technology
(I2IT) in Pune, India, to implement its first international joint degree programs, a Master of
Public Health in Health Informatics and a Master of Science in Public Health with a
concentration in Bioinformatics. Both program options have been approved by the University
Graduate Council and a Substantive Change document is being prepared for submission to
SACS. This full time, 18-month program will be located at I2IT and be taught by College of
Public Health and I2IT faculty. All I2IT faculty will meet the credentialing criteria required for
USF graduate faculty. International students may come to USF for the public health core
courses (taken over no more than two semesters) or complete the entire program at I2IT. U.S.
based students may be admitted to this program and either take the entire course work at I2IT
or take the concentration focus area (health informatics courses) in India and the public health
core courses at USF. I2IT will collect the tuition, room and board fees for students attending
courses at I2IT. U.S. students admitted to the program will be required to attend I2IT for a
minimum of one year and abide by the rules and regulations of that institution. International
students who choose to attend USF to take the public health courses will meet the rules and
regulations applied to international students. The program requires a minimum of 45 semester
credit hours, 27 of which are earned in USF courses [10].
Page 27
University of South Florida
September 2004
Source
[1] Rules 6A-10.024(1), (3.a-b), (4), and (22), F.A.C.
[2] Statewide articulation agreement :: 1007.23, Florida Statutes
[3] Limited access programs :: Rule 6A-10.024(18), F.A.C.
[4] Statewide course numbering system (SCNS) :: 1007.24, Florida Statutes
[5] General education courses; common prerequisites; and other degree requirements ::
1007.25(3), Florida Statutes
[6] Transfer Applicants :: Undergraduate Catalog
[7] Transfer Credit :: Rule 6A-10.024(23), F.A.C.
[8] Transfer Credit :: Graduate Catalog
[9] Agreement Guidelines :: International Affairs Center
[10] Joint Master’s Program in Public Health with I2IT
Page 28
University of South Florida
2.8
September 2004
The number of full-time faculty members is adequate to support the mission of
the institution. The institution has adequate faculty resources to ensure the
quality and integrity of its academic programs. In addition, upon application for
candidacy, an applicant institution demonstrates that it meets the comprehensive
standard for faculty qualifications. (Faculty)
_XX__ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
In Fall 2003, the University of South Florida employed a total of 1,837 faculty members, a
number sufficient to support the mission of the institution and ensure the quality and integrity of
the academic programs and advancement of their respective disciplines [1]. The core of 1,611
full-time faculty (of whom 1,170 are tenured or tenure-earning) is supported by an additional
226 part-time faculty, as well as carefully selected adjuncts and graduate assistants. The USF
Faculty Roster for Fall 2003 shows courses taught by 1,453 faculty, 300 graduate assistants,
and 461 adjuncts [2]. The University’s student-faculty ratio for Fall 2003 is 16:1.
As provided in Florida Statutes [3], faculty members receive their assigned duties or
responsibilities in writing at the beginning of each academic term from the department chair or
other appropriate university administrator. Assignments are generally divided among
instruction, research, and service. The annual assignment is recorded at the beginning of the
semester on the Assigned Faculty Duties form (AFD); at the end of the semester, the Faculty
Activity Report (FAR) is completed. These forms are now combined in a single online format
[4] [5]. The annual assignment process ensures that the faculty member's assignment includes
a balance of activities appropriate to the mission and goals of the University, the college, the
department and, where appropriate, the campus.
Florida state law requires that each full-time-equivalent teaching faculty member at a university
who is paid from state funds teach at least twelve classroom contact hours per week [6]. Under
this “twelve-hour rule”, professional responsibilities and duties in furtherance of the mission of
the university may be assigned in lieu of classroom teaching; equivalencies for this purpose
are defined by the State Board of Education. Chancellor’s Memorandum CM-E-15.00-01/99 [7]
requires that universities report all faculty activity by individual and by category in the
Instruction and Research Data File (IRDF). The Standard Practice associated with the
Chancellor’s Memorandum prescribes a formula for equating nonclassroom duties with
classroom contact hours. The total assignment must total at least 12 classroom contact hours.
University policy provides a process for resolving assignment disputes. Annual evaluation of
individual faculty performance is based on the annual assignment.
USF has also implemented several processes to ensure that collective faculty productivity is
consistent with institutional mission and goals and that the quality and integrity of the academic
programs is maintained:
1. Department [8] and college [9] profiles are compiled annually to enable chairs, program
directors, and deans to track progress with respect to instruction, research, and service
and to benchmark department and college productivity and accomplishments against
peer institutions.
2. Appropriate department/unit and college committees and, at the University level, the
Undergraduate Council [10] and the Graduate Council [11] respectively review and
Page 29
University of South Florida
September 2004
approve all curriculum and program changes and also review new degree program
proposals and make recommendations to the Provost.
3. All academic degree programs are reviewed on a seven-year cycle; these reviews
involve an evaluation by one or more outside consultants from a peer or aspirational
peer institution [12]. The University periodically conducts focused reviews of certain
programs or groups of programs; most recently, there was a review of all doctoral
programs in operation for more than three years. The results of this review, completed
in spring 2004, are now under consideration by the colleges and at the University level
by a committee composed of representatives from the Graduate Council and the
Provost’s staff. The committee’s recommendations will be used in decisions regarding
investment in doctoral education at USF.
In addition, the criteria for approval of new degree programs [13a] [13b] approved by the State
Board of Education and the Florida Board of Governors and required to be applied by the
University Board of Trustees in approving new bachelor’s and master’s programs include a
requirement to demonstrate that adequate faculty resources are in place to implement the new
program. The new degree proposal format [14] includes tables that show projections of
estimated student FTE and estimated faculty FTE associated with the proposed program.
These projections are reviewed by faculty and administrators (and sometimes by outside
consultants in the discipline) for consistency with standard academic practice. The Board of
Governors applies similar criteria in the consideration and approval of new doctoral programs.
In this case, the projections are reviewed by Board of Governors’ staff in consultation with
outside experts in the discipline.
Source
[1] Instructional Faculty, Fall 2003 :: Total University, All Budget Entities
[2] USF Faculty Roster :: Located on the Compliance Certification Report: Resource Materials
CD -- (back to narrative)
[3] Evaluations of Faculty Members :: Chapter 1012.94(1), Florida Statutes
[4] Assigned Faculty Duties and Faculty Activity Report
[5] Entry of AFD-FAR Information
[6] Required classroom teaching hours :: Chapter 1012.945(2), Florida Statutes
[7] Chancellor’s Memorandum CM-E-15.00-01/99 :: Florida Dept of Education, Division of
Colleges and Universities
[8] USF Department Profiles -- (view live site)
[9] USF College Profiles -- (view live site)
[10] USF Undergraduate Council -- (view live site)
[11] Graduate Council Charge
[12] Academic Program Review
[13a] Approval of New Degree Programs
[13b] Proposal Formats for Requests to Implement New Degrees
Page 30
University of South Florida
2.9
September 2004
The institution, through ownership or formal arrangements or agreements,
provides and supports student and faculty access and user privileges to
adequate library collections as well as to other learning/information resources
consistent with the degrees offered. These collections and resources are
sufficient to support all its educational, research, and public service programs.
(Learning Resources and Services)
_XX__ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
The Libraries and Special Collections
The USF Libraries, through direct ownership and formal agreements, provide access to
comprehensive and high-quality library collections and services in support of the teaching,
research and service mission of the institution [1]. Library collections and services supporting
the institution’s varied missions are collectively referred to as the USF Libraries [2], comprised
of six geographically independent facilities, the largest of which is the Tampa Library [3]. The
other five facilities are the Shimberg Library and the Louis de la Parte Mental Health Institute
Library, both located on the Tampa campus, the three regional facilities, the Nelson Poynter
Library at the St. Petersburg campus, the Jane Bancroft Cook Library in Sarasota, and the
joint-use library at Polk Community College for the Lakeland campus [4] [5] [6]. A review of the
library programs for regional campuses indicates that each program independently conforms to
the Association of College and Research Libraries (ACRL) “Guidelines for Branch Libraries in
Colleges and Universities” [7]. Students taking courses geographically distant from the Tampa
and regional campus libraries are served by direct, online authentication and access to
electronic collections and services via USF’s Blackboard learning portal interface.
The USF Libraries' extensive research collections include both locally purchased and held
resources and jointly-held materials [8] [9]. The Libraries cooperatively purchase and provide
access to extensive electronic collections, including 412 databases, 12,935 unduplicated ejournals, and 39,676 e-books. Additional electronic resources include USF electronic
theses/dissertations, image collections, electronic newspapers, and oral histories. Although
remote access to these resources is restricted by license agreements to current USF students,
faculty, and staff, these materials are available within the library building for access by
members of the public at large. As documented in a series of memoranda of understanding [1],
all members of the system share materials and provide reciprocal services to one another’s
primary constituents.
The Tampa Library houses most of the library system’s resources, in a variety of formats,
including 1,279,351 print volumes, 12,398 serial subscriptions, 2,853,075 microforms, 8,440
linear feet of manuscript and archival material, 95,697 maps, 98,907 graphic materials, and
50,075 A-V materials. Tampa Library’s Government Documents Department is a designated,
selective repository for United States government documents, annually receiving
approximately 65 percent of the total publication output of the U.S. Government Printing Office.
In addition, Government Documents is a repository for all State of Florida documents and
houses the region’s most extensive collection of USGS topographical maps and United
Nations publications on microfilm. The Tampa Library Media Resources Department provides
centralized access to art print collections, audio books, videos/films/DVDs, educational kits,
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University of South Florida
September 2004
music recordings and scores, along with a full complement of state-of-the-art audio-visual
equipment necessary to access these resources.
The University’s resources also include a number of specialized libraries and collections. The
Tampa Library Special Collections Department is renowned for its Floridiana Collection, which
covers all aspects of Florida history and culture with special emphasis on the Tampa Bay
Region. Other special collections of distinction include the following: the Dobkin 19th Century
American Literature Collection, a 4,600 title rare book collection, NationsBank AfricanAmerican Musical Heritage Collection (5,000 pieces of sheet music), Florida Sheet Music
Collection, Latin American Collection (2,000 volumes), the Ben Suchoff Bela Bartok Collection,
the Zewadski Greco-Roman Art Collection, the Jacobs Collection of the Photographs of
Francis Wagner, Tampa Mutual Aid Society Collections, Papers of Congressman Sam
Gibbons, Papers of Governor LeRoy Collins, and the Ellis Hughes and Mervine Mix Second
Seminole Indian War Diaries. Digital collections derived from the Department’s more than 520
physical collections contain a wide range of content, including audio, video, full text, eJournals, e-Books, articles, indexes/finding aids, and images. The indexes/finding aids to the
Tampa Library Special Collections Department collections also contain a limited number of
representative digital samples from the individual collections. Notable digital collections include
the Burgert Brothers Photograph Collection, the Center for Urban Transportation Research
Collection, the Tampa Cigar Art Collection, and the Robertson and Fresh Photograph
Collection.
In support of the USF St. Petersburg Poynter Library’s mission, collections include 204,839
volumes, 1,076 current periodical and serial subscriptions, 12 newspaper subscriptions, and
6,722 audiovisual titles [10]. The Poynter Instructional Media Department houses collections of
juvenile fiction and non-fiction, now approximately 6,903 titles. This collection serves the
programs of the College of Education and the School of Library and Information Science, as
well as families of the campus community. The IMD provides educational games, kits, and
visual aids for classroom use by education student interns. Special Collections, Poynter
Library’s newest department, focuses on developing collections in journalism, marine science,
and local history -- three of USF St. Petersburg’s (USFSP) areas of curriculum strength.
Notable collections include the papers of Nelson Poynter, the John C. Briggs Collection of
Ichthyology and Natural History, the David Hubbell Mark Twain Collection, and local oral
history audiotapes. Manuscript collections, exclusive of the Poynter Papers, now total 274
linear feet. USFSP faculty, staff, and students also have efficient interlibrary loan access or inperson borrowing privileges to resources of the entire USF Library System as well as to
resources held by other local institutions of higher learning through a series of formal
agreements [11].
Specialized research requirements unique to health science professionals are met by the
Shimberg Health Sciences Library on the Tampa campus. Mental health professionals and
policy makers rely upon the collections and services of the de la Parte Florida Mental Health
Institute Library [12] [13]. The primary mission of the Shimberg Health Sciences Library is to
support the USF Health Sciences Center educational, research and clinical activities by
facilitating access to information resources, and teaching lifelong information seeking and
learning skills. Serving primarily the students, faculty, patient care providers, and staff of the
Colleges of Medicine, Nursing, Public Health and the School of Physical Therapy, the
Shimberg Library also serves as a major biomedical information resource for health
professionals in the Tampa Bay area.
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University of South Florida
September 2004
The Shimberg Library's current health sciences collection consists of a growing, extensive
library of biomedical journals, books, databases, medical images and multi-media materials
comprised of 142,963 bound volumes, 1,187 print journal subscriptions, 1,729 electronic
journal subscriptions, 377 course related software programs, 1,080 audiovisual titles, 26
specific health science databases, and 21,958 books. Presently 62% of journal subscriptions
are received electronically in full text format. Medical research and curriculum support
databases include OVID Databases, Gold Standard Multimedia, GCG, MDConsult, StatRef,
InfoPOEMS (Patient Oriented Evidence that Matters), Web of Knowledge, Primal 3D
Interactive Series, The Cochran Library, CINAHL (Nursing), Harrison’s Online, and PubMed
Medline. Access to these products is available both on site and remotely 24/7. As a result of
agreements and consortial arrangements with the USF Libraries System, the State University
Library System (SULS), the Consortia of Southern Biomedical Libraries and the Southeast
Chapter of the Medical Library Association, students and faculty of the Health Sciences Center
have access to numerous high cost resources such as Web of Knowledge and Science Direct,
as well as thousands of multidisciplinary e-journals and over 5,200 e-books. In addition, HSC
students and faculty can access all library materials owned by the other USF libraries [14].
Specialized research requirements encountered by researchers studying the environmental
and health impacts of Florida’s phosphate industry, as well as industry efficiencies and issues,
are met by the Florida Institute of Phosphate Research Library, located in Bartow, Florida.
FIPR Library holdings include the United States’ most extensive collection of phosphaterelated journals, monographs, videos, maps, and industry reports. FIPR research publications
are cataloged and available electronically via the library’s web site [15].
Specialized research requirements in the College of Visual and Performing Arts (CoVPA) are
met by the Visual Resources Library (VRL) on the Tampa campus. Maintained by the School
of Art and Art History for its faculty and students, the library’s primary purpose is to support the
specialized teaching and research needs of the faculty. Visual formats collected by the library
include slides, digital images, videotapes, CD-ROMS, and laser discs. The VRL also maintains
a small cataloged collection of books and periodicals. The contents of the collections reflect
the teaching interests of the faculty with emphasis on western art from the Medieval to the 20th
Century. Non-western areas of emphasis include Asian, Islamic, Native American, and
traditional and contemporary African art [16].
Within the College of Arts and Sciences, the USF Herbarium, with nearly 230,000 specimens,
is the second largest collection in Florida, the seventh largest in the southeastern United
States, and ranks in the upper third of the world's herbaria in size. Established as a research
and teaching collection in 1958, two years after the founding of the University of South Florida,
the facilities are located in rooms 170-179 of the Life Sciences Building (LIF), on the USF
Tampa Campus. The Herbarium Library contains over 10,000 books, reprints and journals, an
extensive map collection, and a microfiche collection. The Library is open during most hours
that the Herbarium is open. Although materials are not allowed to leave the Library, visitors are
welcome to use the materials there [17].
The Department of Environmental Science and Policy is home to the USF Botanical Gardens
whose mission is “to foster appreciation, understanding, and stewardship of our natural and
cultural botanical heritage through living plant collections, displays, education, and research.”
The USFBG’s living collections include over 3,000 taxa of plants and natural habitats that
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University of South Florida
September 2004
emphasize the rich botanical diversity of the region as well as a Gardener’s Research Service
and a small collection of research material. Over 30,000 people visit the USFBG annually [18].
Administration and Coordination
The USF Dean of Libraries, [19], working in concert with centralized service personnel and
campus administrators and library professionals, ensures excellence in collections and
information services for all members of the university community as well as the library’s many
“external publics.” Governance and coordination is accomplished by a Council of Library
Directors (membership includes all library and central services directors) working in concert
with the Faculty Senate’s Library Council, the Provost, and campus vice presidents [20]. The
Tampa Library manages local governance through the Dean’s Directors group working
collaboratively with library faculty.
The Associate Director (AD) of the Tampa Library works with the Council of Library Directors
to develop, manage, and assess the USF Libraries’ collection [21] [22] [23]. Formally charged
with responsibility for the Tampa Library’s collections and coordination with similarly-charged
system library personnel, the AD supervises all collection development librarian assignments,
chairs the Collection Development Advisory Committee (composed of library faculty), and
evaluates the librarian’s achievements vis-à-vis the “CD Librarian Competencies” [24]. CDAC
is charged with making recommendations relative to the collection development process,
including the migration from print to electronic serials [25]. External collection coordination is
accomplished by the State University Library’s Collection Management Committee, of which
the AD is a member [26]. The Electronic Collections Subcommittee of the CMC is charged with
oversight and coordination of electronic collection development and assessment on a
statewide level; the USF Libraries are well represented on this committee as well in having the
Electronic Collections Coordinator chair the ECC [27].
Collection sufficiency is facilitated by a collection development and management process
incorporating faculty at all levels. In collaboration with faculty representing all academic
disciplines, librarians craft and revise collection development policies ensuring relevance to
current teaching and research initiatives [21]. General evidence of collection sufficiency is
demonstrated in part by the positive outcomes of collection assessment and accreditation
activities as outlined in the summary document, "Accreditation Reports, BOR Program
Reports, and Program Proposals, 2000-2004" [28]. Specific evidence is provided by the results
of the 2000 NCATE accreditation process [29].
Collection assessment measures employed by the staff of the Tampa Library include
comparative statistics [30] [31] [32], progress to ARL membership [33], reference to
professional reviewing sources, faculty and user input, disciplinary accreditation reviews, and
beginning in 2004, participation in the ARL-sponsored program to measure service quality
across institutions, LibQUAL [34]. Past collection assessment activities include the “Virtual
Library Assessment” conducted during the summer of 2000 [35]. Comparative data for select
measures commonly used to define libraries suggest that institutional library collections and
services are adequate to support the degrees offered by the institution [30]. Measured against
the select medians for ARL, South Atlantic ARL, ACRL (Carnegie Code D), and ASERL
member institutions, the USF Libraries compare very favorably when institutional foundation
dates are taken into account [32] [33] [34].
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University of South Florida
September 2004
Collection and service assessment activities are tied to the Libraries’ various missions and
strategic plans and are annually reviewed and, in the case of the Tampa Library, documented
in the format of an expanded statement of institutional purpose [36] [37]. In the 2002-03
example provided below, assessment activities in three areas are presented: Florida Studies,
Media Resources, and Reference [37]. The process begins with review and revision of
respective unit mission statements to ensure that they are consistent with the overall libraries’
mission and the broader mission of the University. Once consistency in purpose is assured,
the units establish a variety of goals and objectives (expected outcomes) designed to
accomplish the unit mission as well as evaluative criteria and methodologies to assess levels
of achievement. Following assessment activities, the results are analyzed and
improvements/refinements are considered and, when appropriate, implemented at the unit
level. The entire process is monitored by the libraries’ administration for consistency with the
overall strategic plan and library mission. The example of the Public Relations Counseling
Project detailed in the response to Core Requirement 2.5 and included as supporting
documentation below illustrates the functioning of this continuous process improvement
strategy on the library (vs. unit) level [38].
The majority of print monographs are purchased through a commercial vendor approval plan,
with a subject profile developed in Fall 2000 and regularly updated to reflect the existing and
proposed campus curriculum. In those subject areas, electronic approval slips are generated
at the academic and advanced academic levels covering titles that fall both within and outside
the subject profile and are sent weekly to the subject liaison librarians for review and selection.
Subject liaison librarians evaluate the approval slips and also seek to identify appropriate
subject resources that the approval profile omits. Subject liaison librarians routinely scan book
reviews in sources including Publishers’ Weekly, Booklist, Library Journal, New York Review of
Books, and the New York Times Book Review to identify additional relevant titles and
emerging academic trends. New curriculum areas receive special attention and course
schedules and interlibrary loan patterns are examined to monitor new faculty initiatives. Faculty
and librarian liaisons annually review the subject approval profiles for currency and a
continuing “fit” with USF’s changing academic profile. Immediate adjustments to the profile are
handled by the Associate Director in response to mission and curriculum modifications.
Targeted LC ranges are inventoried and compared to holdings of peer, aspirant, and ARL
institutions. Such comparative data is used in acquisitions decisions to ensure appropriate
depth and breadth of research collections.
In a further effort to ensure collection sufficiency through user input, Tampa Library funds are
earmarked as college allocations and subsequently disbursed by college deans to departments
and individual faculty for recommendations for purchase. The annual Program Enhancement
process encourages individual faculty to make a formal case to obtain funds in excess of
college allocation levels to make substantial purchases in support of new research initiatives or
degree program developments [39]. Typically reserved for monographic, data, or A-V format
purchases, the Program Enhancement process is augmented by a Journal Enhancement
program to ensure relevance in serial subscriptions [40]. Outside of the formal collection
enhancement calendar, collection development liaisons regularly encourage faculty requests,
particularly for new faculty members whose research or teaching areas may not have been
well covered in the past. Faculty at the College of Marine Science, whose materials budget is
part of the Tampa Campus Library budget, work closely with the Poynter Library science
librarian to select their research level materials. User input is actively solicited via the online
“Suggest-A-Purchase” form available to any user within the university or external community
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University of South Florida
September 2004
[41].
For electronic resources, a committee of USF librarians representing all campuses evaluates
and reviews possible new acquisitions. Electronic resource costs are shared proportionally
across the board. The USF Libraries agreement for the selection of electronic resources is
included with other collection development policies.
User Services
The USF Libraries' user-friendly web site functions as the primary portal to access collections
and services as well as the sites for the individual library locations [2]. Through this medium, all
users, regardless of geographic locale, have access to all collections and services offered by
the library system. Using an authentication and proxy system based on the compulsory
institutional ID card, all USF-affiliated students, staff, and faculty have remote access to the
website and through this gateway, all electronic collections contained therein [42] [43]. Nonaffiliated users may access most of these collections from on-site computers; anyone may
access non-restricted resources via the website. In addition to such basic information as
service hours, staff directories, address and telephone numbers for library facilities, and
current news about the libraries, the website provides direct access to the full-text electronic
resources, digital collections, and databases characterized above, and functions as the
gateway to the online catalog by which researchers and students obtain intellectual access to
all of the library’s collections, print and electronic. Not simply a means to access locally owned
information resources, the website also aids researchers in reaching out to information
resources accessible through consortial agreements, contracts and licenses, and institutional
memberships. Recent modifications of the website were informed by an extensive planning
and assessment process (“Tell-Us-What-You-Think”) coordinated by the members of the Web
Advisory Committee [44] [45] [46] [47]. Current activities to enhance both intellectual and
textual access to research collections include implementation of the SFX utility (e-journals) and
MetaLib (local and remote e-resources and print collections).
To facilitate user access to research materials not locally owned, the USF Libraries maintains
a variety of relationships to such organizations as the Florida Center for Library Automation
(FCLA), the Association of Southeastern Research Libraries (ASERL), the Florida Library
Information Network (FLIN), and the Tampa Bay Library Consortium (TBLC). As a member of
the state’s Division of Universities and Colleges, the libraries are signatories to and active
participants in the 1998 “Reciprocal Borrowing Agreement Between State University System
and Community College Libraries” which guarantees that current students, staff, and faculty
affiliated with any state university or community college may borrow research materials from
any other member institution [48]. The relationship with FCLA ensures that USF-affiliates share
in the access to databases, journals, indexes and abstracts, newspapers, and statistical tools
[49]. Within the context of access to research collections, the TBLC-Tampa Library relationship
ensures rapid and cost-effective delivery of materials between member libraries statewide [50].
Finally, as an active member of the OCLC bibliographic network, USF-affiliated users have
intellectual access to worldwide library holdings as well as a defined and comprehensive
interlibrary-loan network [51].
When a student or researcher cannot access an information resource because it is not locally
owned, interlibrary loan is available from any location and at any time of the day or night
through the online ILL management system, ILLiad [52]. Requests are input by patrons at their
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University of South Florida
September 2004
convenience from any PC and processed within 24 business hours of receipt by ILL personnel.
Problems with requests and user-notification that materials are received are processed via an
email response system. Unless otherwise requested, articles are delivered electronically to the
users’ desktops; loans are circulated by standard circulation procedures by desk personnel.
Distance learners are serviced by USPS delivery of monographs and returnable items.
Document delivery and loans are facilitated by standing deposit accounts with a variety of
sources including Ingenta, the British Library, Lexis-Nexis, ProQuest, NTIS, UMI Dissertations
Express, the Library of Congress, and Center for Research Libraries (CRL). The Libraries
receive daily courier service from within the USF network and among many other area libraries
to expedite ILL borrowing and lending, and utilize Ariel technologies to provide desktop
delivery of digitized articles.
The USF Libraries' many interlibrary loan agreements ensure rapid and cost-effective access
to research materials not owned by the USF Library System. Notably, the libraries are
signatory to the “ASERL ILL Reciprocal Agreement,” the “SUS Interlibrary Loan Guidelines,”
(establishes common service guidelines) and the distance-learner specific “Reciprocal Direct
ILL Services for SUS Students, Faculty, and Staff” agreement [48] [49] [53]. Agreements with
individual institutions not covered by the above are also maintained to expand access to critical
research resources. Health sciences-related information resources that are not owned by the
USF Libraries are available to users as a result of the Shimberg Library's membership in the
Consortia of Southern Biomedical Libraries and the Southeast Chapter of the Medical Library
Association. The USF Libraries are members of the Southeastern Library Network (SOLINET),
the Tampa Bay Library Consortium (TBLC), and the Florida Information Network (FLIN),
networks bound by a common desire to ensure unfettered access to each participant’s
research collections [54] [55] [56].
Other Learning/Information Resources
USF’s Division of Educational Outreach provides access to learning resources that enhance
the effectiveness of faculty in the classroom and establish a more dynamic learning
environment for students. By providing the latest instructional technologies and resources for
learning new teaching methods, with technology and without, and for enhancing and extending
the classroom experience, Educational Outreach is ensuring that faculty members have
access to contemporary educational tools and the skills for using them. These services are
provided by two Educational Outreach units: Classroom Technology Services (CTS) [57] and
the Center for 21st Century Teaching Excellence (CTE) [58].
CTS makes available audiovisual equipment and services to over 150 campus classrooms and
two off-campus locations. Services include support for installed equipment in 45 classrooms
and 23 auditoria, and delivery of equipment to any general use classroom on campus. Installed
classroom equipment includes video/data projectors, video/data monitors, VCRs, component
switchers, document cameras, electronic whiteboards, printers, and slide-to-video converters.
Large auditoria are equipped with 100Mb network connections, an instructor PC, TV/VCR,
digital video disk player, liquid crystal display projector, and other peripherals. Smaller
classrooms are being systematically renovated to provide network connectivity. Additionally,
an assortment of media equipment is available for check-out from a large over-the-counter
inventory. Equipment available for checkout includes data projectors, laptop computers, digital
camcorders, VHS-C camcorders, digital still cameras, DVD players, VCRs, overhead
projectors, slide projectors, PA systems, and cassette recorders.
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University of South Florida
September 2004
CTS assists in extending the classroom beyond campus borders through the operation and
maintenance of 13 specially equipped classrooms and three distribution networks. Satellite,
videoconference and ITFS systems serving all campuses and the USF Downtown Center
provide faculty, departments and colleges with alternative means to deliver courses and
programs to students who may be constrained by time and/or place. When not in use to
directly support academic programs, these resources are made available to non-academic
units and the broader University community. The University has rooms equipped to provide
telecourses offered via television and audio tape formats. Most of these courses are televised
on the University’s television station WUSF-TV (in Tampa, St. Petersburg, Sarasota, and
Lakeland) and on the local Education Channel. Videoconferencing facilities allow students and
instructors to see and hear each other at multiple locations at the same time or on a tapedelayed basis. All four USF campuses can receive classes this way and three campuses can
originate courses.
As a complement to these equipment and telecommunication resources, CTS also provides
personal and technical support to faculty in their use of technology for teaching and research.
Teleconferencing, videoconferencing, and media set-ups are scheduled, coordinated, and
performed by CTS staff. Training in the use of equipment is also provided. When not
supporting teaching and learning, these resources are made available to the broader
University Community.
The Tampa-based CTS services are supplemented by local classroom technology resources
and staff on the regional campuses.
The Center for 21st Century Teaching Excellence (C21TE) has developed a specialized library
of books and videotapes related to college teaching for the use of faculty and graduate
teaching assistants on all campuses. These resources are organized by author and include
general and specific topics concerning teaching and learning issues in higher education. A
concerted effort has been made to acquire resources to support general education, as well as
traditional topics in sciences, social sciences, humanities, education, and mathematics. The
Center also is building a library of current information about teaching with technology.
The Center provides a reading room with comfortable furniture so that faculty and graduate
teaching assistants have a place to peruse its library holdings. Faculty and graduate students
also have the option of signing out resources and taking materials with them to use in other
locations. The Center’s web site lists the resources so instructors can check ahead to see if
specific resources are held in the Center’s library. The Center also offers a variety of
workshops that are open to USF faculty and teaching assistants on all campuses.
Its expertise in teaching and learning with technology is a major strength of the C21TE. The
Center’s Media Innovation Team was established to help faculty make effective use of
University supported course software and other course development tools and instructional
technology. The team includes instructional designers, multimedia specialists, web course
developers, and audiovisual and video production experts. They support faculty with training
and course development services. In addition to workshops, a summer institute, and an annual
Symposium on 21st Century Teaching Technologies, the MIT also provides individual training,
assistance, and support.
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University of South Florida
September 2004
Academic Computing Technologies
Technology at USF is fully integrated into every aspect of its teaching, learning, research, and
applied public service missions, and the University will continue to take advantage of emerging
technologies in the future. The infrastructure for teaching/learning and research is the primary
responsibility of the Division of Academic Computing Technologies and includes the following
elements.
• Gigabit Ethernet – The University has a state-of-the-art high-speed campus network
with a Gigabit Ethernet (GE) backbone and switched 10/100 ethernet on campus with a
GE link to the internet and, in direct support of campus computing and research, OC-3
Internet2 connectivity [59].
• Internet Broadcasting - Academic Computing Technologies uses an assortment of
currently available video and audio technologies to stream via IP multicast lecture series
in real-time. The NetCast lectures are collected and made available for playback [60].
• Computer Labs - USF provides labs equipped with computers to support courses
requiring hands-on access to PC's. USF has both large centrally supported general
access computer labs [61] and departmentally supported labs [62] with hardware and
software tailored to their courses. Equipment is replaced on a three- to four-year cycle.
A software suite appropriate for the courses taught is available in each lab. Software
includes Maple, Matlab, Microsoft Office, SAS, and other packages.
• Network access from dorms and off-campus – USF provides high-speed network
connectivity to every residence hall on campus. Most rooms now have switched
10/100Mbps ethernet ports available for student use [63]. Dial-up access with traditional
modems is available for off-campus students.
• Blackboard Learning System and Community Portal - The University’s electronic course
delivery service and community portal (deployed using redundant hardware and
monitoring software to ensure a near-fault-tolerant environment) enhances student
learning by expanding and enhancing traditionally scheduled courses as well as
supporting distance education [64].
• Electronic Course Delivery - USF delivers over 7,000 course sections electronically.
Today, more than 31,000 students worldwide have taken advantage of web-enabled
teaching and learning opportunities being offered by the University through the use of
information technology resources [65] [66].
Each regional campus has a local computing support unit that supplements the resources and
services of the central Academic Computing Technologies unit [67] [68] [69]. The USF Health
Sciences Center also has an Information Services unit, led by an Assistant Vice President,
whose purpose is to serve the specialized computing and information needs of the faculty,
students, and staff of the Health Sciences colleges (Medicine, Nursing, and Public Health) [70].
Source
[1] USF Library Agreements
[2] USF Libraries Web
[3] USF Tampa Library Web
[4] Poynter Library (St. Petersburg)
[5] Cook Library (Sarasota)
[6] Polk Community College Library (Lakeland)
[7] ACRL Guidelines for Branch Libraries in College and Universities
[8] USF Libraries Statistical Summary, 2002-2003
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University of South Florida
September 2004
[9] Current Electronic Serials Subscription List
[10] USFSP Poynter Library Mission
[11] USFSP Poynter Library Cooperative Agreements
[12] Shimberg Health Sciences Library
[13] De la Parte Florida Mental Health Institute Library
[14] Resource data documentation and statistics (AHSLD/ASERL) relative to the Shimberg
Health Sciences Library :: Physical Location: Shimbery Health Sciences Library, Director's
Office (MDC 1200) -- (back to narrative)
[15] Florida Institute of Phosphate Research Library
[16] College of Visual & Performing Arts' Visual Resources Library
[17] USF Herbarium
[18] USF Botanical Gardens
[19] USF Libraries Administration
[20] Faculty Senate Library Council
[21] USF Tampa Library Collection Development Librarian Liaisons & Policies
[22] USFSP Poynter Library Collection Development
[23] USFSP Poynter Library Media Collection Development Policy
[24] Collection Development Librarian Competencies
[25] Collection Development Advisory Committee
[26] State University Library Council: Collection Management Committee
[27] State University Library Council: Electronics Collections Committee
[28] Accreditation Reports, BOR Program Reports, and Program Proposals, 2000-2004
[29] NCATE Accreditation Report, 2000
[30] Comparison to ARL & Peer Libraries, 2003
[31] Comparative Data for Select Measures, 2002-2003: ARL, South Atlantic ARL, ACRL
(Carnegie D), and ASERL
[32] Comparative Data for Select Measures, 2002-2003, Florida's Research Universities
[33] Comparative Data for ARL Measures, 2000-2003
[34] LibQUAL Results
[35] Virtual Library Assessment, Summer 2000
[36] USF Tampa Library Strategic Plan, 2002-2007
[37] Expanded Statement of Institutional Purpose, 2002-2003
[38] USF Research Faculty and Tampa Campus Library Professional Librarian Academic
Relationships: A Public Relations Counseling Project
[39] Program Enhancement Guidelines
[40] Journal Enhancement Guidelines
[41] Suggest-A-Purchase Form
[42] ID Checker
[43] Connecting to the USF Libraries
[44] Web Advisory Committee
[45] Tell-Us-What-You-Think Program Chart
[46] Tell-Us-What-You-Think Program Suggestions
[47] Tell-Us-What-You-Think Program Results & Comments
[48] Reciprocal Direct ILL Services for SUS Students, Faculty, and Staff
[49] SUS Interlibrary Loan Guidelines
[50] TBLC Delivery Services
[51] Online Computer Library Center
[52] ILLiad Interlibrary Loan System
[53] ASERL ILL Reciprocal Agreement
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University of South Florida
September 2004
[54] SOLINET
[55] Tampa Bay Library Consortium
[56] Florida Library Information Network (FLIN)
[57] Classroom Technology Services
[58] Center for 21st Century Teaching Excellence
[59] Data Network Management
[60] USF Netcast Project
[61] Open Computer Laboratories
[62] Classroom Network Connectivity
[63] Residence Services Technology Services
[64] Support for Distance Learners
[65] What is myUSF
[66] myUSF Profile
[67] Campus Computing :: USF-Saint Petersburg
[68] Campus Computing :: USF-Sarasota/Manatee
[69] East Regional Data Center :: USF-Lakeland
[70] Information Services :: USF Health Sciences Center
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University of South Florida
2.10
September 2004
The institution provides student support programs, services, and activities
consistent with its mission that promote student learning and enhance the
development of its students. (Student Support Services)
__XX_ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
The University of South Florida (USF) provides effective, well-organized programs, services,
and activities that result in quality experiences for students, advance their learning in and
beyond the classroom, and enhance their development as community members. The
University accomplishes this through the efforts of the Division of Student Affairs [1], the Office
of Undergraduate [2a] and Graduate Studies [2b], the colleges and academic programs on all
of its campuses, and numerous other services and programs. Programs target the general
student population as well as sub-groups of students, such as first-time-in-college, special
needs, at-risk, transfer and adult, honors, graduate, and international students, and student
athletes. The University strives to promote intellectual development and student success in a
diverse, student-centered environment. The University values the development of the personal
and professional potential of its students and enriching the quality of campus life. Over 300
student organizations on all campuses address student interests ranging from academic and
religious to athletic and social.
Academic Support and Enhancement Programs and Services
Student Support Services (SSS) [3] is a federally funded program that serves a diverse group
of 220 first-generation, low-income college students. Services include pre-enrollment advising,
orientation, academic advising and monitoring, registration, English tutoring and tutoring
referrals, mid-term assessment, counseling, mandatory college survival seminars, cultural and
social enrichment programs, scholarships, and individual student evaluations. The program
includes a mandatory 6-week pre-freshman-year summer program.
Project Thrust [4] is a support program that provides personal and academic support to
undergraduates at the University of South Florida. Using established partnerships with
programs, departments, and colleges, Project Thrust helps the University expand academic
support services by administering the Personal Excellence Program, the Academic Success
Center, the USF Mentoring Program, and the Freshman Summer Institute.
University Experience [5] is an elective, two-credit hour extended orientation course primarily
directed at first-time-in-college students. The goals of this class include establishing a
supportive relationship between the student and faculty member, developing a strong peer
group identity, and assisting the students with academic and social integration into the campus
community. Peer mentors assist the course instructors.
Student-athletes are advised through the Academic Enrichment Center (AEC) [6]. USF’s
student-athletes are provided orientation, priority registration, academic advising, an academic
monitoring program, tutorial services, supervised study hall, academic travel monitors, a
computer lab, workshops and seminars, career counseling, and academic major counseling.
Students who thrive in academically challenging environments are afforded opportunities to
Page 42
University of South Florida
September 2004
excel through the USF Honors College [7], which provides students with opportunities to
participate in faculty research projects, international study, and honors conferences. The
Honors College Tutor Program [8] is a peer advising program in which students who are
struggling with coursework can receive help from Honors College students in specific subjects,
such as biology, business, chemistry, English, history, physics, psychology, math, as well as
general skills.
The Math Center Lab in the USF Tampa College of Arts and Sciences was established to
assist students needing assistance with Math courses. It houses computers that are loaded
with instructional math software, as well as televisions with both DVD and VCR capabilities.
The Math Center website [9] provides netcast videos, Powerpoint slide presentations, practice
tests, syllabi, and other resources for our lower level math courses (and for the state College
Level Academic Skills Test or CLAST). Individual tutoring is also available in the Math Tutor
Lab.
The Writing Lab [10], also in the USF Tampa College of Arts and Sciences is dedicated to
supporting writing across the disciplines. The Writing Center offers 30-minute consultations to
assist students in developing an improved writing process and product. USF student writers
receive individual consultations with trained staff from the English Department. Students learn
and practice the tools of improving focus, development, organization, style, and conventions
for writing in all disciplines. These consultations are offered Monday through Friday free of
charge to all registered students as well as faculty and staff. The Writing Center does not
currently have an active web site; one is in development.
General Advising and Support Programs and Services
On the Tampa campus, undeclared undergraduate majors are advised through the Center for
Academic Advising [11]. Undergraduate students with declared majors are advised by the
appropriate college and/or department. The USF regional campuses [12] [13] also provide
academic support to undergraduate students through professional advisors located in
Academic Advising Centers at their respective campuses.
Academic advisors at all campuses of the University of South Florida are dedicated to
promoting the successful achievement of students’ academic goals through comprehensive
advising services. Advisors assist students with course selection and scheduling, major and
career advice, policy and procedure explanations, and referrals to available resources across
campus. Advisors maintain personal communication with continuing and prospective students
through individual scheduled appointments, walk-in appointment hours, email advising, and
web and telephone inquiries. A variety of on-site and on-line options is available to students,
including Cyber Advising [14].
The President’s Academy of Advisors [15], implemented in Fall 2003, is a program designed to
enhance the undergraduate experience for first year students at USF. Participating volunteer
faculty and staff are matched with new freshmen to serve as advisors and mentors as the
students navigate through their first year. The intent is for advisors to be more accessible and
for the students to receive more individual attention. Students are matched with their assigned
advisor during orientation.
USF maintains a Student Academic Support System (SASS) [16] that allows students and
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University of South Florida
September 2004
advisors to track students’ progress in their majors. The SASS audit matches the students’
academic records against the requirements of their degree programs. SASS audits can be
obtained from the Center for Academic Advising, from any open-use terminal on campus, or
from the statewide Florida Academic Counseling and Tracking for Students (FACTS) [17]
system via the internet. FACTS is designed as part of Florida’s 2+2 articulation agreement to
provide students with information on transfer progress and options, financial aid, college
advising tools, choice of majors, college transcripts and grades, defining career objectives, and
progress toward college graduation.
Orientation programs [18a] [18b] [18c] [18d] at USF provide an introduction to both academic
and student life and are available on all campuses. To facilitate the smooth transition of
students into the academic environment of the University, academic advising and registration
are major components of the program. In addition, orientation provides opportunities for
entering students to develop realistic academic and personal goals, to locate student support
programs and resources, and to meet faculty, staff, and continuing students. Attendance at onsite orientation is required of all new first-time-in-college students. The University’s Cyber
Advising program [14] allows students to fulfill one afternoon of the mandatory 2-day
Orientation on-line. Students are able to register early and make any necessary changes to
their schedule on-line during the afternoon of the second day of orientation.
Orientation for transfer students is also available. Participation is optional. Transfer and former
students are required to contact their college to determine the advising and registration
opportunities available for their major. The Office of Orientation coordinates an open house
including several departments that are critical to transfer student success. In addition, the
Office of Adult and Transfer Student Services (ATSS) [19] serves as a central source of
information and referral, advocacy, guidance, recruitment, retention and programming for
those students who may begin the pursuit of their degree at a community college or enter the
University at an older age. Students receive assistance from ATSS both online and in person.
ATSS advisors regularly visit USF’s feeder community colleges to advise potential transfer
students about entering the University.
Information to help students make decisions that will help them navigate the University system
and reach their potential academically and personally are available in the Office of Student
Relations [20], which functions as a student advocate. The main objective of this office is to
assist students in dealing more effectively with issues that may arise during the college
experience.
For students who choose to live on the Tampa campus, (to date the only campus with
residence halls) ethernet connections to access the internet and University computing services
are provided in all student rooms. Computer labs [21] are also available for all resident
students, complete with word processing, spread sheet, and internet browser software, in the
Argos Center, Holly Complex, and Magnolia Complex. These labs are for the exclusive use of
residents and are open for extended hours of operation to fit a student’s schedule.
The Office of Financial Aid [22] not only provides help with financial aid applications and forms,
but also financial aid calculators and checklists to help students and parents plan better for
college. The Center for Financial Aid Resources provides help in applying for financial aid,
scholarship services, applications for work-study programs, etc.
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University of South Florida
September 2004
In Fall 2003, there were more than 2,000 international students enrolled at USF. These
students can receive assistance and advising both online [23] or by visiting the International
Student and Scholar Services (ISSS) [24] office on the USF Tampa Campus. Advisors are
trained to help students in dealing with a variety of challenges from immigration and pre-arrival
issues to finding employment on campus.
Student Development Programs and Services
On the Tampa campus, a collection of academic and student support programs and services
offered as part of the Student Life and Wellness division [25] of Student Affairs directly address
the mission of the University to educate the whole student. Campus Recreation [26], the
Counseling Center [27], the Marshall Center (student union) [28], Student Health Services [29],
Student Government [30], The Oracle (the student newspaper) [31], Student Relations [32],
are some of the offices devoted to student life and wellness. Hundreds of programs to promote
student learning and a sense of community are available through the Student Life and
Wellness Division.
The activities sponsored by the student union, The Phyllis P. Marshall Center, bring energy
and vitality to the student experience. The Student Activities office at the Marshall Center [33]
helps students become involved in campus life through a variety of social activities and
personal enrichment programs. The Marshall Center is also the “home” of the Leadership
Studies Minor [34] and the Leadership Studies Certificate [35] programs, which are
interdisciplinary programs taught through experiential and reflective learning strategies.
The University Counseling Center [27] provides avenues to help students grow as whole
individuals – emotionally, intellectually, and socially. Services provided include personal
counseling services, such as help with adjusting to college, addiction and substance, and
emotional distress; developing effective listening skills; testing and assessment to identify
aptitudes and interests; and veterans services.
The Career Center [36] assists students to make the transition from academic life to
professional employment. A staff of experienced career professionals help students plan,
refine and implement their career goals and plan their job search. The Career Center also
provides information on employment opportunities and creates venues for students to network
and interview with local, state and national employers. Part-time student employment,
internships, experiential learning programs are also part of the Career Center Services.
Opportunities for student leadership are available through the University’s Student
Government [30], which is composed of executive, legislative, and judicial bodies and affords
students the opportunity to participate in all facets of University governance. In addition, the
Oracle [31], the student newspaper which is published five times a week, provides students
with first-hand experience in journalism.
In addition to leadership, service learning opportunities are also available to students.
Volunteer USF [37] supports the community by pairing helpful students with local outreach
opportunities. The center offers resources on volunteerism, service-learning and opportunities
for students and student organizations to develop leadership skills and get involved in service
in the Tampa Bay area. Opportunities exist to participate in short-term or long-term projects
and service trips. A few of the many service opportunities available in a variety of fields for the
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University of South Florida
September 2004
University’s students in both Hillsborough and Pinellas counties include the Tampa Museum of
Art, the Science Center of Pinellas County, Bison Springs Animal Rescue, the Tampa Bay
Aquatic and Buffer Preserves Program, the Ronald McDonald House, LifePath Hospice,
Metropolitan Charities, Habitat for Humanity, Homeless Coalition, Horses for the Handicapped,
Elder Justice Program, Heartstone Assisted Living and Memory Care, Youth with a Vision, and
Hillsborough Head Start.
Student organizations and clubs [38] at the University also enhance learning and development
through attention to diversity. The African Students Association [39], the Africana Studies Club,
the Asian Pacific American Medical Student Association, the Association of Filipino Students
[40], the Cuban American Student Association are just a few of the clubs and organizations
listed on the Marshall Center website that promote diversity and multicultural awareness [41].
Students’ physical and mental health is also addressed through various programs and
activities. The Student Health Center [29] at the Tampa campus not only provides medical
health services but also health education and peer education programs in wellness and
general health concerns, alcohol and other drugs and sexual responsibility.
The Tampa Campus Recreation Center [42] is a world class facility that provides over 6,500
square feet of space weight room area, six indoor racquetball courts, a martial arts mat room,
four basketball courts or six volleyball courts, and three aerobics/dance rooms. The new Argos
Fitness Center offers an additional 4,900 square feet for students only. Locker room facilities
and a lounge with a Smoothie King juice center are also available for students. Over 40 noncredit group exercise classes are offered throughout the week. The Intramural Sports Program
[43] offers the students at USF over 30 different activities to participate in during the Fall,
Spring and Summer semesters. Structured leagues and tournaments are offered in a diverse
array of sporting activities, ranging from flag football, softball, basketball, soccer, and
volleyball, badminton, floor hockey, wiffleball, and Utimate Frisbee. In addition, the Outdoor
Rec Program [44] offers canoeing, camping, kayaking, and disc golf on the University-owned
Riverfront Park on the Hillsborough River. The park is open only to current USF students, staff
and faculty.
The University Police Department [45] provides crime prevention programs and class lectures
in criminal justice and University Experience courses.
Finally, as part of the on-campus residence options available to students at the Tampa
campus, the Office of Greek Life [46] recently celebrated the grand opening of 14 Greek
houses built in a community on campus.
Health Sciences Center
The College of Medicine (COM) has its own Office of Student Affairs [47]. Under the leadership
of the Associate Dean for Admissions and Student Affairs and the Assistant Dean for Student
Affairs, the COM Office of Student Affairs provides specialized services for students in the MD
program. Students in the Colleges of Nursing and Public Health are served by the University
Division of Student Affairs [1] and the Office of Graduate Studies [48] in Academic Affairs.
Services for Graduate Students
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University of South Florida
September 2004
Graduate students are served by several of the student support programs and units described
above:
• Financial Aid
• International Student and Scholar Services
• Residence Life (about 40 graduate students currently live on campus)
• Campus Recreation
• Counseling Center
• Student Health Services
• Marshall Center (student union)
Other support services for graduate students are provided by the Office of Graduate Studies
[48], which also sponsors the Graduate and Professional Student Council [49]. Graduate
Studies publishes a newsletter for graduate students, the GradForum [50].
Individual degree programs are responsible for providing advising and mentoring services for
their graduate students. Graduate Studies provides thesis and dissertation workshops.
Graduate students who are employed as teaching assistants are eligible to participate in
workshops offered by the Center for 21st Century Teaching Excellence [51]; a special summer
workshop is offered each year for international teaching assistants [52].
Regional Campuses
In addition to the programs, services and activities described above that promote student
learning and development, many of which are web-based and available to students at all of the
USF campuses, each of the regional campuses also has on-site and online support programs
and services. Student services on regional campuses are generally tailored to the needs of the
individual campus student body. USF Sarasota/Manatee and USF Lakeland serve only upper
division and professional graduate students, many of whom are working adults. Student
services thus tend to focus on career development and counseling with fewer resources
directed to student life and wellness programs. USF St Petersburg’s student body is changing
as the campus now admits lower division students and is planning residence halls; the student
services at that campus are being expanded to meet the needs of a different type of student.
Lakeland Campus
The Student Services unit on the campus offers one-on-one personalized registration [53]. The
New Student Orientation Program [54] acquaints students with campus and University
resources, academic offerings, student organizations, student services options, and campus
layout and facilities. The Career Counseling Center [55] provides employment resources for
both post-graduation and internship opportunities. The Counseling Center [56] assists students
with issues that affect their personal lives as well as their performance in school. In pursuit of
the University’s mission to provide community support and enrichment, the Lakeland campus
also welcomes non-degree seeking and senior citizen students on a space available basis.
Sarasota-Manatee Campus
On the Sarasota-Manatee campus, the Office of Student Services Academic Advising [57]
assists students with admission information, transcript evaluation, degree and course
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University of South Florida
September 2004
selection, and University regulations and forms. The Career Center [58] assists students to
develop, evaluate, and implement career and life plans and maintains relationships with area
employers. The Center provides individual counseling to students and alumni regarding career
planning, job search preparation and strategies, and graduate school. The Career Center
helps students find jobs through a career library [59] and website that includes a recruitment
management system through College Central [60] listing job and internship postings, students’
resumes, and student/alumni mentor opportunities. The Office of Student Disability Services
[61] offers note-takers, test scribes, interpreters, transcriptions of class notes, photocopies of
class notes, accommodations for examinations, extended time for testing, a quiet environment,
a separate room for testing, computers for testing, use of spell check, readers for testing, and
adaptive classroom equipment and/or furniture. The Office of Student Affairs at SarasotaManatee [62] provides advocacy, information, and assistance with all phases of campus life.
Staff advocates for enrichment and provides direction to Student Government and clubs [63].
St. Petersburg Campus
The St. Petersburg campus is a student-centered learning community that supports holistic
student development both within and beyond the classroom. The Division of Student Affairs
[64] at the St. Petersburg campus provides comprehensive services that are informed by best
practices and student needs assessments, designed to meet or exceed professional
standards, and continually improved by outcomes assessments. The Counseling and Career
Center [65] seeks to create a campus life that challenges, supports, and encourages students’
university experience and empowers students for lifelong success by offering comprehensive
psychological, personal, and career counseling services. The Department of Student Services
[66] provides a variety of programs and services centered on the mission of the learning
experience of students. As an advocate for students, this department responds to general
student concerns and assists students in finding solutions to their specific problems. The
Student Life Department [67] offers comprehensive educational, recreational, and cultural
programs for the campus community.
Source
[1] Tampa Division of Student Affairs
[2a] Office of Undergraduate Studies
[2b] Office of Graduate Studies
[3] Student Support Services Program
[4] Project Thrust (academic success project)
[5] University Experience (student success course)
[6] Student Athletic Academic Services
[7] Honors College
[8] Honors College Tutor Program
[9] Math Center
[10] The Writing Center :: Physical location: Cooper Hall 257 -- (back to narrative)
[11] Center for Academic Advising
[12] St. Petersburg Undergraduate Advising College of Education
[13] Sarasota-Manatee Campus Academic Advising
[14] Cyber Advising for Orientation and Beyond
[15] Academy of Advisors
[16] Student Academic Support System
[17] Florida Academic Counseling and Tracking for Students (FACTS)
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University of South Florida
September 2004
[18A] Tampa Campus :: USF Orientation
[18B] Lakeland Campus :: USF Orientation
[18C] St. Petersburg Campus :: USF Orientation
[18D] Sarasota-Manatee Campus :: USF Orientation
[19] Adult and Transfer Student Services
[20] Office of Student Relations
[21] Computer Labs
[22] Office of Financial Aid
[23] International Student Advising
[24] International Student and Scholar Services
[25] Departments of the Division of Student Life and Wellness
[26] Campus Recreation
[27] The Counseling Center for Human Development
[28] Marshall Center (Student Union)
[29] Student Health Services
[30] Student Government
[31] The Oracle (Student Newspaper)
[32] Office of Student Relations
[33] Student Activities Office
[34] Leadership Studies Minor
[35] Leadership Studies Certificate
[36] The Career Center
[37] Volunteer USF
[38] Student Organizations and Clubs
[39] African Students Association
[40] Association of Filipino Students
[41] Diversity and Multicultural Awareness
[42] Tampa Campus Recreation Center
[43] Intramural Sports Program
[44] Outdoor Rec Program
[45] University Police Department
[46] Office of Greek Life
[47] College of Medicine Student Affairs
[48] Graduate Studies
[49] The Graduate and Professional Student Council
[50] GradForum
[51] Center for 21st Century Teaching Excellence
[52] International Teaching Assistants Workshop
[53] Student Registration
[54] New Student Orientation
[55] Career Counseling Center :: USF Lakeland
[56] Counseling Center :: USF Lakeland
[57] Student Services and Advising
[58] Career Center :: USF Sarasota-Manatee
[59] Career Library :: Physical Location: Bldg.#USS 805 C, Room# 109 -- (back to narrative)
[60] College Central
[61] Office of Disability Services
[62] Office of Student Affairs
[63] Student Government and Clubs
Page 49
University of South Florida
September 2004
[64] Division of Student Affairs
[65] Counseling and Career Center
[66] Division of Student Services
[67] Student Life
Page 50
University of South Florida
2.11
September 2004
The institution has a sound financial base and demonstrated financial stability,
and adequate physical resources to support the mission of the institution and the
scope of its programs and services.
The member institution provides the following financial statements: (a) an
institutional audit (or Standard Review Report issued in accordance with
Statements on Standards for Accounting and Review Services issued by the
AICPA for those institutions audited as part of a systemwide or statewide audit)
and written institutional management letter for the most recent fiscal year
prepared by an independent certified public accountant and/or an appropriate
governmental auditing agency employing the appropriate audit (or Standard
Review Report) guide; (b) a statement of financial position of unrestricted net
assets, exclusive of plant assets and plant-related debt, which represents the
change in unrestricted net assets attributable to operations for the most recent
year; and, (c) an annual budget that is preceded by sound planning, is subject to
sound fiscal procedures, and is approved by the governing board.
Audit requirements for applicant institutions may be found in the Commission
policy entitled “Accreditation Procedures for Applicant Institutions. (Resources)
___ Compliance
_XX__ Partial Compliance
___ Non-Compliance
Narrative:
The recent budget history of the University of South Florida [1] [2a] [2b] [2c] shows financial
soundness and stability. (Note: The University did not prepare a publication of its financial
statements for 2002-3. The financial statements are included in the State of Florida Auditor
General’s report).
A
As provided in Section 11.45(2)(c), Florida Statutes [3], the Auditor General of the State of
Florida is required to conduct independent financial and operational audits of all state
universities. This audit has been conducted for the fiscal year 2002-3 [4]. The audit for fiscal
year 2003-4 will be completed in January 2005.
B
Prior to July 1, 2001, the University of South Florida was required to submit annually to the
Florida Board of Regents (BOR) requests for annual operating budgets that were prepared in
accordance with the fiscal guidelines of the BOR. In a major reorganization of Florida’s
education governance, the BOR was eliminated effective July 2001, and a thirteen-member
Board of Trustees was established and appointed by the Governor of Florida for each public
university. The USF Board of Trustees thus became the governing body for the University of
South Florida and was required to submit annual budget requests to the Legislature.
In November 2002, the voters of Florida passed an amendment to the State Constitution that
established the Florida Board of Governors (BOG) to oversee all university Boards of Trustees.
Thus, the annual USF operating budget is now approved by the University Board of Trustees
Page 51
University of South Florida
September 2004
and submitted to the Board of Governors for further review and approval.
In 2001, the Florida Legislature established that USF St. Petersburg [5] and USF
Sarasota/Manatee [6] will each “be operated and maintained as a separate organizational and
budget entity of the University of South Florida and that all legislative appropriations” [for those
campuses] will “be set forth as separate line items in the annual General Appropriations Act.”
The statute language further states that USF St. Petersburg and USF Sarasota/Manatee shall
have a Campus Board, appointed by the Board of Trustees of the University of South Florida.
The powers and duties of the Campus Boards include [5] [6]:
• Review and approve an annual legislative budget request to be submitted to the
Commissioner of Education
• Approve and submit an annual operating plan and budget for review and consultation by
the Board of Trustees of the University of South Florida
Shortly after the action of the Legislature with respect to USF St. Petersburg and USF
Sarasota/Manatee, the University President extended like status to USF Lakeland, which also
has a Campus Board with similar powers and duties [7]. The statutory authority of Regional
Campus Boards is limited to fiscal oversight.
Budget planning at USF for the upcoming fiscal year begins in July of the prior year with the
submission of the University’s all-campus Legislative Budget Request [8] to the Board of
Governors for inclusion in the annual State Board of Education budget request to the Florida
Legislature. The University’s Legislative Budget Request is developed based on the priorities
and strategic goals and objectives of the University as reflected in the USF Strategic Plan [9]
and is approved by the Board of Trustees or the Campus Board, as appropriate. Throughout
the year, the Provost and the vice presidents of the major divisions of the University interact
with department chairs, directors, deans and faculty to discuss budget issues based on
strategic goals and emerging opportunities. The President’s Cabinet, the Council of Deans, the
Faculty Senate, and other governance groups including Student Government interact with the
President, Provost, and other administrators to discuss budget and resource issues pertaining
to their various constituencies, activities, and operations.
The Florida Legislature meets for 60 days (March through May) of each year to develop and
adopt an annual appropriations bill. Fiscal resources for each public university are reflected in
the appropriations bill. Internal allocations are based on budget requests submitted by the
Provost and other vice presidents, as well as enrollment planning considerations and other
strategic priorities.
USF uses an incremental approach to budgeting. New resources are added to the existing
base budget and a detailed operating budget [10] is prepared by the Office of Budget and
Policy Analysis for each campus and submitted by the USF Board of Trustees to the Florida
Board of Governors for approval.
Financial decisions are made throughout the year by the President and other executives, with
many receiving subsequent review and approval by the University Board of Trustees. Some of
these decisions result in a realignment of the operating budget. The Board of Trustees has
delegated authority for adjusting the operating budget to the President.
The process for budget requests at USF is outlined in the University’s online business
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University of South Florida
September 2004
procedures, known as COMPASS [11].
C
At the end of each fiscal year, the University of South Florida prepares, publishes, and
distributes an annual financial report [2a] [2b] [2c]. In November 1999, the Governmental
Accounting Standards Board (GASB) issued Statement No. 35, Basic Financial Statements
and Management’s Discussion and Analysis for Public Colleges and Universities. This
statement includes public colleges and universities within the financial reporting guidelines of
GASB Statement No. 34, Basic Financial Statements and Management’s Discussion and
Analysis for State and Local Governments. GASB Statement No. 34 allows public colleges and
universities the option of reporting as a special-purpose government either engaged in only
business-type activities, engaged in only governmental activities, or engaged in both
governmental and business-type activities. The universities of the State University System of
Florida, including USF, elected to report as entities engaged in only business-type activities.
This election requires the adoption of the accrual basis of accounting and entity-wide reporting
including the following components:
• Management’s Discussion and Analysis
• Basic Financial Statements
• Statement of Net Assets
o Statement of Revenues, Expenses, and Changes in Net Assets
o Statement of Cash Flows
o Notes to Financial Statements
A comparative report of financial information from Statements of Current Funds Revenues,
Expenditures, and Other Changes demonstrates financial stability for the University over time
[12] [13].
Source
[1] Recent budget history of USF for fiscal years 1997-98 through 2002-03
[2a] University of South Florida Annual Financial Reports for 2000-01
[2b] University of South Florida Annual Financial Reports for 2001-02
[2c] University of South Florida Annual Financial Reports for 2002-03
[3] Definitions; duties; authorities; reports; rules :: 11.45(2)(c), Florida Statutes
[4] Audit of USF Financial Statements 2002-2003
[5] The University of South Florida St. Petersburg :: 1004.33, Florida Statutes
[6] The University of South Florida Sarasota/Manatee :: 1004.34, Florida Statutes
[7] USF Board of Trustees Operating Procedures Article IV
[8] USF Legislative Budget Request Proposals 2004-05
[9] USF Strategic Plan -- (view live site)
[10] USF Operating Budget 2003-04
[11] COMPASS - USF Online Business Procedures
[12] Comparative Financial Information 1997-98 through 2001-02
[13] Statement of Revenues, Expenses, and Changes in Net Assets for FY 2001-02 and 200203
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University of South Florida
2.12
September 2004
The institution has developed an acceptable Quality Enhancement Plan and
demonstrates that the plan is part of an ongoing planning and evaluation
process. (Quality Enhancement Plan). (Not applicable for the Compliance
Certification submitted by institutions.
The University of South Florida has developed a Quality Enhancement Plan (QEP) [1] which resulted
from systematic assessment and deliberative activities accomplished across an 18 month period
beginning in February 2003. The plan defined a focused course of action intended to enhance learning
among undergraduate students. The QEP will be incorporated into the USF Strategic Plan [2] when
revised during August 2004. The QEP will be formally submitted to SACS in January 2005.
Source
[1] Quality Enhancement Plan
[2] USF Strategic Plan
Page 54
University of South Florida
September 2004
Section 3 COMPREHENSIVE STANDARDS
Institutional Mission, Governance,
And Effectiveness
3.1 Institutional Mission
3.1.1 The institution has a clear and comprehensive mission statement that guides it;
is approved by the governing board; is periodically reviewed by the board; and is
communicated to the institution=s constituencies.
_XX__ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
Title XLVIII of Florida’s K-20 Education Code clearly defines the purpose and mission of the
state university system as follows:
The mission of the state system of postsecondary education is to develop human
resources, to discover and disseminate knowledge, to extend knowledge and its
application beyond the boundaries of its campuses, and to develop in students
heightened intellectual, cultural, and humane sensitivities; scientific, professional, and
technological expertise; and a sense of purpose. Inherent in this broad mission are
methods of instruction, research, extended training, and public service designed to
educate people and improve the human condition [1].
Consistent with the statewide collective university mission concerning instruction, research,
training, and public service, USF has clearly defined its own unique mission. Section
1001.74(14), Florida Statutes [2] charges the USF Board of Trustees with development of a
strategic plan, the purpose of which is to outline a mission and then specify goals and
objectives consistent with that mission. Beginning in Spring 2001, the University’s Mission
Statement was developed through a comprehensive strategic planning process involving
faculty, staff, and students from all parts of the institution. A draft statement was presented in a
series of “town meetings” to obtain both University and community feedback [3]. As a result,
the University’s current Mission Statement was adopted by the Board of Trustees on
December 6, 2001 [4]:
The University of South Florida is a multi-campus national research university that
supports the development of the metropolitan Tampa Bay Region, Florida, the United
States and the world. Building upon unique strengths inherent in Florida’s population,
location, and natural resources, the university is dedicated to excellence in:
•
Teaching and lifelong learning in a student-centered environment
•
Research to advance knowledge and promote social, cultural, economic,
educational, health, and technological development
•
Service based on academic excellence and the ethic of community responsibility
•
Community engagement to build university-community partnerships and
collaborations
Page 55
University of South Florida
September 2004
The inclusive and participative process by which the Mission Statement was developed
resulted in a broad and comprehensive statement that reflects the breadth and complexity of
the institution and the scope of its operations. It accommodates USF’s identity as an institution
that values excellent teaching and whose students range from traditional-age undergraduates
through returning adults and mid-career professionals to senior citizens taking advantage of
Florida’s Senior Citizen Tuition Waiver program. It encompasses the activities of traditional
colleges, professional schools, the specialized programs of the Health Sciences Center, the
distinctive identities of the regional campuses, and a large array of noncredit continuing
education activities. And it speaks to the University’s role as both a nationally known research
university and the social, cultural, and economic engine of the Tampa Bay region [5].
As a fundamental component of the University’s Strategic Plan [6], approved by the Board of
Trustees in November 2002, the Mission Statement is reviewed annually by the Board of
Trustees as part of the annual review of progress towards the Strategic Plan goals [7a] [7b] [8].
The Mission Statement is published on the University’s web site [9], in the USF Strategic Plan
document, and in other University publications such as the Undergraduate [10] and Graduate
[11] Catalogs.
Source
[1] Statement of Purpose and Mission :: 1004.01, Florida Statutes
[2] Powers and Duties of University Board of Trustees :: 1001.74(14), Florida Statutes
[3] Planning Meetings :: President's Task Force/Board of Trustees
[4] Minutes from December 6, 2001 USF Board of Trustees Meeting
[5] University Overview
[6] USF Strategic Plan -- (view live site)
[7a] Strategic Plan Progress Report :: Spreadsheet
[7b] Strategic Plan Progress Report :: Presentation
[8] Agenda from August 19, 2004 USF Board of Trustees Meeting
[9] Mission Statement
[10] Mission, Goals, Values and Vision :: Undergraduate Catalog
[11] Mission, Goals, Values and Vision :: Graduate Catalog
Page 56
University of South Florida
September 2004
3.2 Governance and Administration
3.2.1 The governing board of the institution is responsible for the selection and the
evaluation of the chief executive officer.
_XX__ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
The University of South Florida is governed by its Board of Trustees which currently selects
the president of the University with subsequent ratification by the State Board of Education.
President Genshaft, who became USF’s sixth President in July 2000, already held the office
when the USF Board of Trustees was created by statute effective July 1, 2001. Following a
national search, she was chosen as President in accordance with the former state Board of
Regents’ policies concerning selection of state university presidents. In the future, the
University Board of Trustees is required to establish a presidential search committee to make
recommendations to the full Board of Trustees, from which the Board of Trustees may select a
candidate for ratification by the State Board of Education [1]. Rule 6C4-10.101, F.A.C. [2], a
rule applicable to USF, also provides that the Board will establish a presidential search
committee representative of the Board and the community to include significant representation
from the University faculty.
The University Board of Trustees conducts an annual performance evaluation of the President
based on institutional goals in accordance with rules of the State Board of Education and
submits such evaluations to the State Board of Education for review [3]. The annual evaluation
must include input from faculty members [2]. The initial recommendations of the Board’s
Compensation Committee were presented and accepted on December 18, 2002 [4].
Additionally, the President (and the Board of Trustees) is evaluated by the State Department of
Education on the institution’s performance goals with regard to educational equity
accountability as established under the authority of Section 1000.05(6)(e), Florida Statutes [5].
Specific types of equity accountability reporting, for which the President is responsible and for
which she is evaluated, include gender equity accountability in athletics [6] and employment
equity accountability [7]. These statutes are further applicable to USF as provided in 6A-19.001
through 19.010 F.A.C. [8]. Current state equity reporting requires all types of statutorily
required equity accountability to be filed in one report [9] to the Office of Equity and Access,
Florida State Department of Education. On May 20, 2004, the University Board of Trustees
approved the submission of USF’s US-Florida Educational Equity Act Update for 2003-4 [10].
The President (and the Board of Trustees) is also evaluated by the Florida Legislature
regarding the University’s performance goals in instruction, research and public service
established by the accountability process implemented pursuant to Section 1008.46, Florida
Statutes [11].
To implement the performance evaluation of the President as required in state law, the Board
has adopted a presidential evaluation policy that included a schedule, process, and a list of
presidential goals and expectations relating to performance [12].
The Presidential Contract of employment, entered into between the Board of Trustees and the
Page 57
University of South Florida
September 2004
President on January 6, 2003, requires that:
On or before September 1 of each calendar year, the President shall initiate the
evaluation process for the period that began on July 1 of the prior calendar year by
submitting to the Chair a self appraisal of her performance during said period. This
appraisal shall address performance related to each of the goals and objectives
determined the preceding June. After the President has submitted this self appraisal,
and no later than October 31 of each calendar year, the Board shall evaluate Dr.
Genshaft’s performance for the preceding period of July 1 through June 30 based on
her achievement of the mutually agreed upon specified goals and objectives and such
other criteria as the Board deems appropriate. To aid the board in its annual
performance review, the President agrees to furnish such oral or written reports as may
be requested by the Chair.
Source
[1] Powers and duties of university boards of trustees :: 1001.74(21), Florida Statutes
[2] Presidential Search Committee :: Rule 6C4-10.101, F.A.C.
[3] Powers and duties of university boards of trustees :: 1001.74(22), Florida Statutes
[4] Minutes from December 18, 2002 USF Board of Trustees Meeting
[5] Discrimination against students and employees in the Florida K-20 public education system
prohibited; equality of access required :: 1000.05(6)(e), Florida Statutes
[6] Gender Equity Accountability in Athletics :: 1006.71, Florida Statues
[7] University employment equity accountability program :: 1012.95(3a), (3b), Florida Statutes
[8] Employment Equity Accountability :: Rules 6A-19.001 through 6A-19.010, F.A.C.
[9] Office of Equity & Access Website :: Florida Department of Education
[10] Minutes from May 20, 2004 USF Board of Trustees Meeting
[11] State university accountability process :: 1008.46, Florida Statutes
[12] President’s Employment Contract :: Located on the Compliance Certification Report:
Resource Materials CD
Page 58
University of South Florida
September 2004
3.2.2 The legal authority and operating control of the institution are clearly defined for
the following areas within the institution=s governance structure:
3.2.2.1
the institution’s mission;
__XX_ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
The legal authority and operating control of the University with respect to its mission are clearly
defined by various laws. At the state university system level, the Florida Board of Governors,
by constitutional amendment, is responsible for establishing the missions of constituent
institutions. At the local level, the University of South Florida Board of Trustees is responsible
for establishing a strategic plan outlining the University’s mission and specifying institutional
goals and objectives.
Article IX Section 7(d) of the Florida Constitution establishes the responsibilities of the
statewide Board of Governors for Florida’s university system, which includes the Board’s
responsibility for “defining the distinctive mission of each constituent university” [1]. Title XLVIII
of Florida’s K-20 Education Code also clearly defines the purpose and mission of the state
university system as a whole in the following statute:
The mission of the state system of postsecondary education is to develop human
resources, to discover and disseminate knowledge, to extend knowledge and its
application beyond the boundaries of its campuses, and to develop in students
heightened intellectual, cultural, and humane sensitivities; scientific, professional, and
technological expertise; and a sense of purpose. Inherent in this broad mission are
methods of instruction, research, extended training, and public service designed to
educate people and improve the human condition [2].
Consistent with the statewide collective mission concerning instruction, research, training, and
public service, USF has clearly defined its own unique mission. Florida Statute 1001.74(14) [3]
charges the USF Board of Trustees with development of a strategic plan, the purpose of which
is to outline a mission and then specify goals and objectives consistent with that mission.
Beginning in Spring 2001, the University’s Mission Statement was developed through a
comprehensive strategic planning process involving faculty, staff, and students from all parts of
the institution. A draft statement was presented in a series of “town meetings” to obtain both
University and community feedback [4]. As a result, the University’s current Mission Statement
[5] was adopted by the Board of Trustees on December 6, 2001 [6]:
The University of South Florida is a multi-campus national research university that
supports the development of the metropolitan Tampa Bay Region, Florida, the United
States and the world. Building upon unique strengths inherent in Florida’s population,
location, and natural resources, the university is dedicated to excellence in:
• Teaching and lifelong learning in a student-centered environment
• Research to advance knowledge and promote social, cultural, economic,
educational, health, and technological development
• Service based on academic excellence and the ethic of community responsibility
• Community engagement to build university-community partnerships and
collaborations
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University of South Florida
September 2004
The University’s strategic plan [7] also describes the institution’s continuing vision of itself as a
premier national research university, dedicated to:
• Excellent undergraduate and graduate instruction in a student-centered environment
• Creative, innovative, engaged scholarly endeavors, and the furthering of advanced
knowledge
• Education that promotes freedom, unity, democracy, and understanding in the presence
of our Nation’s historical diversity
• Generation and dissemination of knowledge to strengthen our society and the
environment
• Greater fiscal self-reliance
The University’s organizational chart [8] shows how responsibility for the various aspects of the
University’s mission and operations is distributed among the President and her Cabinet.
Source
[1] Board of Governors for the State University System :: Art. IX, Sec. 7 (d), Florida
Constitution
[2] Mission of the state system of postsecondary education :: 1004.01(2), Florida Statutes
[3] Powers and duties of university boards of trustees :: 1001.74(14), Florida Statutes
[4] Planning Meetings :: President's Task Force/Board of Trustees
[5] USF Mission and Goals
[6] Minutes from December 6, 2001 USF Board of Trustees Meeting
[7] USF Strategic Plan -- (view live site)
[8] USF Organizational Chart
Page 60
University of South Florida
3.2.2.2
September 2004
the fiscal stability of the institution;
__XX_ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
At the University of South Florida, fiscal stability is assured by strict adherence to and
application of a variety of statutes, rules, policies, and procedures relating to the university’s
strategic planning, budget request, finance and administration, accountability for expenditures,
and internal and external audits.
The University Board of Trustees has responsibility for the institution’s fiscal stability at the
highest level. As provided in Section 1001.74(1), Florida Statutes [1], the Board of Trustees is
“responsible for cost-effective policy decisions appropriate to the university’s mission.” Among
the powers and duties related to this responsibility, the Board of Trustees must develop the
university’s strategic plan; annually submit an institutional budget request; account for
expenditures of all state, local, federal, and other funds; and maintain an effective information
system to provide accurate, timely, and cost-effective information about the university.
The University President, as provided in Section 1001.75(2), Florida Statutes [2], has duty to
“prepare a budget request and an operating budget for approval by the university board of
trustees.”
Regulation of fiscal matters in the public universities of Florida, including USF, is governed by
Section 1010 of the Florida Statutes [3]. For example, in the case of state universities, 1010.01
through 1010.11, Florida Statutes, state the general accounting requirements [4]; 1011.40
through 1011.52, Florida Statutes, prescribe the budget process [5]; 1011.90 through 1011.94,
Florida Statutes, describe funding [6]; and 1010.30 and 1010.33, Florida Statutes, provide
audit requirements and procedures [7] [8].
Within the University, the Executive Vice President and Chief Financial Officer has
administrative responsibility for the fiscal operations and stability of the institution [9]. The
Director of University Budgets (who heads the office of Budget and Policy Analysis), the
University Comptroller (who heads the office of Purchasing and Financial Services), and the
University Treasurer report to the Chief Financial Officer.
Source
[1] Powers and duties of university boards of trustees :: 1001.74(1), Florida Statutes
[2] Powers and duties of university boards of trustees :: 1001.74(2), Florida Statutes
[3] Financial Matters :: 1010, Florida Statutes
[4] General Accounting Requirements :: 1010.01 through 1010.11, Florida Statutes
[5] Universities: Preparation,Adoption, and Implementation of Budgets :: 1011.40 through
1011.52, Florida Statutes
[6] Funding for Universities:: 1011.90 through 1011.94, Florida Statutes
[7] Audits required :: 1010.30, Florida Statutes
[8] Financial and performance audits :: 1010.33, Florida Statutes
[9] Office of the Executive Vice President and Chief Financial Officer
Page 61
University of South Florida
September 2004
3.2.2.3 institutional policy, including policies concerning related and affiliated
corporate entities and all auxiliary services;
__XX_ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
The legal authority and operating control of the USF Board of Trustees is clearly established
with regard to overall institutional policies in Section 1001.74, Florida Statutes [1a] as follows:
The boards of trustees shall be responsible for cost-effective policy decisions appropriate to
the university's mission, the implementation and maintenance of high quality education
programs within law and rules of the State Board of Education, the measurement of
performance, the reporting of information, and the provision of input regarding state policy,
budgeting, and education standards.
The USF Board of Trustees is also expressly “vested with the authority to govern its university,
as necessary to provide proper governance and improvement of the university in accordance
with law and with rules of the State Board of Education” [1b].
The Operating Procedures of the University of South Florida Board of Trustees [2] go on to
state:
The Board of Trustees sets policy for the University and serves as its legal owner and
final authority.
In addition, the President of the University is vested with powers and duties to administer the
University pursuant to Florida Statute Sec. 1001.75, including the specific legal authority to:
• Recommend the adoption of rules, as appropriate, to the university board of trustees to
implement provisions of law governing the operation and administration of the
university, which shall include the specific powers and duties enumerated in this section.
Such rules shall be consistent with the mission of the university and the rules and
policies of the State Board of Education [3].
• Establish and implement policies and procedures to recruit, appoint, transfer, promote,
compensate, evaluate, reward, demote, discipline, and remove personnel, within law
and rules of the State Board of Education and in accordance with rules or policies
approved by the university board of trustees [4].
The USF Board of Trustees monitors the operations of six (6) Direct Support Organizations
(DSO) as authorized by Florida Statute Secs. 1004.28 [5] and 1001.74 (37) [6] and pursuant to
Florida Administrative Code 6C4-13.002 [7], which specifically addresses USF. Those Direct
Support Organizations are certified by the Board to operate in a manner consistent with the
goals of the university and in the best interest of the state. They are organized for the benefit
and furtherance of the University’s mission. The six USF Direct Support Organizations and
their functions are listed below:
1. USF Foundation, Inc.: Responsible for acceptance, investment, administration and
distribution of private gifts to the University.
2. USF Research Foundation, Inc.: Develops, protects, applies and utilizes inventions and
works so University research will be available to the public and funds generated from
commercial applications of research will benefit the University. Manages University
Technology Center Research Park and owns certain buildings within the Park.
3. Sun Dome, Inc.: Manages certain University facilities including the Sun Dome Arena
and other athletic and recreational facilities at USF.
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University of South Florida
September 2004
4. Medical Services Support Corporation, Inc.: Employs and provides non-physician
personnel in support of USF Faculty Practice Plan.
5. USF Alumni Association, Inc.: Fosters a spirit of loyalty and fraternity among alumni and
promotes their interest in USF, including in the field of athletics.
6. USF Charter School, Inc.: Operation of a Charter School per Florida Statutes to foster
our educational outreach mission of teaching, research and public service by
participating in the transformation of education programs.
These direct support organization affiliated entities are 501(c)(3) not-for-profit corporations that
support USF and operate in compliance with the requirements regarding governance, budget
submission, expenditure plans, and so forth, as delineated in Florida Statute Secs. 1004.28 [5],
1010.09 [8], and 1010.34 [9] and Florida Administrative Code State University System (SUS)
Rules 6C-9.011 [10], 6C-9.013 [11] and 6C4-13.002 [7]. Direct support organization audit
requirements are established in Florida Statute Sec. 1010.34 [9]. USF Policy 0-221 [12]
provides for coordination of all direct support organization fundraising activities.
Florida Administrative Code 6C-9.013 [11] provides authority for auxiliary enterprise operations
that exist to furnish goods or services primarily to students, faculty, or staff and that charge a
fee directly related to the costs of the goods or services. University policies prescribe the
procedures and responsibilities for such operations that include the USF Bookstore, Parking &
Transportation Services, Office Stores, Dining Services and Chinsegut Hill Conference Center.
Oversight for the auxiliary enterprises is exercised by Administrative Services [13].
Source
[1a] Powers and duties of university boards of trustees :: 1001.74(1), Florida Statutes
[1b] Powers and duties of university boards of trustees :: 1001.74(2), Florida Statutes
[2] Article I.D. :: USF Board of Trustees Operating Procedures
[3] University Presidents; powers and duties :: 1001.75(1), Florida Statutes
[4] University presidents; powers and duties :: 1001.75(3), Florida Statutes
[5] Direct support organizations :: 1004.28, Florida Statutes
[6] Powers and duties of university boards of trustees :: 1001.74(37), Florida Statutes
[7] University of South Florida Direct Support Organizations :: Rule 6C4-13.002, F.A.C.
[8] Direct Support Organizations:: 1010.09, Florida Statutes
[9] Audits of direct support organizations :: 1010.34, Florida Statutes
[10] Administrative Rules, University Direct Support Organizations, Property & Finance Rules ::
Rule 6C-9.011, F.A.C.
[11] Auxiliary Operations :: Rule 6C-9.013, F.A.C.
[12] Fund Raising Activities by University Entities or Direct Support Organizations :: USF Policy
0-221
[13] USF Administrative Services Website
Page 63
University of South Florida
September 2004
3.2.2.4 related foundations (athletic, research, etc.) and other corporate entities whose
primary purpose is to support the institution and/or its programs.
__XX_ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
The USF Board of Trustees monitors the operations of six (6) Direct Support Organizations
(DSO) as authorized by 1004.28 [1] and 1001.74(37), Florida Statutes [2] and pursuant to Rule
6C4-13.002, F.A.C. [3], which specifically addresses USF. Those Direct Support Organizations
are certified by the Board to operate in a manner consistent with the goals of the university and
in the best interest of the state. They are organized for the benefit and furtherance of the
University’s mission. The six USF Direct Support Organizations and their functions are listed
below:
1. USF Foundation, Inc.: Responsible for acceptance, investment, administration and
distribution of private gifts to the University.
2. USF Research Foundation, Inc.: Develops, protects, applies and utilizes inventions and
works so University research will be available to the public and funds generated from
commercial applications of research will benefit the University. Manages University
Technology Center Research Park and operates and owns certain buildings within the
Park.
3. Sun Dome, Inc.: Manages certain University facilities including the Sun Dome Arena
and other athletic and recreational facilities at USF.
4. Medical Services Support Corporation, Inc.: Employs and provides non-physician
personnel in support of USF Faculty Practice Plan.
5. USF Alumni Association, Inc.: Fosters a spirit of loyalty and fraternity among alumni and
promotes their interest in USF, including in the field of athletics.
6. USF Charter School, Inc.: Operation of a Charter School per Florida Statutes to foster
our educational outreach mission of teaching, research and public service by
participating in the transformation of education programs.
These direct support organization affiliated entities are 501(c)(3) not-for-profit corporations that
support USF and operate in compliance with the requirements regarding governance, budget
submission, expenditure plans, and so forth, as delineated in 1004.28 [1], 1010.09 [4], and
1010.34, Florida Statutes [5] and Rules 6C-9.011 [6], and 6C4-13.002, F.A.C. [3]. Direct
support organization audit requirements are established in 1010.34, Florida Statutes [5]. USF
Policy 0-221 [7] provides for coordination of all direct support organization fundraising
activities.
In addition, the USF Faculty Practice Plan Organization known as University Medical Service
Association, Inc. is organized under Rule 6C-9.017, F.A.C. [8] for the essential purpose of
processing bills and collecting clinical fees generated by USF College of Medicine clinical
faculty. USF Health Services Support Organizations, Inc. is organized under 1004.29, Florida
Statutes [9] and provides the framework for health care ventures of the USF College of
Medicine and Faculty Practice Plan and outside entities. The USF Health Sciences Center
Insurance Company, Inc. is a Vermont Captive Insurance Corporation with the primary
purpose of providing comprehensive liability insurance, including professional liability
insurance for health sciences as authorized by law.
Page 64
University of South Florida
September 2004
Florida law vests university presidents with the authority to administer university programs,
including intercollegiate athletics [10]. Consequently, USF administers its athletics program
directly within the established University structure rather than through a separate legal entity
[11]. The Director of Intercollegiate Athletics reports directly to the President [12].
Source
[1] Direct-support organizations; use of property; board of directors; activities; audit; facilities ::
1004.28, Florida Statutes
[2] Powers and duties of university boards of trustees :: 1001.74(37), Florida Statutes
[3] University of South Florida Direct-Support Organizations :: Rule 6C4-13.002, F.A.C.
[4] Direct-support organizations :: 1010.09, Florida Statutes
[5] Audits of direct-support organizations :: 1010.34, Florida Statutes
[6] University Direct Support Organizations :: Rule 6C-9.011, F.A.C.
[7] Fund Raising Activities by University Entities or Direct Support Organizations :: USF Policy
0-221
[8] Faculty Practice Plans :: Rule 6C-9.017, F.A.C.
[9] University health services support organizations :: 1004.29, Florida Statutes
[10] University presidents; powers and duties :: 1001.75(8), Florida Statutes
[11] USF Organizational Chart
[12] USF Athletics Staff Directory
Page 65
University of South Florida
September 2004
3.2.3 The board has a policy addressing conflict of interest for its members.
_XX_ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
Article VII- Code of Ethics of the USF Board of Trustees Operating Procedures [1] provides in
part that:
A Trustee shall be considered to have a conflict of interest if
1. such Trustee has existing or potential financial or other interests that impair or
might reasonably appear to impair such member’s independent, unbiased
judgment in the discharge of his or her responsibilities to the university, or
2. such Trustee is aware that a member of his or her family, or any organization in
which such Trustee (or member of his or her family) is an officer, director,
employee, member, partner, trustee, or controlling stockholder, has such
existing or potential financial or other interests.
The code further requires disclosure of such conflicts of interest and provides for appropriate
voting procedures.
All Trustees shall disclose to the Board any possible conflict of interest at the earliest
practical time. Furthermore, the Trustee shall absent himself or herself from discussions
of, and abstain from voting on, such matters under consideration by the Board of
Trustees or its committees. The minutes of such meeting shall reflect that a disclosure
was made and that the Trustee who has a conflict or possible conflict abstained from
voting. Any Trustee who is uncertain whether a conflict of interest may exist in any
matter may request that the Board or committee resolve the question in his or her
absence by majority vote. Each Trustee shall annually complete and sign a disclosure
form.
Members of the Board are considered “state officers” as defined in Florida Statute Chapter
112.313(1) [2] and are accordingly subject to the Florida Code of Ethics for Public Officers and
Employees. Under another provision of this Florida law, trustees cannot hold any employment
or contractual relationship with a business entity or agency that is doing business with the
Board of Trustees or the University [3], unless the arrangement falls within a legally exempted
category [4]. The law also precludes employment or contractual relationships with any
business entity or agency “that will create frequently recurring conflict between the trustees’
private interests and the performance of their public duties or that would impede the full and
faithful discharge of their public duties.”
Source
[1] Article VII, Code of Ethics :: USF Board of Trustees Operating Procedures
[2] Standards of conduct for public officers, employees of agencies, and local government
attorneys :: 112.313(1), Florida Statutes
[3] Conflicting Employment or Contractual Relationship :: 112.313(7), Florida Statutes
[4] Conflicting Employment or Contractual Relationship-Exemption:: 112.313(12), Florida
Statutes
Page 66
University of South Florida
September 2004
3.2.4 The governing board is free from undue influence from political, religious, or
other external bodies, and protects the institution from such influence.
__XX_ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
The USF Board of Trustees is vested with the authority to govern its university, as necessary
to provide proper governance and improvement of the university in accordance with law and
with rules of the State Board of Education [1]. The members of the Board of Trustees are
considered “state officers” [2], and, as such, they are subject to the code of ethics for public
officers and employees. As part of the checks and balances of university governance, USF’s
Board of Trustees is ultimately accountable to the Florida Board of Governors and delegates
authority to the University President for university operations [3].
The Board was established by the Legislature in 2001. The 13 trustees include six trustees
appointed by the Governor and five trustees appointed by the Board of Governors. The Faculty
Senate President and Student Body President also serve as trustees. Each appointment is
subject to confirmation by the Florida Senate. The 13 members serve staggered five year
terms of office, as stipulated by 1001.71(1), Florida Statutes [4]. The members of USF’s Board
of Trustees and their professional and community service affiliations are published on the
public on the university’s website [5].
As stated in Florida law, Trustees cannot have or hold any employment or contractual
relationship with any business entity or agency that is doing business with the USF Board of
Trustees or the university. Trustees may not have any employment or contractual relationship
that will create frequently recurring conflict between their private interests and the performance
of their public duties or that would impede the full and faithful discharge of their public duties
[6]. As part of its obligation to protect the University from undue influence from political,
religious or other external bodies, Trustees are bound to disclose conflicts of interest that
include any “situation in which regard for a private interest tends to lead to disregard of a public
duty or interest” [7].
A review of the meeting minutes in the Board of Trustees’ meeting archive [8] demonstrates
that decision making is a function of the full Board. Article III of the Board of Trustees’
Operating Procedures [9] describes how the work of the Board is accomplished by a series of
committees: the Executive Committee; University Strategic Priority Workgroups; Standing
Committees; and Ad Hoc Committees. The Executive Committee may act for the Board except
in matters specified in the Operating Procedures. Occasionally, the Board may authorize a
Strategic Priority Workgroup to take final action on a given matter. For example, on June 27,
2003 [10] the Academics and Campus Environment Workgroup, with the authorization of the
Board of Trustees, approved faculty and staff personnel rules on behalf of the full Board of
Trustees. The delegation of authority is recorded in the Workgroup minutes.
USF Rule 6C4-10.100 Faculty Personnel Matters [11] contains a statement on Academic
Freedom and Responsibility that demonstrates how the Board of Trustees protects the
institution from undue influence. Rule 6C4-10.100(a), F.A.C. states:
The University of South Florida affirms the principles of academic freedom and responsibility,
which are rooted in a conception of the University as a community of scholars united in the
pursuit of truth and wisdom in an atmosphere of tolerance and freedom.
Page 67
University of South Florida
September 2004
Source
[1] Powers and Duties of University Boards of Trustees :: 1001.74(2), Florida Statutes
[2] Standards of Conduct for Public Officers; Definitions :: 112.313(1), Florida Statutes
[3] University Boards of Trustees, Delegated Authority :: 1001.71(4), Florida Statutes
[4] University Boards of Trustees, Membership :: 1001.71(1), Florida Statutes
[5] USF Board of Trustees
[6] Standards of Conduct for Public Officers; Conflict of Employment :: 112.313(7)(a), Florida
Statutes
[7] Disclosure of Information :: 112.313(8), Florida Statutes
[8] Board of Trustees Meeting Archive
[9] Article III :: USF Board of Trustees Operating Procedures
[10] Board of Trustees, Academic and Campus Environment Meeting, June 27, 2003
[11] Faculty Personnel Matters :: 6C4-10.100, USF Rules
Page 68
University of South Florida
September 2004
3.2.5 Members of the governing board can be dismissed only for cause and by due
process.
__XX_ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
Article IV, Section 7 of the Constitution of the State of Florida [1] establishes the methods for
trustee removal. By executive order stating the grounds, the Governor may suspend from
office any Trustee (as a state officer not subject to impeachment) for “malfeasance,
misfeasance, neglect of duty, drunkenness, incompetence, permanent inability to perform
official duties, or commission of a felony” and the Governor may fill the office by appointment
for the period of suspension. The Governor may reinstate any Trustee so suspended any time
before removal.
To implement this constitutional provision, the Florida Senate must act according to a
comprehensive specified process if it wishes to permanently, “remove from office or reinstate
[a] suspended official.” This process, as outlined in Sections 112.40 through 112.52, Florida
Statutes [2], provides for sufficient notice in advance to the suspended official of the time and
place for a hearing before the Senate itself, a select committee, special master or examiner in
order to “afford such official an opportunity fully and adequately to prepare such defenses as
the official may be advised are necessary.” The official is entitled to present those defenses
individually or through an attorney at a full complete hearing, public in nature.
In furtherance of this statutory due process, the Senate is to adopt sufficient procedural rules
to afford “due process both to the Governor in the presentation of his or her evidence and to
the suspended official” [3]. The statutes also provide a method to remove a public official
convicted of a crime, however, if the official is not guilty of that crime, the suspension is to be
revoked and the official entitled to full back pay, if applicable [4].
In the event of reinstatement, the State pays the official’s reasonable attorney’s fees and costs
which were incurred to defend against charges brought [5].
The USF Board of Trustees held its charter meeting on August 17, 2001. No member of the
Board has been dismissed to date [6].
Source
[1] Suspensions; Filling Office During Suspensions :: Article IV, Section 7, Constitution of the
State of Florida
[2] Suspension, Removal, or Retirement of Public Officers :: 112.40 through 112.52, Florida
Statutes
[3] Hearing before Senate Select Committee; Notice :: 112.47, Florida Statutes
[4] Removal of a Public Official when a Method is not Otherwise Provided :: 112.52(4), Florida
Statutes
[5] Failure to Prove Charges; Payment of Attorney's Fees or Salary :: 112.44, Florida Statutes
[6] USF Board of Trustees Charter Meeting Minutes
Page 69
University of South Florida
September 2004
3.2.6 There is a clear and appropriate distinction, in writing and practice, between the
policy-making functions of the governing board and the responsibility of the
administration and faculty to administer and implement policy.
_XX__ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
The policy making function of the USF Board of Trustees is clearly defined regarding
institutional policies in 1001.74, Florida Statutes [1] as follows:
The boards of trustees shall be responsible for cost-effective policy decisions
appropriate to the university's mission, the implementation and maintenance of high
quality education programs within law and rules of the State Board of Education, the
measurement of performance, the reporting of information, and the provision of input
regarding state policy, budgeting, and education standards.
The USF Board of Trustees is also expressly “vested with the authority to govern its university,
as necessary to provide proper governance and improvement of the university in accordance
with law and with rules of the State Board of Education [1].” The Operating Procedures of the
University of South Florida Board of Trustees, Article I.D. [2] states that “the Board of Trustees
sets policy for the University and serves as its legal owner and final authority.”
In contrast, the President is vested with the specific legal authority [3] to:
Recommend the adoption of rules, as appropriate, to the university board of trustees to
implement provisions of law governing the operation and administration of the
university, which shall include the specific powers and duties enumerated in this section.
Such rules shall be consistent with the mission of the university and the rules and
policies of the State Board of Education.
According to the Operating Procedures of the University of South Florida Board of Trustees,
Article I.C.3, “the University President, as Corporate Secretary, shall be responsible to the
Board for all operations and administration of the University…The President shall exercise
such powers as are appropriate to his/her position in promoting, supporting, and protecting the
interests of the University and in managing and directing its affairs. The President may issue
directives and executive orders not in contravention of existing Board policies. The President
shall be responsible for all educational, financial, business and administrative functions of the
University, consistent with University policy, and shall exercise such other powers, duties, and
responsibilities as are delegated or established by the Board [4].”
The administration of policies by the University and its President is coordinated by USF Policy
0-001 [5] which states that the authority and responsibility for issuing operational policies and
procedures are vested in the President of the University and provides for consistent
submission, review and internal promulgation of university policies and procedures including
for General Administration, University Services, Academic Affairs and Student Affairs.
Finally, USF Rule 6C4-10.100 speaks to the issues of academic freedom and responsibility
and shared governance. Section (1)(d) affirms the importance of the professional judgments of
faculty members in the development of academic policies and processes [6].
Page 70
University of South Florida
September 2004
Source
[1] Powers and Duties of University Boards of Trustees :: 1001.74, Florida Statutes
[2] Operating Procedures, USF Board of Trustees :: Article I.D.
[3] University Presidents; Powers and Duties :: 1001.75, Florida Statutes
[4] Operating Procedures, USF Board of Trustees :: Article I.C.3
[5] Issuance of Policies and Procedures :: USF Policy 0-001
[6] Faculty Personnel Matters :: 6C4-10.100, F.A.C.
Page 71
University of South Florida
September 2004
3.2.7 The institution has a clearly defined and published organizational structure that
delineates responsibility for the administration of policies.
_XX__ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
USF’s organization chart [1] clearly delineates the University’s structure. The President is the
Chief Executive Officer. Direct reports to the President include the Provost and Vice President
for Academic Affairs; the Executive Vice President and Chief Financial Officer; the Vice
Presidents for Research, Student Affairs, Health Sciences, and Advancement; the General
Counsel, the Inspector General, the Associate Vice President for Government Relations; the
Director of Intercollegiate Athletics; and the Chief Executive Officers of the three regional
campuses (USF St Petersburg, USF Sarasota/Manatee, USF Lakeland).
The Provost is the Chief Academic Officer of the University. The deans of the eight colleges
and schools in the Academic Affairs division report to the Provost. The Deans of Medicine,
Nursing, and Public Health report to the Vice President for Health Sciences, who oversees all
areas within the Health Sciences budget entity. For purposes of academic program
governance and academic administration, the colleges of the Health Sciences are integrated
with the Academic Affairs colleges. The Deans of Medicine, Nursing, and Public Health are
members of the Council of Deans, which is chaired by the Provost. This relationship is
reflected by a dotted line on the organization chart.
The Chief Executive Officers of the regional campuses (Regional Chancellor of USF St
Petersburg, Vice President of USF Sarasota/Manatee, and Vice President of USF Lakeland)
report to the President. In 2001, the Florida Legislature established that USF St. Petersburg
[2a] and USF Sarasota/Manatee [2b] will each “be operated and maintained as a separate
organizational and budget entity of the University of South Florida and that all legislative
appropriations” [for those campuses] will “be set forth as separate line items in the annual
General Appropriations Act.” The statute language further states that USF St. Petersburg and
USF Sarasota/Manatee shall have a Campus Board, appointed by the Board of Trustees of the
University of South Florida. Shortly after the action of the Legislature with respect to USF St.
Petersburg and USF Sarasota/Manatee, the University President extended like status to USF
Lakeland [3]. Thus, each regional campus has a Campus Board whose statutory authority is
limited to fiscal oversight. Other powers may be delegated by the USF Board of Trustees;
hence the dotted-line relationship between regional campuses and the Board of Trustees on
the organization chart.
The statute that granted fiscal autonomy to USF St Petersburg and USF Sarasota/Manatee
also provides that these campuses will seek accreditation as a separate unit from the SACS
Commission on Colleges. USF St Petersburg has initiated this process; its application is
currently under review by SACS. To assist in meeting this goal, the University President
delegated authority to the USF St Petersburg Regional Chancellor in specific areas, including
student admissions, registration, graduation certification, degree designation and award,
curriculum change approval, tenure and promotion review, and the promulgation of campusbased policies and procedures [4]. USF St. Petersburg now has its own Colleges of Arts and
Sciences, Business Administration, and Education with degree programs governed by their
own faculty [5].
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University of South Florida
September 2004
USF Sarasota/Manatee and USF Lakeland each has an Associate Vice President for
Academic Affairs who serves on the University Council of Deans. Academic programs and
faculty on these regional campuses are affiliated with an academic department within a college
under the auspices of the Provost.
The administration of policies is coordinated by USF Policy 0-001 [6] which provides for
consistent submission, review and promulgation of university policies and procedures including
General Administration, University Services, Academic Affairs and Student Affairs. Policy
administration is consonant with the University’s strategic planning process [7]. The index of
Delegations of Presidential Authority maintained by the University General Counsel shows
delegation of administrative authority by the President to Vice Presidents, Deans, and other
administrators.
Source
[1] USF Organization Chart
[2a] The University of South Florida St. Petersburg :: 1004.33, Florida Statutes
[2b] The University of South Florida Sarasota/Manatee :: 1004.34, Florida Statutes
[3] Article IV :: USF Board of Trustees Operating Procedures
[4] Delegations of Presidential Authority 2004-001 :: Office of the General Counsel
[5] Division of Academic Affairs :: USF-Saint Petersburg
[6] Issuance of Policies and Procedures :: USF Policy 0-001
[7] Strategic Plan -- (view live site)
[8] Index to Delegations of Presidential Authority :: Office of the General Counsel
Page 73
University of South Florida
September 2004
3.2.8 The institution has qualified administrative and academic officers with the
experience, competence, and capacity to lead the institution.
_XX__ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
The University of South Florida has qualified administrative and academic officers with the
experience, competence, and capability to lead the institution.
As described in Comprehensive Standard 3.2.1, the USF Board of Trustees selects the
President of the University with subsequent ratification by the State Board of Education.
President Judy L. Genshaft, who became USF’s sixth President in July 2000, already held the
office when the USF Board of Trustees was created by statute effective July 1, 2001. Following
a national search, she was chosen as President by the former state Board of Regents in
accordance with its policies concerning selection of state university presidents. In the future,
the Board of Trustees will, as provided in statute [1] and rule [2], establish a presidential
search committee to make recommendations to the full Board of Trustees, from which the
Board of Trustees may select a candidate for ratification by the State Board of Education.
President Genshaft has an outstanding record of past accomplishments at institutions of higher
education [3].
The President appoints the Vice Presidents, who serve in either executive service or faculty
positions and report directly to the President [4] [5] [6]. There are six Vice President positions
[7]:
• Provost and Vice President for Academic Affairs
• Executive Vice President and Chief Financial Officer
• Vice President for Health Sciences
• Vice President for Student Affairs
• Vice President for Research
• Vice President for Advancement
Three regional campus heads also report to the President:
• Regional Vice Chancellor USF St Petersburg
• Vice President and Chief Executive Officer, USF Sarasota/Manatee
• Vice President and Chief Executive Officer, USF Lakeland
Position descriptions are on file either in the central Human Resources office (for executive
service positions) or in the vice presidential offices (for faculty positions) [8].
Other direct reports to the President include the University General Counsel, the Inspector
General, and the Director of Intercollegiate Athletics. All USF Vice Presidents and other
members of the President’s Cabinet were selected as a result of a national search, and all
have extensive experience and a strong record of accomplishments in their area of
responsibility. The Provost, Vice President for Health Sciences, and Vice President for
Research are all distinguished scholars who hold the rank of Professor with tenure in a
department and college within the University.
Page 74
University of South Florida
September 2004
The academic programs of the University of South Florida reside administratively in nine
colleges, the School of Architecture and Community Design, and the Offices of Undergraduate
Studies and Graduate Studies. All of these units are headed by a Dean of senior faculty rank
who holds tenure in an academic department. The Deans of Medicine, Nursing, and Public
Health report to the Vice President for Health Sciences; all other Deans report to the Provost.
Also reporting to the Provost are the Dean of the de la Parte Florida Mental Health Institute,
the Dean of International Affairs, and the Dean of the USF Library System, all of whom also
hold rank and/or tenure in an academic department within the University [9].
A roster of academic and administrative officers and their credentials is provided [10].
Source
[1] Powers and Duties of University Boards of Trustees :: 1001.74(21), Florida Statutes
[2] Presidential Search, Selection, Appointment and Evaluation :: 6C4-10.101, F.A.C.
[3] Credentials of USF President :: Located on the Compliance Certification Report: Resource
Materials CD -- (back to narrative)
[4] USF Organizational Chart
[5] Chancellor’s Memorandum CM-M-02.00
[6] State University System General Personnel Policy :: 6C-5.900(5)(b)2, F.A.C.
[7] Credentials of USF Vice Presidents :: Located on the Compliance Certification Report:
Resource Materials CD -- (back to narrative)
[8] Position descriptions for executive service positions or for faculty positions :: Located on the
Compliance Certification Report: Resource Materials CD -- (back to narrative)
[9] Credentials of USF Deans :: Located on the Compliance Certification Report: Resource
Materials CD -- (back to narrative)
[10] Credentials of Academic and Administrative Officers :: Located on the Compliance
Certification Report: Resource Materials CD -- (back to narrative)
Page 75
University of South Florida
September 2004
3.2.9 The institution defines and publishes policies regarding appointment and
employment of faculty and staff.
_XX__ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
Section 1001.74, Florida Statutes [1] requires each university board of trustees to establish a
personnel program for all employees in accordance with rules and guidelines of the State
Board of Education including compensation and other conditions of employment, recruitment
and selection, and non-reappointment. The Florida Board of Governors requires that each
university’s procedures for recruitment, selection, appointment, and non-reappointment
conform to the provisions of Florida Administrative Code FAC 6C-5.910 [2].
The USF Board of Trustees defined provisions for faculty recruitment, selection, and
appointment in Florida Administrative Code 6C4-10.102 [3]. The President delegated the
authority for faculty employment to the Provost and Vice President for Academic Affairs in
Delegation of Presidential Authority, 1972-001 [4]. The Regional Chancellor of USF St.
Petersburg has authority for hiring personnel (including faculty) on that campus as provided in
Delegation of Presidential Authority 2004-001 [5].
The Office of Academic Affairs defined and published the Guidelines for Recruitment and
Selection of Faculty Members [6]. Application of these guidelines is monitored by the Associate
Vice President for Diversity and Equal Opportunity.
The Guidelines for Recruitment and Selection of Faculty Members provide guidance for search
committees and hiring authorities on how to prepare for recruitment, advertise position
vacancies, establish an applicant pool, review applications, conduct interviews, and make
offers. These guidelines are published on the Human Resources web site [6] and on the web
site for the Office of Diversity and Equal Opportunity [7].
On June 27, 2003, the USF Board of Trustees’ Academics and Campus Environment Work
Group, with authority delegated by the Chair of the Board approved permanent personnel rules
for faculty (USF Rule 6C4-10.100 through and including 6C4-10.113) and staff (USF Rule 6C410.200 through and including 6C4-10.213) [8]. The rules are published on the Human
Resources web site [6]. These rules replaced collective bargaining agreements that became
ineffective after the demise of the Florida Board of Regents in 2001. Collective bargaining
negotiations between the University of South Florida and the United Faculty of Florida are
currently in progress.
Source
[1] Powers and duties of university boards of trustees :: 1001.74, Florida Statutes
[2] Recruitment, Selection, Appointment and Nonreappointment :: 6C-5.910, F.A.C.
[3] Faculty Recruitment, Selection, Appointment :: 6C4-10.102, F.A.C.
[4] Delegation of Presidential Authority, 1972-001
[5] Delegation of Presidential Authority, 2004-001
[6] Guidelines for Recruitment and Selection of Faculty Members
[7] Diversity and Equal Opportunity
[8] Academics and Campus Environment Work Group
Page 76
University of South Florida
September 2004
3.2.10 The institution evaluates the effectiveness of its administrators, including the
chief executive officer, on a periodic basis.
__XX_ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
The USF Board of Trustees is responsible for selecting the University President who serves at
the pleasure of the Board and performs duties as assigned by the Board [1]. As the Chief
Executive Officer of the University, the President is responsible to the board for all operations
of the university. The Board is responsible for conducting annual evaluations of the President
in accordance with rules of the State Board of Education and for submitting such evaluations to
the State Board of Education for review. The University Board of Trustees conducts an annual
performance evaluation of the President based on institutional goals in accordance with rules
of the State Board of Education and submits such evaluations to the State Board of Education
for review [2]. The annual evaluation must include input from faculty members [3] [4].
The President appoints and annually reviews the performance of the Vice Presidents. The
process includes a self-evaluation by the administrator [5]. Effectiveness of administrators and,
in turn, overall institutional performance vis-à-vis the USF Strategic Plan is also evaluated
based upon progress towards established goals [6]. Accountability measures in the Strategic
Plan are identified by the Vice Presidential area with reporting responsibility. The President
and Board of Trustees are annually advised of the achievement of the stated goal for each
accountability measure. The First Annual Progress Report 2002-2003 [7] was presented to the
Board of Trustees at their regular meeting on November 20, 2003 [8].
Deans are evaluated annually by the Provost/Vice President for Academic Affairs or by the
Vice President for Health Sciences as appropriate based on their reporting relationship. The
effectiveness of academic deans who report to the Provost is based partially on the annual
College Profile [9] and may also involve a confidential survey of college faculty. The Provost
conducts a major review of each Academic Affairs dean every five years.
Deans are responsible for evaluating the performance of department chairs; in the case of
chairs in Academic Affairs colleges reporting to the Provost, effectiveness is partially
determined by a review of their Department Profile [10]. The effectiveness and quality of all
academic colleges, departments, and programs is also evaluated in the University’s Program
Review process [11].
Employee performance is evaluated on a regular basis and in a manner, “intended to
communicate to the employee the level of his/her performance and should aid in improving the
employee’s performance of assigned duties.” If necessary, evaluations, “will serve as part of a
plan to assist in correcting deficiencies of an employee not meeting performance standards”
[12]. Annual evaluation is required for employees in the support staff (USPS) pay plan [13];
employees in the faculty and administrative and professional (A&P) pay plans are normally
also evaluated annually [14]. A complete description of the faculty evaluation process may be
found in 3.7.2.
Page 77
University of South Florida
September 2004
Source
[1] University presidents; powers and duties :: 1001.75, Florida Statutes
[2] Powers and duties of university boards of trustees :: 1001.74(22), Florida Statutes
[3] Presidential Search, Selection, Appointment and Evaluation :: 6C4-10.101, F.A.C.
[4] President's employment contract :: Located on the Compliance Certification Report:
Resource Materials CD -- (back to narrative)
[5] Vice Presidents, Self evaluation :: Located on the Compliance Certification Report:
Resource Materials CD -- (back to narrative)
[6] USF Strategic Plan
[7] First Annual Progress Report 2002-2003
[8] November 20, 2003 Board of Trustees meeting
[9] Annual College Profile
[10] Department Profiles
[11] University’s Program Review process
[12] Evaluations :: 6C4-10.207, F.A.C.
[13] Support staff annual evaluation
[14] A & P annual evaluation
Page 78
University of South Florida
September 2004
3.2.11 The institution”s chief executive officer has ultimate responsibility for, and
exercises appropriate administrative and fiscal control over, the institution=s
intercollegiate athletics program.
_XX__ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
Consistent with state law [1a], the University President administers the University's program of
intercollegiate athletics and directly supervises the Director of Intercollegiate Athletics [1b]. The
Athletics Council [2] is an advisory body to the President and works closely with the Athletic
Director in oversight of academics and student welfare, review of gender equity, and the
budget process. It is chaired by the institution’s Athletics Faculty Representative.
The Associate Athletic Director for Business/Chief Financial Officer prepares the annual
athletic operating budget based on input from coaches and administrative heads of units within
the department. The document is reviewed by the Director of Athletics and the Executive Vice
President and is then presented by the Athletic Director and the Athletic Chief Financial Officer
to the President’s Cabinet. The Cabinet reviews the budget and makes a recommendation to
the President, who has the final authority for approval of the budget.
These structures and procedures are in compliance with NCAA rules. The University’s
December, 2003 NCAA Certification Self-Study [3] and Interim Report describe how these
procedures ensure appropriate athletics supervision and chain of command.
Source
[1a] University presidents; powers and duties :: 1001.75(8), Florida Statutes
[1b] Director of Intercollegiate Athletics
[2] The Athletics Council
[3] December, 2003 NCAA Certification Self-Study
Page 79
University of South Florida
September 2004
3.2.12 The institution’s chief executive officer has ultimate control of the institution=s
fund-raising activities.
__XX_ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
The University President has ultimate responsibility for the approval of all fundraising
initiatives, campaigns, and solicitations, as well as the policies and procedures that govern the
University’s fund-raising efforts.
The University of South Florida Foundation [1] is a direct support organization (DSO) of the
University. As the philanthropic partner of the University of South Florida, the USF Foundation
seeks to engage people of charitable disposition who share a passion for learning, discovery,
and public service. The USF Foundation operates under Section 1004.28, Florida Statutes [2],
Rule 6C – 9.011, F.A.C. [3], and the guidelines in Chancellor’s Memorandum CM F 01.0008/96 [4] issued by the former Board of Regents and later adopted by the Florida Board of
Governors. The USF Foundation Bylaws [5] include all reference for compliance with state
laws and administrative rules.
As provided by the Bylaws of the USF Foundation [5] and Florida Statues 1004.28 [2], the USF
President is a member of the USF Foundation Board of Trustees and a member of its
Executive Committee. As provided in Chancellor’s Memorandum CM F 01.00-08/96 [4], the
USF Foundation must submit to the President any changes to the Bylaws. The President then
submits the changes to the USF Board of Trustees for approval.
The Vice President for University Advancement is appointed by and reports directly to the
University President [6]. The Vice President serves as the senior executive officer for the
institution’s fund-raising activities. The Vice President for University Advancement develops
fund-raising policy and works in collaboration with the President, Provost and other academic
representatives to determine the priorities that support USF’s mission and goals. The Vice
President for University Advancement serves as the President of the USF Foundation and is
appointed to that position by the University President.
The USF Board of Trustees approved USF Rule 6C4-13.002 [7] on August 21, 2003 [8] [9].
This rule outlines the requirements for university direct support organizations including audits,
budget review and procedures for decertification in accordance with the provisions of state law
and provides that the University President shall monitor and control the use of University
resources by the organization, control the use of the University name by the direct support
organization, monitor compliance of the organization with federal and state laws, recommend
to the board of trustees an annual budget, review and approve quarterly expenditure plans,
and approve contributions of funds or supplements to support intercollegiate athletics.
Source
[1] USF Foundation
[2] Direct-support organizations; use of property; board of directors; activities; audit; facilities ::
1004.28, Florida Statutes
[3] University Direct Support Organizations :: Rule 6C-9.011, F.A.C.
[4] Direct Support Organization :: Chancellor’s Memorandum CM F 01.00-08/96
Page 80
University of South Florida
September 2004
[5] USF Foundation Bylaws
[6] USF Organization Chart
[7] Direct Support Organizations :: USF Rule 6C4-13.002
[8] USF Board of Trustees Meeting Agenda August 21, 2003
[9] USF Board of Trustees Meeting Minutes August 21, 2003
Page 81
University of South Florida
3.2.13
September 2004
Any institution-related foundation not controlled by the institution has a
contractual or other formal agreement that (a) accurately describes the
relationship between the institution and the foundation, and (b) describes any
liability associated with that relationship. In all cases, the institution ensures that
the relationship is consistent with its mission.
_XX__ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
The University of South Florida Foundation, Inc. [1] is an institution-related foundation. The
relationship between the Foundation and the institution is described in Florida law [2] and in
Rule [3]. The institutional governing board, the USF Board of Trustees, prescribes the
conditions for certifying Direct Support Organizations (DSO) and permitting them to use
University property and services [4]. The USF Board of Trustees approved Rule 6C4-13.002
[4] on August 21, 2003 [5] [6], which provides for basic requirements such as budget review,
auditing requirements, and procedures for decertification of a direct support organization
consistent with the provisions of state law.
There are no liabilities associated with the relationship between the University of South Florida
and the USF Foundation.
Source
[1] USF Foundation
[2] Direct-support organizations; use of property; board of directors; activities; audit; facilities ::
1004.28, Florida Statutes
[3] University Direct Support Organizations :: Rule 6C-9.011, F.A.C.
[4] Direct Support Organizations :: USF Rule 6C4-13.002
[5] USF Board of Trustees Meeting Agenda August 21, 2003
[6] USF Board of Trustees Meeting Minutes August 21, 2003
Page 82
University of South Florida
September 2004
3.2.14 The institution’s policies are clear concerning ownership of materials,
compensation, copyright issues, and the use of revenue derived from the
creation and production of all intellectual property. This applies to students,
faculty and staff.
_XX__ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
Florida Statute 1004.23 [1] authorizes the University to secure letters of patent, copyrights, and
trademarks on any work products and to enforce its rights with respect to them, taking into
consideration the contributions made by university personnel in that intellectual property
development.
By virtue of this legal authority, the University has adopted a rule [2] with respect to inventions
and works and additionally has established two clear policies [3] [4] concerning copyright
issues, ownership of materials, compensation for intellectual property contribution and the
distribution of revenues derived from the property’s creation and production.
These policies are applicable to all faculty, staff and students at the University and, among
other items, they set out in detail:
1. how produced inventions and works are disclosed to the University
2. who owns the materials produced
3. how a determination of commercial application is made
4. how intellectual property can be used by the faculty/staff/student
5. how publication occurs
6. what confidentiality provision apply
7. what documents need to be executed to accomplish intellectual property protection
8. relevant legal authorities
9. compensation for those inventions and works
10. if compensation is present, how the revenues received are allocated
Additionally, a Chancellor’s Memorandum [5] clarifies that income to a university derived from
intellectual property for which interest has not been assigned should be deposited in the
sponsored-research development fund of the university. State universities may also assign
interests in research intellectual property to a research foundation that is a direct-support
organization of the university.
The USF Office of Research advises and assists faculty, students, and staff in disclosing,
publishing, copyrighting, and exploiting the results of their university-supported research.
The Division of Patents and Licensing has established widely disseminated guidelines [6]
regarding the development and disclosure of inventions.
Page 83
University of South Florida
September 2004
Source
[1] Universities; powers; patents, copyrights, and trademarks :: 1004.23, Florida Statutes
[2] Inventions and Works. :: USF Rule 6C4-10.012
[3] University Copyright Policy :: USF Policy 0-105
[4] Statement of Policy and Procedures for Inventions and Works :: USF Policy 0-300
[5] Income Received from Research Intellectual Properties and Contracts and Grants ::
Chancellor's Memorandum CM-D-40.00-04/00
[6] Patents & Licensing Guidelines:: USF Division of Patents and Licensing
Page 84
University of South Florida
September 2004
3.3 Institutional Effectiveness
3.3.1 The institution identifies expected outcomes for its educational programs and its
administrative and educational support services; assesses whether it achieves
these outcomes; and provides evidence of improvement based on analysis of
those results.
_XX__ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
The mission of the University of South Florida [1] includes the following goal statement:
The University of South Florida will continue to expand its influence as a premier research
university through improved undergraduate and graduate academic programs that promote
intellectual development and student success through a diverse, student-centered
environment.
Consistent with this goal, the University systematically improves the quality of academic
programs and educational support services. This commitment is evidenced in assessment
practices including student learning outcomes assessments, program reviews, reviews of
professional examination results, quality improvement assessments, and service improvement
activities.
The USF Strategic Plan [2], adopted on November 21, 2002 [3], commits the University to
addressing nine strategic directions [4]. Two of the directions are consistent with the process of
defining learning outcomes and service improvements; assessing outcomes; and using results.
The directions are:
• Strategic Direction #4 - Provide high quality academic programs and support services.
• Strategic Direction #7 - Provide a student-centered, user-friendly administrative and
service infrastructure.
Performance associated with each of these strategic directions is measured [5] and reported to
the Board of Trustees [6] on an annual basis.
Learning Outcomes
Learning outcomes are established for all academic programs. Florida Statute 1001.74 (7) [7]
provides that "each board of trustees has responsibility for the establishment and
discontinuance of degree programs up to and including the master's degree level. … Approval
of new programs must be pursuant to criteria established by the State Board of Education."
The Florida Board of Governors defined "Criteria for New Degree Program Authorization" [8].
These criteria state that "for all programs, provide, a sequenced course of study and list the
expected specific learning outcomes." The USF Provost defined procedures for the approval of
new degree programs [9]. These procedures provide that each bachelor’s, master’s, and
doctoral program proposal defines "an appropriate and sequenced course of study, including
expected student learning outcomes, [and] an assessment plan to verify student learning."
Student learning outcomes of existing programs are periodically reviewed to ensure high
Page 85
University of South Florida
September 2004
quality academic programs. The USF Academic Program Review process managed by the
Office of the Provost integrates a review of student learning outcomes by program [10].
Student Learning Outcomes Assessment
Multiple means for assessing student learning outcomes for the purpose of program
improvement are used at USF including the following:
• An annual systematic procedure [11] is coordinated by the Institutional Effectiveness
section of the Office of the Provost. This procedure involves academic departments to
define an annual assessment plan that addresses selected student learning outcomes.
Plans are defined at the beginning of an assessment cycle [12] and reports are
prepared at the end of the cycle. The reports require explicit statements on how
assessment findings were used for program improvement. This procedure facilitates
faculty review and reflection of assessment results for the purposes of improving or
validating curricular components and/or instructional practices. Assessment means are
selected by the academic departments and may include testing, capstone course
experiences, internship demonstrations, portfolio reviews, student presentations,
performances, etc. The Institutional Effectiveness office [13] provides assessment
training [14] and coordination. (Assessment activities for USF Sarasota are included
with academic departments based at USF Tampa). Assessment plans and reports are
posted for academic units.
o College of Arts & Sciences [15]
o College of Arts & Sciences, St. Petersburg [16]
o College of Business Administration [17]
o College of Business, St. Petersburg [18]
o College of Education [19]
o College of Education, St. Petersburg [20]
o College of Engineering [21]
o College of Marine Science [22]
o College of Nursing [23]
o College of Public Health [24]
o College of Visual & Performing Arts [25]
o School of Architecture [26]
o USF Lakeland [27]
•
Several colleges use additional assessment practices that are consistent with
specialized accreditation standards. Several of these are described here. The College
of Education assesses [28] student learning [29] consistent with the National Council for
Accreditation of Teacher Education (NCATE) standard #2 [30]. The College of Business
assesses student learning consistent with the Association to Advance Collegiate
Schools of Business (AACSB) Standards on Assurance of Learning [31]. College of
Engineering assesses student learning consistent with the Accreditation Board for
Engineering and Technology, criterion #3 [32]. The College of Medicine assesses
student learning consistent with the Liaison Committee on Medical Education (LCME)
standards ED-46, ED-47, ED-48 [33]. The College of Nursing assesses student learning
consistent with the National League for Nursing Accrediting Commission (NLNAC)
standard VII [34]. The College of Public Health assesses effectiveness consistent with
Council on Education in Public Health (CEPH) standard XA [35]. The Master of
Architecture program is accredited [36] by the National Architecture Accrediting Board.
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The NAAB requires that students meet 37 student performance criteria [37].
•
The Florida Board of Governors adopted a resolution that will have implications for
student learning outcomes assessments at Florida public state universities beginning
the 2005-06 academic year. A resolution adopted on April 22, 2004 states "that all
universities, through their Boards of Trustees, adopt Academic Learning Compacts; that
the Compacts constitute a clear identification, by academic program, of what students,
engaging in a teaching-learning partnership with their universities, will have learned in
terms of content knowledge, and communication and critical thinking skills by the time
they graduate; and that these Compacts will be clearly articulated by the universities to
students at the beginning of their academic careers and when they begin their degree
programs; and that, on or before graduation, the universities will certify, through any
process they choose, that the criteria of the Compacts have been met by individual
students" [38]. It is anticipated that findings resulting from the implementation of
academic learning compacts will provide additional assessment information to support
program improvement.
General Education Assessment
The USF Office of the Provost supports an ongoing assessment of the general education
program [39]. Assessment activities are guided by the Institutional Effectiveness office and
conducted by the Evaluation and Testing office [40].
Annual reports for academic years 2001-02 [41], 2002-03 [42], and 2003-04 [43] are published
on the website for use by members of the university committee.
Assessment and Improvement Coordination and Committees
University-wide coordination for assessment and improvement activities is provided by the
Institutional Effectiveness office in the Office of the Provost. Coordination is achieved through
regular communication with the colleges and campuses. Coordination is further provided by
the Institutional Research, Effectiveness, and Planning office at USF Lakeland [44] and the
Institutional Research and Effectiveness office at USF St. Petersburg [45]. Assessment
activities for USF Sarasota are included with academic departments based at USF Tampa.
Several committees operate to support student learning outcomes assessments or service
improvement activities in some units. Examples are:
• General education assessment activities are supported by the General Education
Assessment Advisory Committee (GEAAC) (2002-03 [46]) (2003-04 [47]). This
committee oversees some general education program assessment activities. The
committee stated "we intend to assess, evaluate and integratively influence our Liberal
Arts curricula so that the University graduate will communicate clearly and effectively in
written expression and in oral presentation; understand ways in which knowledge is
gained and applied for the purpose of analyzing and synthesizing the knowledge to
arrive at informed and ethical decisions; think critically with consideration of natural and
social sciences, historical perspectives, literature, and the arts to make informed
choices; and be prepared for living and working in a complex global society" [48].
•
The College of Education Assessment and Improvement Committee is charged with
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University of South Florida
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monitoring assessment processes and procedures and guiding the implementation of a
unit-wide assessment system to monitor candidate progress and contribute to program
and unit improvements [49].
•
The College of Medicine Committee on Curriculum [50] is charged to "… review, advise
and make policy recommendations on matters related to undergraduate medical
education…. , and make policy recommendations regarding the curriculum and
educational goals of the College" [51]. The Committee’s annual report for 2002-03
documented several student learning assessment activities which are illustrative of the
College of Medicine. The report stated that "… issues related to student, course and
program evaluation were also discussed at the retreat: MCAT and USMLE scores, the
Graduation Questionnaire, the Videotape History and Physical Examination Program
and the Clinical Practice Exam, a Year III multi-station assessment of clinical skills, now
in its fourth year" [52].
•
The College of Public Health operates the Educational Outcomes Committee [53]. The
functions and duties of this committee are "to (a) develop, monitor, and review
educational outcomes measures used for all degrees offered by the College…. ; (b)
review the data collection procedures for the outcome indicators, coordinate activities
for data collection, and analyze all data findings …; (c) prepare official outcomes
assessment reports for the University, College, and Departments as needed; and (d)
interact with accreditation committees as needed in providing outcomes assessment
information and data results" [54].
•
The Student Affairs Assessment and Improvement Committee is comprised of eleven
members with representatives from selected student affairs offices and each regional
campus. "The Student Affairs Assessment and Improvement (SAAI) Committee at the
University of South Florida is committed to improving the quality of all student services
by encouraging processes that satisfy student needs, reduce costs, increase
productivity, and enhance service quality" [55].
•
The USF Library System Assessment Committee coordinates assessment projects for
the libraries [56]. During 2002, the committee coordinated a service improvement
assessment project call "Give Us A Grade" [57]. This project solicited patron input at
four public service desks. During 2003-04, the committee coordinated the University’s
participation in the LibQual+ project. This project is a service quality assessment in a
digital library environment involving more than 100 research libraries [58].
Program Reviews
Program reviews provide another means for systematically reflecting on assessment findings
to support program improvement. The Florida Division of Colleges and Universities requires
systematic and regular reviews of academic programs [59]. The Office of the Provost, through
the Institutional Effectiveness office, oversees program review processes consistent with
published guidelines and a schedule [60]. During the 2004-05 academic year, sixteen (16) USF
doctoral programs were reviewed as part of an initiative to evaluate doctoral education at the
university [61].
The self study component of the program review process requires departments to "provide a
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summary and analysis of the recent (no more than 5 years) Outcomes Assessment Plans for
each program [under review] including use of results for program improvement. … Include a
review of program curricula and how they are designed and updated to meet program goals
and achieve identified student learning outcomes. Provide evidence that all courses have been
reviewed within the past five years to ensure that syllabi in use are current, curriculum is
relevant, courses are properly sequenced, prerequisites/corequisites are appropriate, etc" [62].
Selected Additional Student Learning Assessment & Improvement Activities
Intercollegiate Athletics implements policies and practices to monitor academic performance
and educational support programs through NCAA academic eligibility requirements [63], NCAA
annual graduation rates [64], and through the USF sub-committee of the Athletics Council,
charged to monitor the progress of student-athletes.
Professional/Licensure Examinations
Reviews of professional and/or licensure examination results contribute information for
program improvement. These student learning assessments are typically accomplished at the
college level. The USF Performance & Accountability Summary for 2003-2004 [65] reported to
the Board of Trustees the following assessment findings related to the performance of USF
students on licensing examinations:
• Accountancy students in the College of Business Administration are required to
demonstrate their acquisition of essential knowledge and skills through completing the
Uniform Certified Public Accountant (CPA) examination. USF candidates with advanced
degrees have ranked in the Top 10 nationally on 14 of the past 20 examinations (over a
10 year span: 1993-2002). This is higher than at any other university in the country.
•
Graduates of the School of Architecture surpassed nationwide performance on all
sections of the 1999-2001 Architect Registration Examination for which comparative
data are available. On average, first-time test takers at USF scored 11% higher than the
national average in the areas of pre-design, general structures, lateral forces,
mechanical and electrical, materials and methods, and construction documents.
•
In the College of Arts and Sciences, USF graduates of the PhD program in Clinical
Psychology sit for the national licensure Examination for Professional Practice in
Psychology (EPPP). The mean score for USF PhD graduates is 144.3 (SD=33.8), while
the normative data from the national sample for the same period showed a mean of
134.8 (SD 22.3). This same group of students registered a 100% pass rate on both
national and state licensure examinations.
•
In the School of Library and Information Science, students who complete the
concentration in School Media have a 100% passing rate on the Florida Teacher
Certification Examination (PK-12 Media Specialist section).
•
During the 2001-02 academic year, 1,057 undergraduate and graduate students
graduating from the College of Education’s teacher preparation programs completed the
Florida Teacher Certification Examination with a 100% pass rate.
In 2001-02, students graduating from the Athletic Training Program completed the
National Athletic Trainers’ Association (NATA) Board of Certification Examination with a
•
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University of South Florida
September 2004
90% pass rate.
•
In 2001-02, graduate students in School Psychology completed the Certification
Examination of the National Association of School Psychologists with a 100% pass rate.
•
Graduates in the College of Nursing basic baccalaureate program are eligible to sit for
the National Council Licensure Examination for Registered Nurses (NCLEX-RN). In
2002-03, the pass rate for USF graduates was 94.3%, surpassing the performance of all
but one of the other ten institutions in the Florida State University System. The national
passing rate for the same period was 81%.
•
Health Education graduates of the USF College of Public Health take the Certified
Health Education Specialists examination administered by the National Commission on
Health Education Credentialing. In 2003, the passing rate for USF students was 100%,
compared to the national rate of 79.5%. Over the past decade, USF students have
achieved a 97% pass rate in the examination, compared to the national average of
84.8% for the same period.
•
The College of Medicine monitors the performance of medical education students on
the United States Medical Licensure Examination (USMLE). Licensure information on
graduates is updated on an ongoing basis by the COM Student Affairs office. A high
percentage of students achieve licensure on schedule. These performance monitoring
processes were accepted by the Liaison Committee on Medical Education (LCME)
when the COM program’s accreditation was reviewed.
Quality Improvement Assessments
USF systematically and regularly expects educational support units to assess the effectiveness
of intended outcomes in order to identify opportunities to improve quality in services and
products [66]. The Institutional Effectiveness section of the Office of the Provost invites units to
prepare annual assessment plans, complete assessment activities, participate in assessment
training, and report results [67]. Assessment plans request departmental mission statements
and outcomes selected for assessment [68]. Assessment plans and reports are received and
posted to a web site by the Institutional Effectiveness office. These offices document unit
assessment activities:
• Auxiliary Services [69]
• Budget and Policy Analysis [70]
• Facilities Planning & Construction [71]
• Environmental Health & Safety [72]
• Human Resources [73]
• Organization Development & Training [74]
• Physical Plant [75]
• Purchasing and Financial Services [76]
• University Police [77]
• Information Technologies [78]
• Student Affairs [79]
• Academic Advising [80]
• Admissions [81]
• Adult & Transfer Student Services [82]
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University of South Florida
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
September 2004
Career Center [83]
Financial Aid [84]
Orientation [85]
Project Thrust [86]
Registrar [87]
Student Academic Support Services [88]
Student Enrollment Communications Center [89]
Student Life and Wellness [90]
Campus Recreation [91]
Counseling Center for Human Development [92]
Marshall Center [93]
Residence Services [94]
Student Disability Services [95]
Student Judicial Services [96]
Student Health Services [97]
Student Government [98]
Student Publications [99]
Student Relations [100]
Student Support Services [101]
University Experience [102]
USF Lakeland [103]
Administration and Finance, St. Petersburg [104]
Advancement/Development, St. Petersburg [105]
Library, St. Petersburg [106]
Student Affairs, St. Petersburg [107]
Selected Service Improvement Activities
The University supports several service improvement activities designed to enhance
institutional effectiveness in educational support services.
• The Administrative Services division coordinates the Continuous Quality Improvement
program. This program provides a means for USF employees to propose improvements
in processes and/or services. Proposals are reviewed, considered, and implemented, if
feasible. Cash incentives have resulted [108].
•
The Organization Development and Training office (ODT) provides services intended to
improve quality in processes and services. ODT services include training programs,
team building facilitation services, organizational development consulting, customer
service training, change management workshops, and facilitation for continuous
improvement solutions [109].
•
The University Support Personnel Senate coordinates the Quiet Quality awards
program. This program provides for the recognition of support staff members who are
exceptional in providing high quality services [110].
Selected Stakeholder Surveys
USF units periodically survey constituencies to assess perspectives on issues and/or identify
opportunities for service improvements. Several examples are listed here:
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University of South Florida
September 2004
•
The Institutional Effectiveness Office regularly assesses the perspectives of students
completing undergraduate programs to determine the extent of their satisfaction with
programs and services and their plans for the future. All students completing an
undergraduate program are invited to complete an online survey [111].
•
The Institutional Effectiveness Office regularly assesses the perspectives of students
completing graduate programs to determine the extent of their satisfaction with
programs and services and their plans for the future. All students completing a graduate
program are invited to complete an online survey [111].
•
The Institutional Effectiveness office, on behalf of the Division of Student Affairs
Enrollment Planning and Management Office, regularly surveys freshman students to
determine their perspectives on USF. These findings contribute information for student
retention interventions [111].
•
In an effort to increase the quality of Physical Plant’s (2001) services provided to the
University Community, the Physical Plant division sent out a survey to a large group of
its customers about the condition of the Tampa campus facilities and the services
provided. An innovative online web-based survey was used to accomplish this task
[112].
The Office of Diversity and Equal Opportunity (2002) assessed the perspectives of a
sample of faculty, staff, and students on the "climate" of the University with respect to
diversity [113].
•
•
The College of Education regularly surveys graduating students, graduates, and school
principals to assess perspectives [114].
Source
[1] University of South Florida, mission, vision, goals, and values
[2] USF Strategic Plan -- (view live site)
[3] Strategic Plan Approval, BOT Minutes, November 21, 2002, Item FL 105
[4] USF Strategic Plan, Nine Strategic Directions
[5] Strategic Plan Performance Report, Fall 2003, Spreadsheet
[6] Strategic Plan Performance Report, Fall 2003, Presentation
[7] Powers and duties of university boards of trustees :: 1001.74(7), Florida Statutes
[8] Criteria for New Degree Program Authorization :: Florida Board of Governors
[9] USF Procedures for the approval of new degree programs
[10] USF Academic program review components
[11] Outcomes Assessment -- (view live site)
[12] Assessment Cycle
[13] Institutional Effectiveness Office -- (view live site)
[14] Assessment training for academic programs
[15] College of Arts and Sciences assessment plans and reports
[16] College of Arts & Sciences, St. Petersburg, assessment plans and reports
[17] College of Business Administration assessment plans and reports
[18] College of Business, St. Petersburg, assessment plans and reports
[19] College of Education assessment plans and reports
[20] College of Education, St. Petersburg assessment plans and reports
[21] College of Engineering assessment plans and reports
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University of South Florida
September 2004
[22] College of Marine Science assessment plans and reports
[23] College of Nursing assessment plans and reports
[24] College of Public Health assessment plans and reports
[25] College of Visual and Performing Arts assessment plans and reports
[26] School of Architecture assessment plans and reports
[27] USF Lakeland assessment plans and reports
[28] College of Education assessments for NCATE
[29] College of Education assessment practices
[30] Unit Standard #2 :: NCATE
[31] Association to Advance Collegiate Schools of Business (AACSB) :: Standards on
Assurance of Learning
[32] Accreditation Board for Engineering and Technology :: Criterion #3, see page 5
[33] Standards ED-46, ED-47, ED-48 :: Liaison Committee on Medical Education (LCME)
[34] National League for Nursing Accrediting Commission (NLNAC), see page 4
[35] Standard XA :: Council on Education in Public Health (CEPH)
[36] School of Architecture and Community Design accredited by NAAB
[37] Guide to Student Performance Criteria :: National Architecture Accrediting Board (NAAB)
[38] Academic Learning Compacts, April 2004 :: Florida Board of Governors
[39] USF Liberal Arts Requirement (General Education Program)
[40] USF Evaluation and Testing Office
[41] General Education Assessment update, 2001-02
[42] General Education Assessment report, 2002-03
[43] General Education Assessment summary, 2003-04
[44] Institutional Research, Effectiveness, and Planning office, USF Lakeland
[45] Institutional Research and Effectiveness office, USF St. Petersburg
[46] General Education Assessment Advisory Committee, 2002-03
[47] General Education Assessment Advisory Committee, 2003-04
[48] General Education Assessment Advisory Committee Philosophy
[49] College of Education Assessment and Improvement Committee
[50] College of Medicine Committee on Curriculum Roster
[51] College of Medicine Committee on Curriculum’s charge
[52] College of Medicine Committee on Curriculum’s annual report
[53] College of Public Health Educational Outcomes Committee
[54] COPH Governance Manual, Educational Outcomes Committee
[55] Student Affairs Assessment and Improvement Committee
[56] USF Library System Assessment Committee
[57] Give Us a Grade assessment
[58] LibQual+ assessment project
[59] Program Review :: Florida Division of Colleges and Universities
[60] USF Program Review Procedures and Guidelines
[61] USF Program Review Schedule
[62] USF Program Review components
[63] Academic Eligibility Requirements :: NCAA
[64] Graduation-Rates Report for NCAA Division I schools
[65] USF Performance and Accountability Report, 2003-04
[66] Educational Support Assessment activities
[67] Assessment Training Activities for Educational Support Units
[68] Assessment Plan, Form B
[69] Auxiliary Services assessment plans and reports
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University of South Florida
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[70] Budget and Policy Analysis assessment plans and reports
[71] Facilities Planning & Construction assessment plans and reports
[72] Environment Health & Safety assessment plans and reports
[73] Human Resources assessment plans and reports
[74] Organization Development & Training assessment plans and reports
[75] Physical Plant assessment plans and reports
[76] Purchasing and Financial Services assessment plans and reports
[77] University Police assessment plans and reports
[78] Information Technologies assessment plans and reports
[79] Student Affairs assessment plans and reports
[80] Academic Advising assessment plans and reports
[81] Admissions assessment plans and reports
[82] Adult & Transfer Student Services assessment plans and reports
[83] Career Center assessment plans and reports
[84] Financial Aid assessment plans and reports
[85] Orientation assessment plans and reports
[86] Project Thrust assessment plans and reports
[87] Registrar assessment plans and reports
[88] Student Academic Support Services assessment plans and reports
[89] Student Enrollment Communications Center assessment plans and reports
[90] Student Life and Wellness assessment plans and reports
[91] Campus Recreation assessment plans and reports
[92] Counseling Center for Human Development assessment plans and reports
[93] Marshall Center assessment plans and reports
[94] Residence Services assessment plans and reports
[95] Student Disability Services assessment plans and reports
[96] Student Judicial Services assessment plans and reports
[97] Student Health Services assessment plans and reports
[98] Student Government assessment plans and reports
[99] Student Publications assessment plans and reports
[100] Student Relations assessment plans and reports
[101] Student Support Services assessment plans and reports
[102] University Experience assessment plans and reports
[103] USF Lakeland assessment plans and reports
[104] Administration and Finance, St. Petersburg, assessment plans and reports
[105] Advancement/Development, St. Petersburg, assessment plans and reports
[106] Library, St. Petersburg, assessment plans and reports
[107] Student Affairs, St. Petersburg, assessment plans and reports
[108] Administrative Services, Continuous Quality Improvement program
[109] Organization Development and Training
[110] USPS Quiet Quality Awards program
[111] Institutional Effectiveness reports and survey summaries
[112] Physical Plant Survey
[113] Office of Diversity and Equal Opportunity Climate Survey, 2002
[114] College of Education stakeholder surveys
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University of South Florida
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PROGRAMS
3.4 Educational Programs Standards for All Educational
Programs
(Includes all on-campus, off-campus, and distance learning programs)
3.4.1 The institution demonstrates that each educational program for which academic
credit is awarded (a) is approved by the faculty and the administration, and (b)
establishes and evaluates program and learning outcomes.
_XX__ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
A
All new degree program proposals, regardless of campus of origin, must be reviewed and
approved by both faculty committees and appropriate academic administrators at the
department, college, and University level. The process for development, approval, and
implementation of new academic programs at USF normally begins with the faculty, who
identify the need for new programs within their disciplinary areas. Thus, proposals for new
degree programs originate at the department level. Once approved by the department faculty
(or, in some larger departments, by a curriculum committee representing the faculty) and the
department chair, new degree program proposals are considered by the college curriculum
committee, which is advisory to the dean of the college.
Most colleges, depending on size, have one or more faculty curriculum committees with
responsibility for undergraduate and/or graduate curricula and programs. Examples include the
Undergraduate and Graduate Committees of the College of Arts and Sciences [1], the College
Council of the USF Tampa College of Education [2], the Faculty Advisory Council of the
College of Visual and Performing Arts [3], and the Faculty Council of the College of Nursing
[4]. Some colleges require a vote of the full faculty on new degree program proposals. All
faculty committees are advisory to the college dean, who must also approve proposals for new
degree programs as well as courses and course changes.
From the college, the new degree program proposal goes to the Undergraduate Council or the
Graduate Council, as appropriate. These Councils are standing committees of the Faculty
Senate, which represents the faculty as a whole. The Undergraduate Council [5] is appointed
by the Provost and makes recommendations to the President, Provost, and Dean of
Undergraduate Studies and reports to the Faculty Senate on matters pertaining to
undergraduate courses, curricula, institutional programs, and degrees of the university. Both
faculty and students are represented on the Council. The Graduate Council [6], also appointed
by the Provost , is responsible for advising the Provost and the Dean of Graduate Studies of
principles, policies, and procedures affecting graduate education at the University of South
Florida. Membership consists of both faculty and graduate students. Faculty from all campuses
are represented on both Councils. USF St. Petersburg also has a separate faculty governance
structure that includes both an Undergraduate and a Graduate Council [7], both of which
provide advice and consultation to the Regional Vice Chancellor for Academic Affairs regarding
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University of South Florida
September 2004
course changes and approvals [8].
The minutes of the USF Graduate Council [9] and the USF Undergraduate Council [10] provide
a record of all program- and curriculum-related approvals.
When these levels of review have been completed, the dean (or deans in the case of programs
involving multiple colleges) may forward the proposal to the Provost. Proposals from colleges
within the Health Sciences Center (i.e. Medicine, Nursing, Public Health) must be submitted to
the Vice President for Health Sciences for review and approval. The Provost or Vice President
for Health Sciences will review the proposal and make a recommendation to the President
regarding its readiness for submission. All new program proposals, regardless of college or
campus of origin, must then be approved by the Academics and Campus Environment Work
Group, a committee of the USF Board of Trustees, and subsequently by the full Board of
Trustees.
The University process for development and approval of new degree programs is designed to
ensure that all programs meet a set of criteria established by the State Board of Education,
adopted by the Florida Board of Governors, and administered by the Division of Colleges and
Universities. The Florida Board of Governors has approval authority for new doctoral degree
programs at all public universities in Florida. Individual university Boards of Trustees may
approve new bachelor’s and master’s degree programs, provided the proposed programs
comply with the criteria established by the State Board of Education. These criteria are
incorporated in USF’s guidelines for Approval of New Degree Programs [11].
The President and the Provost or Vice President for Health Sciences must sign all proposals
forwarded to the Division of Colleges and Universities either for consideration by the Board of
Governors (in the case of doctoral or first professional degree programs) or for inclusion in the
SUS Academic Degree Programs Inventory (in the case of bachelor’s and master’s degree
programs previously approved by the University Board of Trustees).
B
The criteria for approval of new degree programs in the state universities of Florida, including
the University of South Florida, were established by the State Board of Education, adopted by
the Florida Board of Governors, and are administered by the Division of Colleges and
Universities [12]. The criteria include a requirement that each new degree program proposal
includes “an appropriate and sequenced course of study, including expected student learning
outcomes”. For academic units at the University of South Florida, the most important
component of institutional effectiveness is the annual student learning outcomes assessment
process. For each academic program, three to five intended learning outcomes are identified
and measured annually and the results considered for program improvement.
The process for annual evaluation of student learning outcomes is described on the Outcomes
Assessment web page [13] and in the response to Comprehensive Standard 3.3.1. The Office
of Institutional Effectiveness is responsible for administering the Outcomes Assessment
process at USF.
Most of the University’s professional degree programs are required to report on the evaluation
of student learning outcomes as part of the specialized accreditation process [14]. All
academic units are required to include a summary of their annual Outcomes Assessment
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University of South Florida
September 2004
process and the use of results for program improvement as part of the University’s seven-year
Program Review self-study [15].
On April 22, 2004, the Florida Board of Governors issued a Resolution Regarding Academic
Learning Compacts [16]. The Governors recommended that all Florida public universities
adopt Academic Learning Compacts and further resolved:
That the Compacts constitute a clear identification, by academic program, of what students,
engaging in a teaching-learning partnership with their universities, will have learned in terms of
content knowledge, and communication and critical thinking skills by the time they graduate;
that these Compacts will be clearly articulated by the universities to students at the beginning
of their academic careers and when they begin their degree programs; and that, on or before
graduation, the universities will certify, through any process they choose, that the criteria of the
Compacts have been met by individual students.
The University of South Florida is required to provide, by December 1, 2004, a set of student
learning outcomes for each baccalaureate degree program that focus on
1. content knowledge by discipline
2. communication skills
3. critical thinking skills.
These learning outcomes will form the basis of an Academic Learning Compact with each
incoming baccalaureate student. To the extent possible,faculty in departments and programs
will be encouraged to integrate their existing plans for assessment of student learning
outcomes with the Academic Learning Compact process.
Source
[1] Committees of the College of Arts and Sciences
[2] College Council, USF Tampa College of Education
[3] Faculty Advisory Council, College of Visual and Performing Arts
[4] Faculty Council, College of Nursing
[5] Undergraduate Council
[6] Graduate Council
[7] Faculty Governance, USF St. Petersburg
[8] Course Changes and Approvals, USF St Petersburg
[9] USF Graduate Council Minutes
[10] USF Undergraduate Council Minutes
[11] USF New Degree Approval Guidelines
[12] Proposal Formats for Requests to Implement New Degrees
[13] USF Outcomes Assessment web page
[14] USF Degree programs with specialized accreditation
[15] USF program review document
[16] Florida Board of Governors Resolution Regarding Academic Learning Compacts
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3.4.2 The institution’s continuing education, outreach, and service programs are
consistent with the institution=s mission.
__XX_ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
The mission statement of the University of South Florida emphasizes the connection between
the institution and its community, the Tampa Bay Region [1]. Lifelong learning, community
engagement and service, and economic development are explicit components of the
university-community relationship. USF’s continuing education, outreach, and service
programs are designed and developed with these priorities in mind.
Continuing Education
Continuing education at USF is generally defined as noncredit programs and courses designed
for professional or workforce development or for personal enrichment. While continuing
education activities may be found in several colleges, departments, and educational and
administrative support units across the institution, continuing education is primarily provided by
three major units: the Division of Continuing Education within Academic Affairs; the Office of
Continuing Professional Education within the Health Sciences Center; and the Louis de la
Parte Florida Mental Health Institute.
The Division of Continuing Education [2] supports the USF economic development, community
engagement, and outreach mission by extending the University’s educational programs and
services to new populations, facilitating the achievement of personal and professional goals.
The Division conducts non-credit courses and certificate programs for adult students,
organizes professional and academic conferences, and provides learning opportunities
designed for senior citizens. Also, as a major provider of business and computer training, USF
Continuing Education makes an important contribution to economic and workforce
development in the region. The Division consists of three program units: Professional &
Workforce Development; Conferences & Institutes; and Senior Programs.
Professional and Workforce Development (PWD) programs are designed to help adult
students obtain new knowledge and skills for the purpose of advancing in their career.
Students take PWD courses to prepare for professional certification, gain the knowledge or
abilities needed for a promotion, prepare for a transition to a new career, or prepare for college
and graduate entrance exams. PWD also provides language instruction to improve students’
abilities to communicate in business or travel. PWD programs help professionals gain new
credentials in fields related to business and computers. In addition to structured programs
leading to certificates, PWD offers a variety of other courses in management, leadership,
public relations, technical communications, writing, English and foreign languages, the arts,
and computer programming. PWD courses are conducted throughout the Tampa Bay area,
including USF Tampa, USF St. Petersburg, USF Sarasota/Manatee, and the USF Downtown
Center. Contract courses are often taught at corporate client sites.
The Division of Conferences and Institutes (DCI) is responsible for developing, planning, and
managing professional and academic events that support the University’s mission by
addressing the need for information and collaboration, both within the Tampa Bay community
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University of South Florida
September 2004
and among the community of scholars within USF. Its planning and management services
include program development, event promotion, registration, financial arrangements, site
negotiations and logistics, on-site management, evaluations and CEUs. Services are provided
under managed contracts or grants.
Senior Programs is a unit of Continuing Education that focuses on the educational needs of
senior citizens. As larger numbers from the baby boomer generation retire but continue to seek
opportunities for learning, “senior citizens” will represent a growing constituency for higher
education. Senior Programs conducts the Learning In Retirement Institute, a membership
organization of adults dedicated to the enjoyment of continued learning for growth and
fulfillment. The Institute, an affiliate of the Elderhostel Institute Network, organizes study
groups and member events for its members. Senior Programs also conducts SeniorNet. This
program offers beginning courses for the computer novice and advanced courses for the
experienced user. SeniorNet is open to people age 50 and over who wish to become members
of an international community of computer users.
In sum, USF’s Division of Continuing Education provides opportunities to learn new skills,
receive industry-recognized credentials, participate in professional meetings, and enrich one’s
knowledge on a variety of popular subjects. All of these services play an important role in
fulfilling the following aspects of the University mission:
• Teaching and lifelong learning in a student-centered environment
• Service based on academic excellence and the ethic of community responsibility
• Engagement of the resources of the university in partnerships that respond to university
and community issues
More than 12,000 people annually participate in Division of Continuing Education programs at
USF.
The mission of the Health Sciences Center Office of Continuing Professional Education
(OCPE) [3] is to assist healthcare professionals (physicians, nurses, pharmacists,
psychologists, physical therapists, dietitians and social workers) to maintain and enhance
clinical excellence through ethical, innovative and efficient discovery and dissemination of
knowledge. OCPE operationalizes the mission through the involvement of the HSC faculty in
identifying learning needs/interests of healthcare professionals, organizing live conferences,
self-directed learning activities, and web-conferences to address the identified needs and by
evaluating the impact of its continuing education activities on enhancing the attitudes, skills
and behaviors of healthcare practitioners. Continuing education activities are local, statewide,
national and international in scope thus reflecting the reach of USF as identified in the
institution’s mission statement.
OCPE is now engaged in the transition from undergraduate medical education through the
competencies required in graduate medical education to providing opportunities and methods
for the maintenance of life long adult learning by practitioners with the medical licenses
authorized in Florida and elsewhere and has received the maximum accreditation distinction
for a period of six years with four areas particularly commended with distinction. Programs are
implemented after needs assessments which identify learning needs/interests of healthcare
professionals.
In FY 2002/03 the College of Medicine provided 230 Conferences with 58 grand rounds
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University of South Florida
September 2004
activities for 52,100 participants with a total of 2940 hours of participant instruction. Public
Health offerings include full-day and multi-day programs and attract from 25 to 1,350
participants. In addition to programs delivered by OCPE, several centers and programs in the
College of Public Health have education and training as a part of their mission. In 2003 more
than 10,800 nurses participated in Continuing Education Programs at the university.
Approximately 4,000 participants were from the state of Florida, 6,900 from other states in the
nation, and approximately 30 international representatives.
Louis de la Parte Florida Mental Health Institute (FMHI) [4]
In 1981, the Florida Legislature transferred the Florida Mental Health Institute from the
Department of Health and Rehabilitative Services to the University of South Florida as a
University training/service/research institution. Six years later, the Institute was operationalized
as a college within the University of South Florida. The Institute is a major contributor to the
University’s community engagement and economic development mission, providing research,
training, education, technical assistance, and support services to mental health professionals
and agencies as well as consumers, consumer organizations, and behavioral health advocates
statewide.
Each of the departments within the Institute offers specialized training in a wide range of topic
areas. These training opportunities are designed for diverse audiences including professionals
in the mental or behavioral health and general health fields, service providers, teachers, and
caregivers.
Training opportunities at FMHI include clinical or applied workshops, continuing education
conferences, and seminars. Community Mental Health Online Education has provided a
number of web-based instructional programs on important community mental health topics
since 2000. The Professional Development Center, one of six such Centers in Florida, helps
train Florida's Department of Children and Families dependency staff. Training and curriculum
development is provided on a variety of topics including basic communication skills, abuse
reporting procedures, basic counseling skills, stress management, case management, selfdestructive behavior, networking, referrals, professionalism and ethics. Most FMHI training
programs allow participants to earn Continuing Education Credits (CECs) for professional
development purposes.
Outreach and Service
The USF Educational Outreach division [5] provides support to colleges and departments
offering degree and certificate programs and courses at off-campus sites and via distance
learning technologies. The Center for 21st Century Teaching Excellence provides development
and training for faculty in the use and integration of technology in teaching. The Classroom
Technology Services unit maintains a semester schedule of distance learning courses, and the
Division of Continuing Education provides technical assistance to academic units offering
programs and courses at off-campus locations, both domestic and international, when
alternative tuition and fee mechanisms are used to facilitate cost recovery.
Outreach and service to K-12 schools are provided through the College of Education [6] and
other academic units. In addition to its regular, continuing relationships with K-12 school
districts in the University’s 10-county service region, the College of Education has three
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September 2004
campus-based schools: Pizzo Elementary School; the USF Charter School; and the Center for
Creative Learning, the University’s early childhood facility. In addition to supporting the
operations of these three campus-based schools, the College has formed partnerships with
four school districts for the specific purpose of establishing Professional Development Schools
(PDS) -- in Hillsborough, Pasco, Polk, and Sarasota counties. These PDS schools provide
extensive and continuous professional opportunities for research and practice for students,
teachers and university personnel.
Other colleges within the University provide services to K-12 schools and directly to K-12
students. For example:
• Several departments within the College of Arts and Sciences [7] provide support to K-12
schools and students. In addition to more formal, discipline-based support to schools
and school districts, the College hosts a Saturday program to help students in grades K12 develop the math, reading and writing skills that may carry them into college and
beyond. Targeted at African-American and Hispanic students in urban communities, the
USF Urban Scholars Outreach Program is a free educational supplement available to
all. A unique aspect of the program is that parents are encouraged to participate
alongside their children, providing commitment and continuing reinforcement. Volunteer
teachers from the USF faculty and graduate and advanced undergraduate students, as
well as retired schoolteachers, provide small group and individual assistance. The
program focuses on helping students prepare for the public school assessment
programs, including the High School Competency Test, the Florida Writing Assessment
Program, the Florida Comprehensive Assessment Test, as well as benchmark tests and
semester exams. The program includes special instruction in test preparation for high
school students, including the SAT and ACT tests used in college. Students are divided
into appropriate grade and skill level sections in mathematics, reading and writing. They
participate in field trips to view laboratory experiments in biology, chemistry and physics.
Materials and books are provided free. Participating students receive certificates upon
completion of the program.
•
The College of Marine Science [8] has created several programs that support K-12
education. Through the Beach Buddies program, schools can sign up to participate in
coastal cleanups and receive related lesson plans concerning coastal environments.
The GK-12 OCEANS Fellowship Program provides an opportunity for up to 12
elementary and secondary teachers per year to serve as teaching mentors to marine
science graduate students who in turn serve as a science resource in the teacher’s
classroom throughout the year. Teachers selected to participate in the program receive
a stipend, graduate course credit, an Ocean Immersion Summer Experience, $1000 for
the purchase of science resources or equipment, and up to $500 for conference
registration and travel. The College also offers an annual 3-week summer
Oceanography Camp for Girls. This program is available to girls who have completed
the eighth grade and who live in Pinellas County, Florida. And Project Oceanography is
a live television program designed for middle school science students and offered each
week during the school year.
•
The College of Visual and Performing Arts [9] houses the University’s arts education
programs (art, music, and theatre) and maintains strong relationships with music
educators in the public and private sector throughout the region. The College also offers
SummerPlay, an annual 3-week, intensive, interdisciplinary arts-based outreach
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University of South Florida
September 2004
program for children aged 8 through 17.
The University provides a variety of year-round and summer programs for youth and children.
The Office of University Relations maintains a web page [10] that lists all available pre-college
programs and links to information, application, and registration contacts.
A variety of other outreach and service activities are carried out by various colleges and
departments in support of the University community service, engagement, and economic
development mission. Some examples follow:
• The College of Business Administration [11] is home to the Center for Entrepreneurship,
whose mission is to transfer research from the laboratory to the marketplace; educate
and train the next generation of entrepreneurial leaders; and promote successful
clusters of entrepreneurial businesses. The College also houses the Small Business
Development Center, which provides counseling, training, and resources to start-up and
existing businesses, and assists them in various aspects of small business
development. The SBDC conducts more than 200 low cost and no-cost workshops and
seminars and free one-on-one business counseling.
•
The College of Visual and Performing Arts [9], through its music and theatre
performance venues, the Contemporary Art Museum, and GraphicStudio (the College’s
Institute for Research in Art) hosts numerous arts events that are open to the
community and maintains strong partnerships with local arts organizations.
•
The School of Architecture and Community Design [12] is home to the Florida Center
for Community Design and Research, founded in 1986 as a statewide research center
to address urban and regional problems related to both the natural and built
environment and to provide design expertise, technical assistance, and applied
research to assist Florida's growing communities. The Center serves as a primary
vehicle for interdisciplinary community engagement at the University of South Florida.
•
The Community Initiative of the College of Arts and Sciences [13] was founded with the
goal of integrating the teaching, research, and service mission of the College with the
interests and needs of local residents, community organizations, and businesses. The
Community Initiative has two components. The Community Experiential Learning
Program offers students the opportunity to explore the relationship between their
classroom learning and the broader community. With faculty guidance, students design
their own community experiences and receive between one and four academic credits
upon completion. Students may choose to work as an intern with a community
organization/agency or to explore a community issue through independent research.
The Urban Studies Certificate Program is an interdisciplinary exploration into the
problems and potentials of the urban world. The curriculum begins with an
interdisciplinary Introduction to Urban Studies and then weaves the multidisciplinary
urban offerings into a coherent understanding of urban life. The Urban Studies
Coordinator helps each student fashion a curriculum that meets his/her unique
intellectual and career needs. The curriculum, through its courses and internship
possibilities, focuses on the "real world", thus providing students with a valuable
foundation for their career planning and advancement. With the help of the Urban
Studies Coordinator, students can design concentrations in urban planning, urban
management, community development, community organizing, etc. The Certificate
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University of South Florida
September 2004
requires a minimum of 24 credits.
Provision of health and human services to the community is an integral mission
component for the Health Sciences Center and several professional programs in the
College of Arts and Sciences.
The USF Health Sciences Center (HSC), through its Area Health Education Center Program
(AHEC) [14], has developed several major outreach and service initiatives:
• The AHEC works toward the goal of decentralizing the educational training of health
professionals in order to improve the supply, quality, utilization and efficiency of health
care personnel. This is accomplished by linking communities with academic health
centers in a manner that promotes cooperative solutions to local health problems. The
USF AHEC Program began in 1993 and covers nine counties on the central west coast
of the state: Citrus, Hernando, Pasco, Pinellas, Hillsborough, Manatee, Sarasota,
DeSoto, and Charlotte counties. The mission of the USF AHEC Program is to establish
community-academic partnerships that increase access to quality health care for the
medically underserved. Specific objectives include extending academic resources to
medically underserved communities; influencing health professions education; providing
information and support for community health professionals; and influencing the future
health professional workforce.
•
HSC Service Corps – A HSC-wide interdisciplinary student group designed to facilitate a
process through which students in Medicine, Nursing, Public Health, and Physical
Therapy can participate in service activities together.
•
Partners in the Prevention of Substance Abuse (PIPSA) – Now in its 4th year, PIPSA is
a statewide, AHEC-sponsored program designed to teach health professions students
about tobacco use and give them better tools to deal with tobacco on both a personal
and professional level. At USF, PIPSA brings together students from all colleges in the
HSC and Tampa Bay Campus of Florida A & M University’s School of Pharmacy to
learn about tobacco abuse, prevention and cessation.
•
Medical Spanish Courses – Several 30-hour Medical courses offered each year for both
health professions students and community providers who would like to be able to
communicate better with Spanish-speaking patients in a health care setting.
The Department of Communication Sciences and Disorders operates the USF Communication
Disorders Center [15], which provides over 10,000 hours of speech and hearing services to the
community annually. It is the primary teaching site for the clinical graduate education of
Speech-Language Pathologists and Audiologists. In Spring 2001, the Center was relocated
into a new 47,800 square foot, state-of-the-art facility. The Center has collaborative
partnerships with over 100 sites that provide opportunities for community involvement for our
graduate students. In addition, clinical faculty and graduate students provide direct services to
facilities which include Hillsborough District Schools, University of South Florida Charter
School, Metropolitan Ministries Academy Charter School, United Cerebral Palsy, University of
South Florida Early Intervention Program, Tampa Bay Craniofacial Center, James A. Haley
Veterans Administration Hospital and Bay Pines Veterans Administration Hospital.
The Department of Psychology provide outpatient treatment services to the community through
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University of South Florida
September 2004
the Psychological Services Center (PSC) [16], a teaching, research, and service clinic. The
PSC offers affordable outpatient mental health services to the Tampa Bay community while
providing graduate students in the Doctoral Program in Clinical Psychology experience in the
assessment and treatment of psychological problems. The PSC is equipped to provide
individual, couple, and family therapy as well as to conduct intellectual and psychological
assessments.
The continuing education, outreach, and service programs and activities described above
represent only a sample of the myriad ways the University of South Florida reaches out to
individuals, groups, and communities locally, regionally, nationally, and internationally in
fulfillment of its mission.
Source
[1] USF Mission Statement
[2] Division of Continuing Education
[3] Office of Continuing Professional Education (HSC)
[4] FMHI Education and Training
[5] Educational Outreach
[6] College of Education
[7] Urban Scholars Outreach Program :: College of Arts and Science
[8] Outreach :: College of Marine Science
[9] College of Visual and Performing Arts
[10] Office of University Relations Pre-college Program Directory
[11] Centers :: College of Business Administration
[12] Florida Center for Community Design and Research :: School of Architecture and
Community Design
[13] Community Initiative :: College of Arts and Sciences
[14] Area Health Education Center Program
[15] Communication Disorders Center
[16] Psychological Services Center
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University of South Florida
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3.4.3 The institution publishes admissions policies consistent with its mission.
_XX__ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
Consistent with its mission as a national research university that supports the development of
the metropolitan Tampa Bay region, Florida, the United States and the world, the University of
South Florida recruits locally, statewide, nationally and abroad for qualified undergraduate and
graduate students. The University has established general admissions policies for
undergraduate and graduate applicants that are noted in the undergraduate and graduate
catalogs respectively. These admissions policies, which are consistent for all campuses of the
University, provide information regarding required credentials and documents necessary for
application review as well as applicant responsibilities. The Undergraduate Catalog is available
both online [1] and on a disc that is distributed freely. The Graduate Catalog is available online
[2].
Admission to the University of South Florida requires evidence of ability to handle academic
work, capacity to think creatively, and strong motivation [3] [4]. In using this language, the
University’s admissions policies are consistent with the Florida Department of Education’s rule,
which states “In the admission of students, the universities shall take into consideration the
applicant's academic ability, and may also consider creativity, talent, and character” [5]. The
admission of new students at all levels is on a selective basis within curricular, space, and
fiscal limitations. The selection process may include such factors as grades, test scores,
pattern of courses completed, class rank, educational objectives, past conduct, school
recommendations, personal recommendations, and portfolios. Preference for admission in any
term will be given to those applicants whose credentials indicate the greatest promise of
academic success. The University encourages applications from qualified applicants of both
sexes and from all cultural, racial, religious, ethnic, and age groups. In the admission process
there is no discrimination on the basis of these factors or on the basis of disability. Applicants
who do not meet minimum admission requirements will be considered for admission when
there is sufficient evidence to suggest ability to do satisfactory work at USF.
The Counseling for Future Education Handbook is published annually to provide current
information to high school counselors about admission requirements, expectations, and
financial assistance at USF. For community college advisors, the University publishes an
Articulation Manual. And both students and advisors can access the Florida Academic
Counseling and Tracking for Students (FACTS) web site. FACTS is a statewide, online
counseling and advising system [6] designed as part of Florida’s 2+2 articulation agreement to
provide students with information on transfer progress and options, financial aid, college
advising tools, choice of majors, college transcripts and grades, defining career objectives, and
progress towards college graduation.
Meeting minimum University admission requirements does not guarantee admission to a
particular program. Individual colleges, departments, and programs may set additional or more
selective requirements that are described in the catalog and on college or department
websites.
As provided in 1007.31, Florida Statutes [7], the State Board of Education may grant Limited
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University of South Florida
September 2004
Access status to undergraduate programs when the number of qualified students exceeds
available resources; when an audition or portfolio is required for admission; or when the
required GPA and/or other admission standard is above those required for admission to the
University. The following programs at USF have Limited Access status: Mass
Communications, Liberal Studies, Mathematics, Social Work, Dance, Nursing, Business
Administration, and the University’s Teacher Education programs.
To be admitted as a first time in college (FTIC) student, applicants must have graduated from
an accredited secondary school. Home schooled students and graduates of unaccredited
schools may be asked to submit additional documentation outlining their educational
background. The General Educational Development (GED) test score is accepted in place of a
high school diploma. For admission purposes, USF recomputes a high school grade point
average (GPA) based on grades earned in all college prep academic courses. USF assigns
additional weight to grades earned in honors classes. Students are encouraged to use their
academic electives to better enhance their preparation for entrance into a selected college at
the university [8].
Transfer applicants are required to have a cumulative 2.0 GPA in all college work and be in
good academic standing at the last institution attended unless exceptions are made under
Academic Renewal Policies. USF accepts transfer credit from institutions that are regionally
accredited at the time the credits are earned [9]. The University abides by the state articulation
agreement and rights established by the Florida Legislature regarding the transfer of Florida
public community college Associate of Arts graduates [10]. (See also section 3.4.4 for details
of the University’s credit transfer policies and practices.)
International applicants from non English-speaking countries must provide a minimum TOEFL
score of 213 (computer-based test) or 550 (written test) taken within 2 years of the desired
term of entry. International applicants must meet the same academic requirements as
domestic students but application procedures and materials may differ [11]. In particular,
application deadlines for most international applicants are earlier than those for domestic
applicants. This is to ensure adequate time for the issuance of visa documents [12]. Rule 6C6.009, F.A.C. provides general conditions under which international students may be admitted
to public institutions in Florida [13].
Other policies available in the catalogs and online include provisional admission, non-degree
seeking status, admission denials, test requirements, required proof of immunization, and
application procedures.
USF St. Petersburg publishes a separate catalog [14] and also publishes its admission
requirements on its web site [15]. The Regional Chancellor of USF St. Petersburg has
delegated authority for undergraduate and graduate admissions as provided in Delegation of
Presidential Authority 2004-001 [16].
The USF College of Medicine separately publishes admission requirements for the Doctor of
Medicine (MD) program [17]. The PhD in Medical Sciences and the MS in Physical Therapy
are also offered by the College of Medicine. These programs are listed in the USF Graduate
Catalog [18].
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University of South Florida
September 2004
Source
[1] Undergraduate Catalog
[2] Graduate Catalog
[3] Undergraduate Admission Policies
[4] Graduate Admission Policies
[5] Admissions:: Rule 6C-6.001(2), F.A.C.
[6] Florida Academic Counseling and Tracking for Students (FACTS)
[7] Limited access programs:: Section 1007.31, Florida Statutes
[8] First Time in College Admits
[9] Transfer Students
[10] Articulation Agreements:: Section 1007.23, Florida Statues
[11] International Applicants
[12] International Admissions
[13] Admission of Foreign Students to SUS Institutions :: Rule 6C-6.009, F.A.C.
[14] USF St. Petersburg Undergraduate Catalog:
[15] USF St. Petersburg admission requirements
[16] Delegation of Presidential Authority – Admissions :: USF St. Petersburg
[17] College of Medicine MD admission requirements
[18] Programs, Degrees and Certificates Offered :: USF Graduate Catalog
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University of South Florida
September 2004
3.4.4 The institution has a defined and published policy for evaluating, awarding, and
accepting credit for transfer, experiential learning, advanced placement, and
professional certificates that is consistent with its mission and ensures that
course work and learning outcomes are at the collegiate level and comparable to
the institution=s own degree programs. The institution assumes responsibility
for the academic quality of any course work or credit recorded on the
institution=s transcript.
__XX_ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
The University of South Florida requires that all official transcripts, test scores, and any other
credentials to be evaluated for transfer credit must be received directly from the issuing
agencies. The University reserves the right to evaluate specific courses and deny transfer
credit. The University’s policies on the evaluation, awarding, and acceptance of transfer credit
apply to all campuses and are published in the Undergraduate and Graduate Catalogs.
Undergraduate Credit [1]
USF accepts transfer credits only from institutions that are accredited by one of the regional
accrediting agencies/commissions recognized by USF at the time the credits are earned. The
receipt and evaluation of transfer credit is the responsibility of the Office of Undergraduate
Admissions. The Office of Undergraduate Admissions evaluates the acceptability of total
credits transferable to the University. The college of the student’s major assigns equivalent
courses in determining which courses are applicable toward a specific degree at the
University.
All credits earned during the period of time a regionally accredited institution was in
"candidacy" status for accreditation are considered for transfer credit. Credits earned at an
institution that is currently in "candidacy" status will not be considered for transfer credit until
such time as the awarding institution receives full regional accreditation. For an applicant
applying from a non-regionally accredited institution, the admissions decision is based on prior
work at a regionally accredited institution. If all post-secondary work is from a non-regionally
accredited institution, the evaluation is based on the high school record and test scores and
the applicant is regarded as a freshman for purposes of admission. Courses approved for
transfer by the Florida Statewide Course Numbering System (SCNS) from non-regionally
accredited Florida institutions may be considered for transfer credit.
USF subscribes fully to all of the provisions of the statewide Articulation Agreement [2] and
strongly recommends that students complete the associate of arts degree, or in certain priorapproved areas the associate of science degree, before transferring. (See response to 2.7.)
Associate of Arts (A.A.) degree holders from Florida public accredited institutions will be
considered as having met USF general distribution requirements and are automatically
awarded 60 semester hours of credit. A course-by-course transfer credit evaluation will be
done for all out-of-state and private in-state A.A. degree holders.
Effective Fall 1976, all courses from a Florida Community College or University bearing the
same State Course Numbering System (SCNS) [3] prefix and last three numbers as a USF
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University of South Florida
September 2004
course are automatically transferred, and transfer students may not be required to repeat
these courses, unless a college age-of-record policy is involved. Excluded are graduate
courses, studio courses in art, internships, practica, and performing arts courses such as
dance, theater performance, voice, and instrumental music.
Virtually all USF baccalaureate degree programs require that at least 60 semester hours be
earned from a baccalaureate-granting institution regardless of credit hours transferred from a
community/junior college, unless the student has received prior approval for waiver of this
policy from the college of his/her intended major. This policy does not affect approved
articulated programs based on the A.S. degree.
A maximum of 30 semester hours of extension, correspondence, and military service
education credits can be applied toward a degree.
USF does not normally award transfer credit that is determined to be occupational or
vocational in nature. Credit is not awarded for experiential learning or for GED tests.
Exceptions may be made for military service school courses, which are evaluated with
reference to the recommendation of the American Council of Education when official
credentials have been presented. Such recommendation, however, is not binding upon the
University. For ROTC and military science courses taken after Fall 1975, the maximum credit
will vary with each college. ROTC and military science taken prior to Fall 1975 are not
acceptable for transfer credit.
Grades earned in transferred courses are not computed in the student’s USF GPA except for
the purposes of admission to Limited Access programs (described in Comprehensive Standard
3.4.3), the awarding of honors at graduation, and class ranking of baccalaureate students.
A continuously-enrolled USF degree-seeking student must obtain prior written approval from
the college of the student’s major in order for courses taken at other regionally-accredited
institutions to be applied to the USF degree program.
Section 1007.27 of the Florida Statutes [4] requires public community colleges and universities
in Florida to award designated credit for Advanced Placement (AP), International
Baccalaureate (IB), and College-Level Examination Program (CLEP) examinations with
approved scores. A maximum of 45 semester hours of College Level Examination Program
(subject and general examinations) credits can be accepted for transfer credit. Up to 30 credits
may be granted for the IB diploma.
USF provides an early admission program to meet the needs of highly capable, mature high
school students. Under the early admission program these students may enter the university
as regularly enrolled, degree-seeking students prior to graduation from high school.
Participation in the early admission program is limited to students who have completed a
minimum of six semesters of full-time secondary enrollment, including studies undertaken in
the ninth grade. In addition, early admission applicants should be enrolled in a strong collegepreparatory curriculum while in high school. Students enroll in courses that are applicable to
both the high school diploma and a baccalaureate or associate degree.
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University of South Florida
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Graduate Credit [5]
Transfer of graduate credit from a regionally accredited institution is limited to 8 semester
hours or 3 courses. All transfer credit must have been completed with grades of “B” or better
and be approved by the program or college concerned. Transfer (post-baccalaureate, transfer
credits from other institutions) and special student credits (earned in non-degree status at
USF) must be evaluated and transferred by the time of formal acceptance and enrollment. The
graduate program/department to which the student applies is responsible for evaluating and
initiating the transfer of credit.
International Transfer Credit [6]
Transfer credits from institutions outside the United States are assigned if the foreign institution
has been determined to have the equivalent of regional accreditation and the courses meet the
aforementioned USF Undergraduate Catalog policies and criteria. Foreign transcript
evaluations are accepted only if the credentialing agency/firm is a member of the National
Association of Credential Evaluation Services [7]. International student transcripts are
evaluated by International Admissions Officers using a library of credential evaluations
reference and guide books published by the American Association of College Registrar and
Admissions Officers (AACRAO), NAFSA: Association of International Educators, and/or the
College Board, as well as recommendations from US Department of State supported Overseas
Educational Advisors located in 450 advising centers outside the United States [8]. Changes to
preliminary transfer credit are made at the written request of USF Undergraduate Academic
Advisors. No graduate transfer credit is assigned by International Admissions Officers. The
graduate program/department to which the student applies is responsible for all decisions
regarding graduate transfer credit.
Responsibility for Transcripts
The Office of the Registrar has responsibility for the academic quality of any course work or
credit recorded on the institution’s transcript by coordinating, supplementing, and facilitating
the activities of the admissions officers and the faculty who are responsible for the fulfillment of
the instructional mission. In support of the University’s teaching function, the Office of the
Registrar documents the extent and quality of students’ formal learning experiences at the
University of South Florida. On behalf of the faculty, the Office of the Registrar maintains an
accurate and complete record of courses completed, transfer credit accepted, and grades
awarded for student academic performance.
Source
[1] Evaluation of Transfer Credit:: Undergraduate Catalog
[2] Articulation Agreement:: Section 1007.23, Florida Statues
[3] State Course Numbering System (SCNS)::: Section 1007.24, Florida Statutes
[4] Accelerated Articulation:: Section 1007.27, Florida Statutes
[5] Graduate Academic Policies :: USF Graduate Catalog
[6] International Admissions
[7] National Association of Credential Evaluation Services
[8] International student transcripts
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3.4.5 The institution publishes academic policies that adhere to principles of good
educational practice. These are disseminated to students, faculty, and other
interested parties through publications that accurately represent the programs
and services of the institution.
_XX__ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
Academic policies with university-wide application are published by the Office of the University
Registrar [1], the Office of Undergraduate Studies [2], and the Office of Graduate Studies [3].
These policies appear in the Undergraduate and Graduate Catalogs and the University
Schedule of Classes, all of which are published online [4] [5] [6]. The Undergraduate Catalog is
also published in CD form, and the Schedule of Classes also in paper. Additional information
for both degree and nondegree students is available on the Registrar’s web site [7]. The
Undergraduate and Graduate Catalogs are reviewed and promulgated annually. Changes are
communicated to the colleges and central advising units by the Offices of Undergraduate and
Graduate Studies respectively.
USF St Petersburg publishes academic policy information specific to its campus, including
online catalogs [8]. Information on academic policies is also published on the USF St.
Petersburg Academic Affairs web page [9]. The USF St Petersburg Regional Chancellor has
authority for local campus policies and procedures in accordance with Delegation of
Presidential Authority 2004-001 [10].
The Division of Student Affairs annually publishes a Student Handbook [11], which contains a
section on Academics and is available on the Student Affairs web site as well as in paper form.
The Division also schedules several Orientation [12] sessions each semester for new students.
Academic policies are communicated at the Orientation sessions. Several colleges (e.g. the
College of Education) and the regional campuses also schedule undergraduate and graduate
student orientations. Colleges and departments also publish online and print flyers, manuals,
and handbooks for students and prospective students. Some examples are those of the
Colleges of Education [13], Business Administration [14], Arts and Sciences [15], and Visual
and Performing Arts [16].
Florida community college students considering transferring to a Florida public university are
provided via the statewide Articulation Agreement that governs transfer of community college
students to the public universities with information on university academic policies and
procedures that differ from those of the community colleges. The Articulation Agreement
requires that universities adhere to a common set of academic policies and procedures. The
Articulation Agreement is described in detail in 2.7.4.
The USF Department of Intercollegiate Athletics maintains an online Student-Athlete
Handbook [17] that provides student-athletes, coaches, administrators and faculty with
information on Athletics policies with respect to class attendance, academic dishonesty, and
continuing eligibility requirements. There are also links to campus academic policies and
support services. All admitted student-athletes receive with their letter of admission a CD
outlining Athletics policies and directing them to the University’s academic policies. Academic
policies are also communicated and discussed during annual team meetings that are
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mandatory for all student-athletes.
The USF College of Medicine publishes academic policies pertaining to the Doctor of Medicine
(MD) program on its web site [18]. The COM Office of Student Affairs and Admissions is
responsible for the dissemination and administration of academic policies and procedures to
students in the MD program. The College’s PhD in Medical Science and MS in Physical
Therapy programs are governed by the policies that appear in the University Catalogs (see
above).
Source
[1] Academic Policies:: Office of the Registrar
[2] Office of Undergraduate Studies
[3] Office of Graduate Studies
[4] Academic Policies and Procedures:: Undergraduate catalog
[5] Graduate Academic Policies :: USF Graduate Catalog
[6] University Schedule of Classes
[7] Registrar
[8] USF St Petersburg Academic Policy Information
[9] USF St. Petersburg Academic Affairs
[10] USF St Petersburg Delegation of Presidential Authority 2004-001
[11] Student handbook
[12] Orientation
[13] Information:: College of Education
[14] Information:: Business Administration
[15] Undergraduate and Graduate Information:: Arts and Sciences
[16] Visual and Performing Arts Information
[17] Student-Athlete Handbook
[18] College of Medicine MD Program
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3.4.6 The institution employs sound and acceptable practices for determining the
amount and level of credit awarded for courses, regardless of format or mode of
delivery.
__XX_ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
Rule 6A-10.033(1)(a), F.A.C. [1] defines one semester hour of college credit as “the learning
expected from the equivalent of fifteen (15) fifty-minute periods of classroom instruction; with
credits for such things as laboratory instruction, internships, and clinical experience determined
by the institution based on the proportion of direct instruction to the laboratory exercise,
internship hours, or clinical practice hours”.
New course proposals, regardless of format and mode of delivery, at the University of South
Florida originate with the department or program that will offer the course. The proposer must
demonstrate, by means of a sample syllabus, course outline, or related documentation that the
number of credits assigned to a proposed course is appropriate based on the definition in the
SBOE Rule. Frequently, the first time a course is offered it is under a special topics course
number; in some cases enrollment in special topics courses is limited. After the course is
taught an evaluation is conducted before an application for a permanent course is completed.
New course proposals are reviewed by a curriculum committee, first at the department level
and then at the college level. The department chair and dean must approve the course. From
the Dean’s office, course proposals must be transmitted for review by the Admissions and
Registrar's Office to ensure that all information needed by the Registrar's Office and the State
Board of Education is correct prior to submission to the Council. All course proposals are
submitted online in accordance with the requirements of the Florida Statewide Course
Numbering System (SCNS) [2].
Proposals are then transmitted to the Undergraduate Council [3] or Graduate Council [4] as
appropriate. The Councils, standing committees of the Faculty Senate, are responsible for
reviewing all new course and course change proposals with respect to appropriateness,
potential duplication, content, level, and credit awarded. Forms and procedures for new course
proposals are available on the web sites of both Councils.
The Undergraduate Council meets twice monthly during Fall and Spring and occasionally in
Summer; the Graduate Council meets monthly during the academic year.
The Councils, representing the faculty on all USF campuses, recommend upper or lower
division undergraduate or graduate/advanced graduate level and the course prefix. The SCNS
assigns the specific level. If a proposed course is already listed in the SCNS, then the course
description must be consistent with the existing statewide description.
USF St. Petersburg also has a separate faculty governance structure that includes curriculum
committees within its three colleges and campuswide Undergraduate and Graduate Councils
[5] . The President of the University has delegated authority [6] to the Regional Chancellor of
USF St Petersburg for approval of new courses. New courses approved by the USFSP
Councils are transmitted to the Tampa campus for processing and entry into the Statewide
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Course Numbering System (SCNS) and the University’s course information system.
Courses in the MD program are reviewed by the College of Medicine (COM) Committee on
Curriculum, which determines the amount of credit awarded per course. The Committee meets
monthly to evaluate course content, timing in the curriculum, methods of andragogy,
effectiveness of teaching, appropriateness of objectives and method of evaluation, and
oversight by faculty of student performance. The Office of Curriculum and Medical Education
(OCME) reports actual assignments of course hours for credit to the COM Office of the
Registrar with information sanctioned by the COM Curriculum Committee. The conversion to
credit hour equivalencies is completed by the COM business office [7].
For Study Abroad courses, the Director of Study Abroad Programs thoroughly reviews all
proposed overseas course work in conjunction with the on-campus academic department
granting the credit. The basic rule of one credit hour per week overseas is closely observed
and conforms to national standards [8].
The soundness and acceptability of USF’s credit determination practices is affirmed by
outcomes such as program accreditation, measures of student learning, and student
performance on state and national licensure exams (see 3.3.1) [9].
Source
[1] Postsecondary Credit Definitions :: Rule 6A-10.033(1)(a), State Board of Education
[2] Statewide Course Numbering System :: 1007.24, Florida Statutes
[3] Undergraduate Council
[4] Graduate Council course proposal procedure
[5] USF St. Petersburg Faculty Handbook
[6] Delegations of Presidential Authority Index
[7] COM MD Program Home Page
[8] Study Abroad Office
[9] Licensure Examinations as a measure of Student Performance :: USF Performance and
Accountability Report, 2003-04
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3.4.7 The institution ensures the quality of educational programs/courses offered
through consortia relationships or contractual agreements, ensures ongoing
compliance with the comprehensive requirements, and evaluates the consortial
relationship and/or agreement against the purpose of the institution.
__XX_ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
Most consortia and contractual relationships involving educational programs at the University
of South Florida are international exchange agreements [1]. USF recognizes that the learning
experiences of its students may be enhanced by international experiences. Consistent with its
commitment to cultural and ethnic diversity and global understanding, the University supports a
number of agreements with international institutions to allow for easy transfer of credit that is
equivalent and comparable in quality to that earned at the university.
International exchange agreements are entered into only after a thorough review and
evaluation of the proposed contractual relationship. The Office of International Affairs provides
advice and technical assistance to faculty regarding the University policy on agreements with
outside entities and the development of cooperative agreements with international institutions.
All such agreements are guided by the SACS Policy Statement on Establishing Affiliate or
Technical Assistance Relationships with International Institutions. Contractual agreements in
compliance with the international agreement guidelines are reviewed for academic soundness
by all levels of the university administration including, but not limited to, the President, Provost,
Dean of Graduate Studies, Dean of Undergraduate Studies, and academic colleges and
departments. The University General Counsel reviews all agreements for legality and issues of
liability. All agreements between the university and other entities are subject to state mandates
and statutory limitations [2].
USF recently signed an agreement with the International Institute of Information Technology
(I2IT) in Pune, India, to implement its first international joint degree programs, a Master of
Public Health in Health Informatics and a Master of Science in Public Health with a
concentration in Bioinformatics. Both program options have been approved by faculty and
administrators in the College of Public Health and, at the University level, by the University
Graduate Council and a Substantive Change document is being prepared for submission to
SACS. This full time, 18-month program will be located at I2IT and be taught by College of
Public Health and I2IT faculty. All I2IT faculty will meet the credentialing criteria required for
USF graduate faculty. Credentials will be evaluated within the College of Public Health in
accordance with faculty credential policies published by the USF Provost’s Office, which in turn
are consistent with the SACS credential guidelines (see 3.7.1). International students may
come to USF for the public health core courses (taken over no more than two semesters) or
complete the entire program at I2IT. U.S. based students may be admitted to this program and
either take the entire course work at I2IT or take the concentration focus area (health
informatics courses) in India and the public health core courses at USF. I2IT will collect the
tuition, room and board fees for students attending courses at I2IT. U.S. students admitted to
the program will be required to attend I2IT for a minimum of one year and abide by the rules
and regulations of that institution. International students who choose to attend USF to take the
public health courses will meet the rules and regulations applied to international students. The
program requires a minimum of 45 semester credit hours, 27 of which are earned in USF
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courses [3].
USF is a member of the National Student Exchange, a consortium of 177 institutions that
allows students to take courses at other member institutions without paying out of state tuition
[4].
On a local level, the University participates in the statewide articulation agreement [5], in effect
since April 13, 1971 and later adopted by the Florida Legislature in statute form as Florida law,
that governs an effective and orderly transfer of Florida community college students into the
state universities and provides that a Florida public university must accept students with an
earned associate in arts if it was earned at an accredited Florida public community college or
postsecondary institution. (The articulation agreement is described in detail in 2.7.4).
USF Libraries also participate in consortia agreements to facilitate user access to research
materials not locally owned. The Libraries maintain a variety of relationships to such
organizations as the Florida Center for Library Automation (FCLA), the Association of
Southeastern Research Libraries (ASERL), the Florida Library Information Network (FLIN),
and the Tampa Bay Library Consortium (TBLC). As a member of the state’s Division of
Universities and Colleges, the libraries are signatories to and active participants in the 1998
“Reciprocal Borrowing Agreement Between State University System and Community College
Libraries” which guarantees that current students, staff, and faculty affiliated with any state
university or community college may borrow research materials from any other member
institution [6]. The relationship with FCLA ensures that USF-affiliates share in the access to
databases, journals, indexes and abstracts, newspapers, and statistical tools [7]. Within the
context of access to research collections, the TBLC-Tampa Library relationship ensures rapid
and cost-effective delivery of materials between member libraries statewide [8]. Finally, as an
active member of the OCLC bibliographic network, USF-affiliated users have intellectual
access to worldwide library holdings as well as a defined and comprehensive interlibrary-loan
network [9]. All of these agreements and relationships are evaluated as part of the USF
Libraries’ ongoing collection and service assessment activities (see Section 2.9 Core
Requirements).
Source
[1] International Exchange Agreements
[2] IAC-Guidelines and Procedures for International Activities
[3] COPH Joint MPH program with I2IT
[4] National Student Exchange
[5] Statewide Articulation Agreement :: 1007.23, Florida Statutes
[6] Reciprocal Direct ILL Services for SUS Students, Faculty and Staff
[7] SUS Interlibrary Loan Guidelines
[8] TBLC Delivery Services
[9] Online Computer Library Center (OCLC)
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3.4.8 The institution awards academic credit for course work taken on a noncredit
basis only when there is documentation that the noncredit course work is
equivalent to a designated credit experience.
___ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
Not applicable.
The University of South Florida does not normally award credit or credit-equivalences for noncredit course work. Exceptions may be made for military service school courses, which are
evaluated with reference to the recommendation of the American Council of Education when
official credentials have been presented. Such recommendation, however, is not binding upon
the University.
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3.4.9 The institution provides appropriate academic support services.
__XX_ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
The University of South Florida (USF) provides academic support services that include
academic skill enhancement, academic advising, personal counseling, career counseling, and
related support programs. These services are consistent with the University’s mission to
promote intellectual development and student success through a diverse, student-centered
environment. Development of the personal and professional potential of students is a stated
University value [1].
Undergraduate Advising and Orientation
On the Tampa campus, undeclared undergraduate majors are advised through the Center for
Academic Advising [2]. Undergraduate students with declared majors are advised by the
appropriate college and/or department. The USF regional campuses provide academic support
to undergraduate students through professional advisors located in Academic Advising
Centers at their respective campuses [3] [4].
Academic advisors at all campuses of the University of South Florida are dedicated to
promoting the successful achievement of students’ academic goals through comprehensive
advising services. Advisors assist students with course selection and scheduling, major and
career advice, policy and procedure explanations, and referrals to available resources across
campus. Advisors maintain personal communication with continuing and prospective students
through individual scheduled appointments, walk-in appointment hours, email advising, and
web and telephone inquiries. A variety of on-site and on-line options [5] is available to
students, including Cyber Advising [6].
The President’s Academy of Advisors, implemented in Fall 2003, is a program designed to
enhance the undergraduate experience for first year students at USF. Participating volunteer
faculty and staff are matched with new freshmen to serve as advisors and mentors as the
students navigate through their first year. The intent is for advisors to be more accessible and
for the students to receive more individual attention. Students are matched with their assigned
advisor during orientation.
USF maintains a Student Academic Support System (SASS) [7] that allows students and
advisors to track students’ progress in their majors. The SASS audit matches the students’
academic records against the requirements of their degree programs. SASS audits can be
obtained from the Center for Academic Advising, from any open-use terminal on campus, or
from the statewide Florida Academic Counseling and Tracking for Students (FACTS) [8]
system via the internet. FACTS is designed as part of Florida’s 2+2 articulation agreement to
provide students with information on transfer progress and options, financial aid, college
advising tools, choice of majors, college transcripts and grades, defining career objectives, and
progress toward college graduation.
Orientation programs [9] at USF provide an introduction to both academic and student life and
are available on all campuses. To facilitate the smooth transition of students into the academic
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September 2004
environment of the University, academic advising and registration are major components of the
program. In addition, orientation provides opportunities for entering students to develop
realistic academic and personal goals, to locate student support programs and resources, and
to meet faculty, staff, and continuing students. Attendance at on-site orientation is required of
all new first-time-in-college (FTIC) students and former students who are readmitted to the
University. The University’s Cyber Advising program allows students to fulfill one afternoon of
the mandatory 2-day Orientation on-line. Students are able to register early and chat with an
advisor on-line about course selections and degree requirements.
Orientation for transfer students is also available. Participation is optional. In addition, the
Office of Adult and Transfer Students Services (ATSS) [10] serves as a central source of
information and referral, advocacy, guidance, recruitment, retention, and programming for
those students who may begin the pursuit of their degree at a community college of enter the
University at an older age. Students receive assistance from ATSS both on-line and in person.
ATSS advisors regularly visit USF’s feeder community colleges to advise potential students
about entering the University.
Math and Writing Support
The Math Center Lab in the Tampa campus College of Arts and Sciences houses computers
that are loaded with instructional math software, as well as televisions with both DVD and VCR
capabilities. The Math Center website [11] provides netcast videos, Powerpoint slide
presentations, practice tests, syllabi, and other resources for our lower level math courses (and
for the state College Level Academic Skills Test or CLAST). Individual tutoring is also available
in the Math Tutor Lab [12].
The Writing Lab, also in the Tampa campus College of Arts and Sciences is dedicated to
supporting writing across the disciplines. The Writing Center offers 30-minute consultations to
assist students in developing an improved writing process and product. USF student writers
receive individual consultations with trained staff from the English Department.. Students learn
and practice the tools of improving focus, development, organization, style, and conventions
for writing in all disciplines. These consultations are offered Monday through Friday free of
charge to all registered students as well as faculty and staff. The Writing Center does not
currently have an active web site; one is in development.
Academic Support for Targeted Groups
Students can also draw on a variety of services that serve specific populations [13].
Student Support Services (SSS) [14] is a federally funded program that serves a diverse group
of 220 first-generation, low-income college students. Services include pre-enrollment advising,
orientation, academic advising and monitoring, registration, English tutoring and tutoring
referrals, mid-term assessment, counseling, mandatory college survival seminars, cultural and
social enrichment programs, scholarships, and individual student evaluations. The program
includes a mandatory 6-week, pre-freshman-year summer program.
Project Thrust [15] is a support program that provides personal and academic support to
undergraduates at the University of South Florida. Using established partnerships with
programs, departments, and colleges, Project Thrust helps the University expand academic
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University of South Florida
September 2004
support services by administering the Personal Excellence Program, the Academic Success
Center, the USF Mentoring Program, and the Freshman Summer Institute.
University Experience [16] is an elective, two-credit hour extended orientation course primarily
directed at first-time-in-college students. The goals of this class include establishing a
supportive relationship between the student and faculty member, developing a strong peer
group identity, and assisting the students with academic and social integration into the campus
community. Peer mentors assist the course instructors.
Student-athletes are advised through the Academic Enrichment Center (AEC) [17]. USF’s
student-athletes are provided orientation, priority registration, academic advising, an academic
monitoring program, tutorial services, supervised study hall, academic travel monitors, a
computer lab, workshops and seminars, career counseling, and academic major counseling.
Graduate Advising and Academic Support
Individual degree programs on all campuses are responsible for providing advising and
mentoring services for their graduate students. Other services for graduate students, such as
thesis and dissertation workshops, are provided by the Office of Graduate Studies on the
Tampa campus [18] which also sponsors the Graduate and Professional Student Council [19].
Graduate Studies publishes a newsletter for graduate students, the GradForum [20]. Graduate
students who are employed as teaching assistants are eligible to participate in workshops
offered by the Center for 21st Century Teaching Excellence [21]; a special summer workshop
is offered each year for international teaching assistants [22].
For students in the Doctor of Medicine (MD) program, the College of Medicine Office of
Admissions and Student Affairs provides advising, counseling, mentoring and other
professional development services [23].
Other Academic Support Services
Student Disability Services (SDS) [24] provides academic support and communicates to
appropriate agencies and departments the reasonable accommodations required for students
with disabilities as defined by the Americans with Disabilities Act. Qualified students with
disabilities may arrange for academic accommodations such as note-takers, reading services,
library assistance, test proctoring, adaptive equipment, and other supportive students.
The Counseling Center for Human Development [25] provides professional counseling
services and related programs to help students derive the maximum vocational, social,
emotional, and physical benefits from the University. The developmental services of the
Counseling Center are designed to foster students’ personal growth with regard to identity,
self-esteem, interpersonal relations, health, wellness, and lifestyle choices. Services are also
available to assist students to overcome significant personal adjustment or academic
problems. For example, the LEARN program provides assistance with reading and study skills.
The Career Center provides guidance designed to help students enhance career choices,
including a Career Development Process course to help students understand how to select a
career path and thus an appropriate major [26].
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Source
[1] USF Mission Statement
[2] Tampa Center for Academic Advising
[3] St. Petersburg Campus-Undergraduate Advising
[4] Sarasota-Manatee Campus-Academic Advising
[5] Academic Survival Guide
[6] Cyber Advising
[7] Student Academic Support System (SASS)
[8] Florida Academic Counseling and Tracking for Students (FACTS)
[9] Orientation
[10] Office of Adult and Transfer Students Services (ATSS)
[11] The Math Center website
[12] Math Tutoring
[13] International Student and Scholar Services
[14] Student Support Services (SSS)
[15] Project Thrust
[16] University Experience
[17] Student Athlete Academic Services, Tutorial/Supplemental Instruction Services
[18] Office of Graduate Studies
[19] Graduate and Professional Student Council
[20] GradForum
[21] Center for 21st Century Teaching Excellence
[22] Workshop for International Teaching Assistants
[23] College of Medicine Office of Admissions and Student Affair
[24] Student Disability Services (SDS)
[25] Counseling Center for Human Development
[26] Career Center
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3.4.10 The institution defines and publishes general education requirements for its
undergraduate programs and major program requirements for all its programs.
These requirements conform to commonly accepted standards and practices for
degree programs.
___XX Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
General education and major program requirements for all undergraduate programs at the
University of South Florida are defined and published in the Undergraduate Catalog [1a] [1b].
Similarly, requirements for graduate degree programs are defined and published in the
Graduate Catalog [2]. Requirements for the University’s only post-baccalaureate professional
degree program, the MD, are published by the College of Medicine [3]. Requirements for
individual programs are also described on department and college web pages and in paper
publications [4]. The Office of Community College Relations and the Office of Adult and
Transfer Student Services are responsible for ensuring that USF degree requirements are
communicated to students in Florida community colleges as provided in the statewide
Articulation Agreement [5] that governs the transfer of students from community colleges to the
public universities. The Articulation Agreement requires that universities adhere to a common
set of academic policies and procedures. Hours to degree and prerequisites for majors are
standardized across Florida’s public universities by the State Board of Education [6] [7].
University requirements for the undergraduate degree are communicated to students as part of
the new student orientation program [8]. The Dean of Undergraduate Studies works closely
with the Director of Orientation to ensure that degree requirements and academic policies are
communicated to students as part of this process. An online orientation for new graduate
students is provided by the Graduate and Professional Student Council (GPSC) in cooperation
with the Office of Graduate Studies [9].
Program faculty in the departments and colleges, and at the University level the
Undergraduate Council [10] and the Graduate Council [11] respectively are responsible for
ensuring that program requirements conform to commonly accepted standards and practices.
The Councils are standing committees of the Faculty Senate. All new courses and programs,
as well as course and program changes, must go before the appropriate Council. Faculty from
USF’s Tampa, Sarasota/Manatee, and Lakeland campuses are represented on the Councils.
USF St. Petersburg has a separate faculty governance structure with its own Faculty Council,
Undergraduate Council, and Graduate Council [12].
At the University of South Florida, certain undergraduate degree requirements, such as hours
to degree and the length and content of the general education program, are mandated at the
state level. University minimum requirements for graduation consist of the following: earn a
minimum of 120 semester hours with an overall 2.00 GPA, including a 2.00 GPA in all courses
attempted at USF; a transfer student must have a GPA of 2.0 or higher when combined with all
work attempted at other institutions; satisfactorily complete the College Level Academic Skills
Test (CLAST) and the writing and computation course requirements of State Board of
Education Rule 6A-10.030 [13]; earn a minimum of 48 semester hours of upper-level work
(courses numbered 3000 and above); complete Liberal Arts requirements; complete residency
requirement; complete program requirements as determined by the college; and be
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September 2004
recommended for graduation by the dean of the appropriate college. The total number of
semester hours needed to complete the baccalaureate degree depends upon the academic
major field of study [14] .
The approval process for new undergraduate and graduate degree programs is designed to
ensure that degree requirements meet state-mandated standards and criteria and conform to
commonly accepted standards and practices. All new degree program proposals must be
reviewed by faculty committees at the department and college level before being transmitted to
the Undergraduate [10] and Graduate [11] Council, which represent the Faculty Senate.
Administrative review at the University and state level ensures that institutional and state
criteria are met. For new doctoral programs, a review of the proposed program and curriculum
by at least one outside expert is usually required.
All degree programs at the University of South Florida are required to undergo a review every
7 years [15]. These reviews involve at least one outside consultant from a peer institution. All
teaching faculty are encouraged to participate in development activities that will maintain and
enhance their currency in the scholarship of teaching within their discipline (see 3.7.3). Many
USF faculty participate in peer review of programs at other institutions through SACS or
specialized accrediting agencies or learned societies.
Of the University’s 205 degree programs, 93 have specialized accreditation and undergo
periodic review by peers in the discipline as part of this process [16] . This ensures that degree
programs at both the undergraduate and graduate levels are consistent with national
standards and practices for programs in particular disciplines and that graduates are
appropriately prepared for professional practice. The performance of USF graduates on
professional and licensure examinations is evidence this is the case [17].
The University recently completed a comprehensive review of its doctoral programs. Over a
period of three years, each doctoral program was reviewed by a team of outside consultants
from major research institutions. The results of these reviews are now being considered by a
committee composed of representatives from the Graduate Council and the Provost’s staff. All
doctoral programs with the exception of those that had been in existence for three years or
less were included in this review. The committee recommendations will be considered in
decisions regarding future investments in doctoral programs.
Source
[1a] Liberal Arts Requirements :: Undergraduate Catalog
[1b] Major Requirements :: Undergraduate Catalog
[2] Degree Information and Requirements :: USF Graduate catalog
[3] MD Admissions Web Site
[4] College of Medicine Bulletin :: Physical location: MD Program Admissions Office -- (back to
narrative)
[5] Statewide Articulation Agreement :: 1007.23, Florida Statutes
[6] Undergraduate degrees by Hours to Degree
[7] Common Prerequisites :: Undergraduate Catalog
[8] Orientation
[9] Graduate Orientation
[10] Undergraduate Council charge
[11] Graduate Council charge
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[12] Faculty Governance, USF St. Petersburg
[13] The Gordon Rule :: Rule 6A-10.030, State Board of Education
[14] Academic Major and Minor :: Undergraduate Catalog
[15] Program Review process and schedule
[16] List of programs with specialized accreditation
[17] Performance Accountability
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3.4.11 The institution protects the security, confidentiality, and integrity of its student
academic records and maintains special security measures to protect and back
up data.
__XX_ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
At the University of South Florida, student academic records are maintained in the Office of the
Registrar and in the College of Medicine (COM) Dean’s Office. The COM Dean is responsible
for the academic records of all students in the Doctor of Medicine (MD) program. The Registrar
is responsible for the academic records of all other USF students (undergraduate, graduate,
and international) on all campuses
Student academic records are handled with the strictest security and confidentiality as defined
by the guidelines of the Family Educational Rights and Privacy Act (FERPA) [1]. The policies of
USF regarding student records conform to the standards published by professional
associations of university registrars, such as the American Association of Collegiate Registrars
and Admissions Officials (AACRAO) [2] . The Office of the University Registrar [3] publishes on
its web site the USF Student Records Management Manual [4] which defines issues of access,
use, release, security, retention and disposal of student records. The General Records
Schedule GS-5 for universities [5] is published statewide by the Division of Library and
Information Services, Department of State. This published policy provides public universities in
Florida with the minimum requirements for the disposal of specific student records and
identifies those records which must be retained permanently. As a public university, USF
observes all prescribed minimum records retention periods, follows disposal requirements, and
maintains on a permanent basis all records so identified in Schedule GS-5 and the USF
Student Records Policy [6]. The Student Records Management Manual, cited as supporting
documentation below, describes in great detail the policies in place for records. All faculty,
staff, and student assistants are provided information about FERPA, and the Registrar
provides continuing training in its implications and implementation. Students are provided
information about which student records will be released to the public and given an opportunity
to request confidentiality beyond the FERPA standards [7].
Confidential academic records from student appeals denied by the Academic Regulations
Committee [8] are maintained in the Office of Undergraduate Studies separately from official
student files kept in the Office of the Registrar and are not kept in the student’s official
academic record.
To insure against loss of student academic information in the electronic records, technical
support staff maintain regular backups of the student database. There is a schedule of daily
incremental backups and weekly full backups. The University has taken measures to limit and
control access to the electronically-based Banner Student Information System. Data
custodians manage all aspects of access to student information, including the levels of
authority for access and control of student records. Internal security of the system is enforced
by identification of each user via a valid logon ID, authentication of each user via password,
and authorization mechanisms to determine what each user is authorized to do. Paper records
are kept in lockable filing cabinets or lockable offices. Those records not locked up during
operating hours are monitored by trained staff and are secured when the University is closed.
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Electronically accessible records require a login and password to access them. Furthermore,
individual offices train staff to adhere to institutional, state, and federal policies governing the
rights to security, privacy, confidentiality, and integrity of student records [9].
FERPA states that students have the right to inspect and review their education records,
expect privacy in their education records, challenge the accuracy of their education records,
and report violations of FERPA regulations to the FERPA office. Transcripts of a student’s
academic record may be requested by the student through the Office of the Registrar. A
student’s academic record may only be released upon authorization of the student. Students
requesting transcripts may do so in person or by writing to the Office of the Registrar. By law,
the request must include the student’s signature and date.
Records of students enrolled in noncredit programs and courses are maintained by the
Division of Continuing Education in Academic Affairs and the Office of Continuing Professional
Education in the Health Sciences Center. All records are maintained electronically in a
database to which access is limited and controlled in a manner similar to that used for student
academic records. Internal security is enforced by the use of logon IDs, authentication of users
by password, and a variety of permission levels. The State of Florida General Records
Schedule GS-5 (see above) is followed with respect to retention and disposal of continuing
education student records. The Division of Continuing Education is involved with the other
units of the University in an effort to identify a non-social-security-number-based student
identification system.
Source
[1] Family Educational Rights and Privacy Act (FERPA)
[2] American Association of Collegiate Registrars and Admissions Officials (AACRAO) website
[3] USF Office of the Registrar web site
[4] Registrar’s Student Records Management Manual
[5] General Records Schedule GS-5
[6] Records Retention and Disposition of Records :: USF Policy 5-012
[7] USF Student Records Policy
[8] USF Academic Regulations Committee
[9] Policy on Record Confidentiality
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3.4.12 The institution places primary responsibility for the content, quality, and
effectiveness of its curriculum with its faculty.
_XX__ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
At the University of South Florida, primary responsibility for the content, quality, and
effectiveness of curriculum resides with the faculty.
Each department and college has a curriculum and/or program committee. In small
departments, this may be a committee of the whole. Departments and colleges have
governance documents that spell out the committee structure and composition within the unit.
The documents of the College of Arts and Sciences [1], the University’s largest and most
disciplinarily diverse college; and the professional colleges of Education [2], and Public Health
[3] are provided as examples.
The Faculty Senate, with representatives from all colleges, campuses and academic programs
of the University, serves as the principal advisory body to the University President and Provost.
As stated in its Constitution [4] the Faculty Senate assumes responsibilities over the conduct
and welfare of the University’s academic mission. The Faculty Senate serves as the voice of
faculty, particularly regarding academic freedom. USF Rule 6C4-10.100 speaks to the issues
of academic freedom and responsibility and shared governance. Section (1)(d) affirms the
importance of the professional judgments of faculty members in the development of academic
policies and processes [5].
The Faculty Senate’s standing committees have responsibility for various aspects of
curriculum management. The Faculty Senate By-laws [6] and Constitution [4] describe the
various committees and their charges.
The Undergraduate and Graduate Councils have primary responsibility for curriculum oversight
at USF. The Undergraduate Council charge [7] reads in part:
The Undergraduate Council is responsible for recommending to the President, Provost, and
the Dean of Undergraduate Studies and reporting to the Faculty Senate on matters pertaining
to undergraduate courses, curricula, institutional programs, and degrees of the University.
Responsibilities include periodic evaluation of the general education policy and other existing
or proposed programs. The Council shall advise the President, the Provost, and the Dean of
Undergraduate Studies on the development of future undergraduate programs at the
University and shall aid them in developing, reviewing, and updating the University's statement
of academic goals and objectives.
The Council’s scope includes both the Liberal Arts Curriculum (the University’s general
education program) and undergraduate education in the major.
The Graduate Council is responsible for advising the Provost and the Dean of Graduate
Studies of principles, policies, and procedures affecting graduate education at the University of
South Florida [8] . The functions of the Graduate Council include:
1. Provide for appropriate liaison with other university councils and standing committees
with functions that may impact graduate education at the University of South Florida.
2. Review all proposed new graduate programs, graduate certificates, curricula, and
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3.
4.
5.
6.
7.
8.
9.
September 2004
courses, as well as modifications of existing ones and make recommendations to the
Dean of Graduate Studies.
Develop guidelines and policies for graduate education that ensure the maintenance of
high academic standards and recommend those guidelines to the Dean of Graduate
Studies.
Facilitate selective reviews at the request of the Dean of Graduate Studies of existing
University of South Florida graduate programs and make appropriate recommendations
to the Dean.
Provide input into the development of the University of South Florida's "Master List for
Graduate Programs."
Make recommendations concerning graduate programs associated with academic
centers, institutes, and other entities.
Periodically evaluate and review graduate admission standards and make
recommendations to the Dean of Graduate Studies.
Review and recommend policies and procedures pertaining to graduate financial aid,
review criteria and applications for University Council Fellowships, recommend
recipients for existing awards, and recommend the establishment of support that
recognizes graduate student or graduate faculty achievement to the Dean of Graduate
Studies.
Encourage, foster, and stimulate scholarly research and other creative activity within
graduate education.
All new degree program proposals must be reviewed by faculty committees at the department
and college level before being submitted for consideration by the Undergraduate or Graduate
Council as appropriate [9].
The USF Faculty Senate represents faculty on all campuses of the University. In academic
year 2003/4, USF St. Petersburg established a separate faculty governance structure that
includes a Faculty Council, two components of which are the Undergraduate Council and the
Graduate Council, which advise the Regional Vice Chancellor on curriculum and program
issues [10].
Program quality and integrity are subject to evaluation and oversight through the University’s
academic program review process [11] . The two major components of the process are the
program self-study, which is prepared by the faculty and the department chair, and an
evaluation by one or more external consultants, normally senior faculty from peer or
aspirational peer institutions.
With respect to effectiveness of curriculum, the faculty of each degree program is responsible
for preparing an annual outcomes assessment plan [12] . The results of assessment are then
used by the faculty for program improvement. Summary reports of outcomes assessment
activity and the resulting program improvements are required as part of the 7-year program
reviews [11]. Assessment of general education outcomes is the responsibility of the General
Education Assessment Advisory Committee [13] .
On April 22, 2004, the Florida Board of Governors issued a Resolution Regarding Academic
Learning Compacts [14]. The Governors recommended that all Florida public universities
adopt Academic Learning Compacts and further resolved:
That the Compacts constitute a clear identification, by academic program, of what students,
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University of South Florida
September 2004
engaging in a teaching-learning partnership with their universities, will have learned in terms of
content knowledge, and communication and critical thinking skills by the time they graduate;
that these Compacts will be clearly articulated by the universities to students at the beginning
of their academic careers and when they begin their degree programs; and that, on or before
graduation, the universities will certify, through any process they choose, that the criteria of the
Compacts have been met by individual students.
The University of South Florida is required to provide, by December 1, 2004, a set of student
learning outcomes for each baccalaureate degree program that focus on
1. content knowledge by discipline
2. communication skills
3. critical thinking skills.
These learning outcomes will form the basis of an Academic Learning Compact with each
incoming baccalaureate student. To the extent possible, faculty in departments and programs
will be encouraged to integrate their existing plans for assessment of student learning
outcomes with the Academic Learning Compact process (see also 3.4.1).
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3.4.13 For each major in a degree program, the institution assigns responsibility for
program coordination, as well as for curriculum development and review, to
persons academically qualified in the field. In those degree programs for which
the institution does not identify a major, this requirement applies to a curricular
area or concentration.
_XX__ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
In the context of faculty responsibility for the content, quality, and effectiveness of curriculum,
administrative responsibility for program coordination is normally assigned to a faculty member
designated as the program director or coordinator. At the University of South Florida, there is a
variety of models for program coordination at the undergraduate level, generally dependent on
department size. In small departments, responsibility for program coordination often resides
with the department chair. In larger departments, senior faculty members serve as program
directors and are assisted by other faculty and staff such as instructors, lecturers, and
professional advisors. In other cases, Associate or Assistant Chairs may have special
responsibility for the department’s undergraduate or graduate programs. The current list of
undergraduate program contacts for the USF Academic Affairs colleges provides evidence of
different coordination models; program contacts may be department chairs, tenured faculty,
advisors, or nontenured teaching faculty such as instructors and lecturers [1]. All are
appropriately academically qualified or supervised by an academically qualified individual. In
departments with significant non-major, general education responsibilities (English or
Mathematics, for example), a faculty member may be assigned specifically to coordinate this
aspect of the department’s work [2].
While non-tenure-earning faculty such as instructors or lecturers may be assigned to assist
with the coordination of undergraduate and general education programs, responsibility for a
department’s graduate programs is normally assigned to tenured faculty members at the rank
of Associate Professor or above. A list of current graduate program directors/coordinators by
college and department is provided [3]. In most colleges, an Associate Dean is designated as
the college’s Graduate Coordinator.
Degree programs that do not reside within a single department generally have a faculty
committee that is responsible for program coordination. The chair of the committee usually
serves as the program director/coordinator. An example is the PhD in Aging Studies, an
interdisciplinary program housed in the Department of Gerontology but governed by a
committee of faculty from several departments and colleges in the University [4].
The offices of Undergraduate Studies and Graduate Studies have processes in place to
ensure that all faculty with program coordination responsibilities are kept informed about stateand university-level policies, procedures, calendars, and reporting requirements. Each office
maintains a listserve for undergraduate and graduate program coordinators respectively, and
orientation and information meetings are held periodically.
Curriculum development and review is a responsibility of the faculty collectively, rather than a
task assigned to an individual. Each department and college has a curriculum and/or program
committee. In small departments, this may be a committee of the whole. Departments and
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University of South Florida
September 2004
colleges have governance documents that spell out the committee structure and composition
within the unit. The documents of the College of Arts and Sciences [5], the University’s largest
and most disciplinarily diverse college; and the professional colleges of Education [6] and
Public Health [7], are provided as examples.
Oversight of curriculum development at the University level is provided by the Undergraduate
Council [8] and the Graduate Council [9], which are responsible for reviewing and approving all
curriculum changes and new course proposals. At the program level, the academic program
review process is the evaluation mechanism for the effectiveness of program coordination and
curriculum development [10]. Many of the University’s professional programs are also subject
to review for purposes of specialized accreditation [11].
Source
[1] Undergraduate program contacts
[2] Administration and contact information :: English department
[3] Graduate program directors/coordinators
[4] Interdisciplinary PhD in Aging Studies
[5] Faculty Governance :: College of Arts and Sciences
[6] Constitution :: College of Education
[7] Organization and Faculty Governance Manual :: College of Public Health
[8] Undergraduate Council charge
[9] Graduate Council charge
[10] University program review process
[11] Programs with specialized accreditation
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3.4.14 The institution’s use of technology enhances student learning, is appropriate for
meeting the objectives of its programs, and ensures that students have access to and
training in the use of technology.
_XX__ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
As one university geographically dispersed, the University of South Florida has consistently
maintained a commitment to the use of technology in support of faculty teaching and student
learning on all campuses and between and among campuses and off-campus sites.
Teaching and Learning With Technology
Technology is fully integrated into every aspect of USF's teaching and learning mission. The
University delivers over 7,000 course sections electronically each semester [1]. Today, more
than 31,000 students worldwide have taken advantage of web-enabled teaching and learning
opportunities being offered by the University through the use of information technology
resources.
The shared infrastructure for learning technology includes the following elements:
• High-Speed Network – The University has a state-of-the-art, high-speed campus
network with a Gigabit Ethernet (GE) backbone and switched 10/100 ethernet on
campus with a GE link to the internet and, in direct support of campus computing and
research, OC-3 Internet2 connectivity [2].
• Internet Broadcasting - Academic Computing Technologies [3] uses an assortment of
currently available video and audio technologies to stream via IP multicast lecture series
in real-time. The NetCast lectures are collected and made available for playback [4].
• Network access from dorms and off-campus - USF provides high-speed network
connectivity to every residence hall on campus. Most rooms now have switched
10/100Mbps Ethernet ports available for student use [5]. Dial-up access with traditional
modems is available for off-campus students.
• Blackboard Learning System and Community Portal - The University’s electronic course
delivery service and community portal (deployed using redundant hardware and
monitoring software to ensure a near-fault-tolerant environment) enhances student
learning by significantly reducing the limitations of geography and altogether eliminating
the obstacles imposed by static class time [6]. It is used to expand on and enhance
traditionally scheduled courses as well as to support distance education.
• Computer Labs - USF provides on all of its campuses labs equipped with computers to
support courses requiring hands-on access to PC's. USF has both large centrally
supported general access computer labs [7] and departmentally supported labs with
hardware and software tailored to their courses. Equipment is replaced on a three- to
four-year cycle. A software suite appropriate for the courses taught is available in each
lab. Software includes Maple, Matlab, Microsoft Office, SAS, and other packages.
The University has established an ongoing program to ensure that all classrooms have access
to instructional technology (specifically, 100Mb network connections, and TV/VCRs, personal
computers, digital video disk players, liquid crystal display projectors, and other peripherals).
Large auditoria are already equipped, and smaller classrooms are being systematically
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University of South Florida
September 2004
renovated to provide network connectivity [8]. In addition to the wired data connections offered
in USF classrooms, an increasing number of areas have wireless network coverage [9].
Through its Classroom Technology Services unit [10], the University’s Division of Educational
Outreach equips and maintains 64 on-campus classrooms and auditoria and four classrooms
located off-site with state-of-the-art presentation technology [11]. Additionally, faculty may
check out audiovisual equipment from an over-the-counter inventory [12]. Educational
Outreach also maintains satellite, ITFS and videoconference networks to provide alternative
instructional delivery of USF courses and programs and is responsible for operating and
maintaining facilities to televise courses and videoconferences (multiple site two-way
participation). There are two studios equipped for video origination and four classrooms
equipped for videoconference courses on the main campus. The USF Downtown Center [13]
provides another videoconference equipped classroom and computer lab for teaching
applications and programming.
The University also has rooms equipped to provide courses offered via television as well as
audiotape format. Most of these courses are televised on the University’s television station
WUSF-TV (in Tampa, St. Petersburg, Sarasota, and Lakeland) and on the Education Channel.
Videoconferencing facilities allow students and instructors to see and hear each other at
multiple locations at the same time or on a tape-delayed basis. All four USF campuses can
receive classes this way and three campuses can originate courses [14].
Students access USF web-enabled academic, research, business products, and services
through external internet, dial-in and on-campus wired and wireless networking [15].
Furthermore, open-use computer labs across all campuses provide students access to the
equipment and software required for interactive learning on a “wired” campus [16]. Residence
hall rooms also have their own data lines. For off-campus and distance learners, specific web
pages provide detailed instructions for electronic access to library resources [17] [18]. All
necessary services are available for off-campus support. The ability of students to use this
wide range of technologies effectively is enhanced by hands-on computing instruction.
Academic Computing Technologies centrally administers and manages a Help Desk for endusers as well as a comprehensive, on-line customer service and multi-channel support
application (RightNow Service) for the campus [19]. RightNow Service integrates web selfservice, e-mail, phone, and chat into a single application for end-users.
USF regional campuses all have local computing support units that supplement the
infrastructure and services provided by the central Academic Computing Technologies unit in
support of the distinctive mission and identified local needs of students and faculty on each
campus [20] [21] [22].
In addition to technology available inside the enhanced classroom, remote learning
opportunities in schools and colleges have been initiated and increased exponentially over the
past years. To put diverse online campus systems into one fully integrated platform that
incorporated pre-existing administrative systems, the University used the community portal
features in the Blackboard platform to create an academic environment, myUSF [6], that links
students, faculty, and staff to the courses, organizations, and Web-based services that are
relevant to their academic lives. This collection of online services, provided via the Blackboard
portal, includes automatic electronic course space for every section of every class (a process
which involves mapping more than 40,000 students and their instructors into 7,000 classes
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University of South Florida
September 2004
each semester), customized distribution of licensed software (based on the individual's
institutional role), real-time information with respect to available seats in open-use computer
labs, access to e-mail, and more. In addition to supporting instruction, myUSF provides
electronic services to support various campus communities, such as departments and
colleges, student services, and informal study and research groups.
Faculty Support and Assistance
The goal of enhancing student learning and meeting program objectives will not be
accomplished unless faculty receive training and assistance in the effective use of technology
in teaching. This responsibility is shared by several units within Academic Affairs and the
Health Sciences Center.
Blackboard is administered and managed by Academic Computing Technologies [3], which
also develops and delivers Blackboard hands-on workshops and on-line video guides for
faculty members [23].
The Virtual Instructional Team for the Advancement of Learning (VITAL) [24] offers a
collaborative support system for faculty members who are interested in integrating technology
into their on-campus courses, or who wish to prepare course materials for distance learning
initiatives. Member units include The Center for 21st Century Teaching Excellence, Classroom
Technology Services, Academic Computing Technologies, the Florida Center for Instructional
Technology, the Health Sciences Information Center, the USF Libraries, and WUSF-TV.
Services of the VITAL team include intensive hands-on workshop sessions in which faculty
build their technological skills in a friendly environment. Programs and training are available to
faculty from all USF campuses in instructional development, computer programming, multimedia production and graphics, video and television production, faculty instructional
technology support, WebCT and Blackboard registration, distance learning consulting, and
instructional technology.
The Center for 21st Century Teaching Excellence specifically addresses instructional needs of
faculty and teaching assistants. A series of workshops [25] is offered each term by the Center
with topics such as Using Cooperative Learning to Facilitate Student Learning, Reflecting Your
Course in a Learning-Centered Syllabus, and Support for Instructors Teaching Large Classes.
A major strength of the C21TE is its expertise in teaching and learning with technology. The
Center’s Media Innovation Team [19] was established to help faculty make effective use of
University supported course software and other course development tools and instructional
technology. The team includes instructional designers, multimedia specialists, web course
developers, and audiovisual and video production experts. They support faculty with training
and course development services. In addition to workshops, a summer institute, and an annual
Symposium on 21st Century Teaching Technologies, the MIT also provides individual training,
assistance, and support. C21TE programs and services are available to faculty on all USF
campuses.
The Research Computing Core division within Academic Computing Technologies promotes
the availability of high-performance computing resources and scientific and technical software
support essential for effective graduate and advanced undergraduate study and research.
Examples include Beowulf high-performance computing clusters and Condor high-throughput
computing grids [26].
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The USF Libraries
Technology-enhanced teaching and learning requires a technology-rich learning and
information resources environment. All of the USF Libraries’ shared electronic resources,
digital collections, and online services are available both on- and off-campus via a
technological medium [17] [18] [27] [28]. The technology requirements of the libraries are
provided by the six FTE distributed among the facilities as well as institutional personnel
charged with responsibility for campus-level technology infrastructure [29] [30] [31] [32] [33].
The Tampa Library's technology unit (three FTE) maintains 120 public access and 146 staff
computers, a wireless network serving six floors (including personal laptop support), networked
printing facilities, three computer instruction labs (76 seats total), and a five-server computer
room which provides access to all of the USF Libraries shared electronic resources and digital
collections. Technology planning is documented in the unit’s “USF Tampa Library 2003-2005
Technology Plan” [34]. Various ADA assistive technologies are available and continually
upgraded. Electronic document delivery services are facilitated via various equipment,
software, and contractual services such as ARIEL, ILLiad, RightNow, OCLC Atlas, scanners,
and DocuTech.
The USF St. Petersburg Poynter Library provides technologies to enhance student learning in
several ways, including the USF Libraries online catalog and other electronic resources and
services. The library supports 43 computers for public use as well as assistive technologies for
patrons with disabilities, a wireless LAN, and two laptop computers for student checkout. The
Poynter Library also provides classroom teaching technologies through its Instructional Media
Department. The department also offers a variety of media equipment for circulation and
assists with duplication or digital storage of copyright-compliant audio and video learning
resources. The Instructional Media Center houses a broadcast studio that receives and
transmits conferences, for-credit classes, or special presentations using a variety of distance
learning technologies. The library has a 19-station library instruction lab and additional online
resources for self-instruction for both distance learning and traditional students.
On the Tampa campus, the Shimberg Health Sciences Library student computer lab houses
24 networked workstations, printers, scanners, course related programs and general purpose
application software such as word processing. Also within the Library, a Multimedia Computer
Lab is equipped for students and faculty to publish streaming video, digitize and edit slides,
create CD-RW, DVD discs, and transfer PowerPoint presentations to slide film. The digital
document delivery service provides rapid delivery of interlibrary loan articles or documents
directly to the desktop via e-mail.
Students and faculty on the Sarasota/Manatee campus have access to technology to enhance
learning in one open-use computing laboratory (fully staffed and open 83 hours per week), one
Teaching Lab (available by appointment), one computing lab accessible to community users,
and a student-funded Mac-equipped laboratory. All labs provide access to standard Microsoft
productivity applications as well as web-browsers and specific course-related computing
applications. The Media Center is a component of Computing and Media Services and is
located on the second floor of the Jane Bancroft Cook Library. The Media Center supports
technology for use in the classroom by providing access to cameras, camcorders, multimedia
production equipment, and playback services for audio-video media (cassettes, CDs, DVDs,
records, and video tapes). Finally, the Library supports twenty-five public computer
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September 2004
workstations offering automated resources including WebLUIS, the statewide online catalog of
the State University System, access to Internet resources via the World Wide Web, and audio
and video capabilities.
Located on the USF Lakeland campus, the East Regional Data Center (ERDC) provides
technology resources while maintaining high-quality and cost-effective services to all members
of the campus and its extended locations. The USF Lakeland computer lab is available for use
for full and part-time students. The use of the lab is to provide students with the necessary
technology and software to successfully work on class assignments, create and enhance
reports and research papers, perform library searches, communicate and interact with
students, faculty and staff via email, create spreadsheets and databases, calculate statistical
information or to retrieve research materials and information from the world wide web. The
lab's 26 workstations provide access to the following software applications: Microsoft Office
XP, Development Software, Visual Studio, Visual Basic, C++, Internet Explorer, Telnet, and
FTP.
Division of Student Affairs
The Division of Student Affairs uses technology to enhance the educational experience of
students outside the classroom. The Division’s use of technology to enhance student learning
occurs in every subdivision. Computer labs are provided in three of the four residential areas
[35]. These computer labs are staffed by students trained in basic computer operation.
Computers are equipped with word processing, spreadsheet, and internet browser software.
With the exception of Beta Hall and the Village Apartments, ethernet connections for access to
the internet and University computing services are provided in all student rooms. There is no
additional charge for the ethernet/internet access.
The Office of Student Disability Services has purchased adaptive equipment for students with
disabilities to use in order to make more accessible the programs and services of the institution
[36]. This adaptive equipment has been available to provide accommodations for students and,
to a limited extent, for course assignments. Additionally, the institution has purchased
equipment and provided training for use of this equipment for staff and students at the regional
campuses.
The current technology used in the Career Center provides effective, timely and quality career
counseling and job search services [37] [38] [39] [40] [41] [42] [43] [44]. Students use the
website to complete career assessment instruments which help them assess their skills,
values, personality and interests; identify and research compatible career fields; learn about
upcoming career fairs, employer campus visits, career and job search workshop dates,
business etiquette dinners, employer information sessions and special career event activities;
read CareerBytes, a monthly e-newsletter; apply for participation in the Cooperative Education
Program; access student forms used by the Career Center programs; and report when they’ve
accepted employment. Career Connections, which students may also access via the Career
Center’s website, is the automated recruitment management system the Center uses to
manage all of its recruitment activities. Using Career Connections, students can upload a
virtual resume; view and apply for local, state, national and international job vacancies; apply
for and schedule on-campus interviews; and electronically refer their resume to employers.
The Career Center also uses digital technology that allows students to create a virtual video
interview, which can be attached to the students’ uploaded virtual resumes for employers.
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Students may access the Career Center website and Career Connections via the web from
any USF campus. The virtual video interview system can be accessed by students coming to
the Career Center office.
The LEARN (Learning Enhancement and Academic Resources Network) Program on the USF
Tampa campus provides academic credit courses: Critical Reading and Writing (REA 1105)
and Learning Strategies (REA 1605 and 2930) [45]. Both courses include supplemental
activities in a computer lab specifically designed for the LEARN program, with software
packages to enhance reading and general learning strategies. The LEARN program website
also provides direct resources to students in the area of academic support. Links are posted
for students to connect with other websites around the world that offer learning strategies
information and activities. In addition, the LEARN website regularly posts a schedule of
upcoming Student Success workshops. As an adjunct to classroom learning and counseling
sessions, students often complete psychological assessment measures or tests of reading and
learning skills. The Center’s website includes self-help information, anonymous mental health
questionnaires, workshop and other event schedules, links to other mental health and learning
web sites, and information pertinent to faculty and staff issues regarding students.
Health Sciences Center
The USF Health Sciences Center Information Services unit provides additional technology
support, including education and training, to meet the specialized needs of students and
faculty within the Health Sciences colleges (Medicine, Nursing, and Public Health) and
programs [46].
Source
[1] Distance Learning Catalog
[2] Data Network Management
[3] Academic Computing Technologies
[4] USF NetCast Project
[5] Residence Services Technology Services
[6] What is myUSF
[7] Open Computer Laboratories
[8] Classroom Network Connectivity
[9] USF Web Portal
[10] Classroom Technology Services
[11] Educational Outreach
[12] Faculty Equipment Check-out
[13] USF Downtown Center
[14] Support for Distance Learners
[15] Connect to USF
[16] ACT Technology Training
[17] USF Libraries from Off-Campus
[18] Library Services for Distance Learners
[19] ACT Help Desk
[20] St. Petersburg Campus Computing Support
[21] Sarasota Campus Computing Support
[22] Lakeland Campus Computing Support
[23] ACT Online Courses Resources
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[24] VITAL
[25] Center for 21st Century Teaching Excellence Workshops
[26] ACT Research Computing Core
[27] USF Libraries Guides and Tutorials
[28] Poynter Library Services for Distance Learners
[29] Tampa Library Technology Department
[30] Poynter Library Systems and Technology Department
[31] USF Sarasota-Manatee Campus Computing
[32] Shimberg HSC Library Computing Resources
[33] de la Parte FMHI Institute Computer Support Center
[34] USF Tampa Library Technology Plan, 2003-05
[35] Residence Services
[36] Student Disability Services
[37] Career Center Services
[38] Explore & Choose a Career
[39] Career & Job Search Services
[40] Workshop description & Calendar
[41] Career Bytes Newsletter
[42] Career Connections
[43] Cooperative Education Program
[44] Counseling Center Website
[45] Reading and Learning Program
[46] USF Health Sciences Center Information Services
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3.5 Educational Programs: Undergraduate Programs
3.5.1 The institution identifies college-level competencies within the general education
core and provides evidence that graduates have attained those competencies.
_XX_ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
The University of South Florida’s Liberal Arts Curriculum, implemented in Fall 1994, identifies
competencies within each area of the general education core. These are published in the
Undergraduate Catalog and disseminated on the Undergraduate Studies website through the
link to the Liberal Arts requirements of the Undergraduate Catalog [1] and the Approved
Faculty Document for the Liberal Arts Requirements [2].
Students are required to complete 36 credit hours of general education coursework and 9
credit hours of exit requirements. Breadth and depth are central features of the Liberal Arts
Curriculum, in which thinking and communication skills are stressed. Five critical dimensions
(gender, values & ethics, international perspectives, environmental perspectives, and race &
ethnicity) are incorporated in the core areas of English composition; quantitative methods;
natural sciences; social sciences; fine arts; and African, Latin American, Middle Eastern or
Asian perspectives. Students complete 36 credit hours of coursework in these areas during
their first 60 hours to satisfy the general education requirements; with respect to exit
requirements, most programs require 6 hours in major works and major issues courses and 3
hours in a literature and writing course during students’ junior and senior years.
Writing is central to the general education curriculum. USF’s Undergraduate Catalog states:
Courses in the liberal arts requirements should incorporate the following components
whenever they are relevant to the specific discipline: the learning skills of conceptual thinking,
analytical thinking, creative thinking, written expression, oral expression, and the dimensions of
values and ethics, international perspectives, environmental perspectives, race and ethnicity,
and gender. When warranted by the subject matter, each course must incorporate
consideration of at least one of the dimensions and one of the thinking skills to meet the liberal
arts requirements…Whenever possible courses will encourage creativity and discipline in the
written and oral uses of language. The writing experience for students will emphasize the
qualitative aspects of developing writing skills. Writing requirements will entail substantive
feedback from students rather than merely the correction of spelling and punctuation. The goal
is to include a writing component in all appropriate liberal arts course requirements, even if this
component is not equivalent to the Gordon Rule requirement. Courses will also encourage the
development of oral expression skills.
Assessment Approaches
For the first five years of the Liberal Arts Curriculum, graduates’ attainment of competencies
was assumed based on exposure to the required core areas and dimensions. For example,
First Time in College (FTIC) students’ progress toward fulfilling lower-level Liberal Arts
Curriculum (LAC) requirements and exit requirement enrollment was tracked from 1994 to
1997 for this purpose (IRP Analytical Report 9703.1, Office of Institutional Research and
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Planning).
In addition, the State-mandated College Level Academic Skills Test (CLAST) provided an
objective, external method to ensure competency in the general education core areas of
writing (both composition and editing), reading, and mathematics. At USF, if students did not
perform satisfactorily on the examination, they were required to complete preparatory work or
courses until the passing scores were earned. The University responded to students’ needs by
providing advising, courses, and tutorial services. However, in 1996, the State of Florida
introduced a significant change in this policy, allowing grades in specific courses to substitute
for the testing requirement
Eventually, the change in CLAST policy raised concerns about student achievement. Grade
distributions in Composition 1 and 2 were studied; a wide range of grading practices was
discovered, varying from all A’s and two F’s in one class to a normal distribution of grades in
others. A study of D, F, and W grades revealed a failure or withdrawal rate of 50% and higher
in many of the general education math courses. Hoping to ameliorate the level of unsuccessful
mathematics performance, a second study in 2000 examined the appropriateness of the SAT I
cut scores USF used for placement into the range of math courses. The results showed that
approximately 13% of the math grade variance was accounted for by SAT I Mathematics
scores. Although suggestions to reduce the low passing rates for math courses were offered in
this report [3], raising the cut scores for placement was not recommended.
To examine and address these mathematics and writing issues at the institutional level, the
Dean of Undergraduate Studies in 2000 appointed an ad hoc committee, headed by the
Director of Evaluation and Testing and composed of faculty from multiple disciplines. This
committee became a permanent standing committee, the General Education Assessment
Advisory Committee (GEAAC), appointed by the Provost, in 2001. After reviewing the
University’s general education goals and related documents, the GEAAC developed a plan for
assessing specific student outcomes in the areas of mathematics achievement, writing skills,
and intellectual development, and comprehension of the dimensions of the general education
program.
Mathematics Outcomes
To assess mathematics achievement, a common final was developed for MGF 1106, the
course most often taken to partially satisfy the state-mandated general education mathematics
requirement by non-science and mathematics students. The results from the first
administration in Spring 2001 through Fall 2003 were consistently below expectations across
fall and spring administrations [4]. The test was changed in Spring 2004. The comparability of
the two tests is still being investigated.
Writing Skills, Intellectual Development Assessment, and Understanding of General
Education Dimensions
Students’ writing skills, intellectual development, and understanding of the general education
dimensions have been systematically assessed over the past three years (2001-2004), and
less extensively during the three previous years [5]. Writing has continued to be evaluated at
three academic junctures: within the first three weeks of Composition 1, at the completion of
Composition 2, and during exit courses taken during the students’ junior and senior years.
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Intellectual development and attitudes toward and understanding of the general education
issues are being assessed in the initial weeks of Composition 1 and during exit courses.
Because of USF’s large transfer population, the data from exit courses have also been
disaggregated to detect any differences.
• Writing The GEAAC has approached the assessment of writing skills, as criterionreferenced, or competency based, rather than value-added, partly because of the large
number of transfer students at USF. In addition, the GEAAC developed “exit”
assignments targeting a higher cognitive level based on Bloom’s Taxonomy (of
Educational Objectives: Cognitive Domain), thus making a direct comparison of the two
groups difficult. The percentage of USF students reaching desired levels, 3.5 on the
Cognitive Level and Quality of Writing Assessment-CLAQWA analytic scale, has been
below expectations, which was corroborated by results from a survey developed to
ascertain faculty’s writing assessment practices [6]. More specifically and importantly,
writing skills related to reasoning and development were the lowest skills registered.
•
Intellectual Development Students’ intellectual development, as defined by William
Perry in 1970, also has been assessed over the last three years through writing
assignments. Although mean scores and ranges on the Measure of Intellectual
Development (Moore, 1990) were higher for students in exit classes, the goal is for a
greater percentage of students to reach the “Expected and Desired” levels [7] [8].
•
General Education Dimensions While students’ attitudes toward and understanding of
most General Education dimensions developed, the results revealed weaknesses in
their understanding of global/international perspectives and environmental issues. Even
though students are required to complete a course in non-Western perspectives, they
report insufficient knowledge regarding global and international perspectives, a finding
reinforced by student’s essays and written definitions of the race/ethnicity dimension.
They typically viewed race and ethnicity only within the context of the United States.
Students also reported having less knowledge about environmental issues than about
the other three General Education dimensions on both the Likert scale items and the
open-ended definitions of each of the dimensions. In fact, their responses regarding
environmental issues were often more simplistic than other responses.
Other Outcomes
Mostly positive responses have been supplied by employers of USF graduates regarding
General Education outcomes [9] [10]. However, the weakest areas identified in the Employer
Online Survey [11] were graduates’ problem-solving skills and their ability to consider details,
contexts, and multiple viewpoints.
In USF’s 2003 Bachelor’s candidate survey [12], of the 19% responding, approximately 70% of
the graduating students’ responses indicated growth in the areas of writing clearly and
effectively, thinking critically and logically, and appreciating people from different cultures;
fewer than 40% of the graduating students believed their experiences at USF had positively
improved their math reasoning skills.
Use of Assessment Results
The University of South Florida’s Quality Enhancement Plan (see Core Requirement 2.12) has
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as its major focus the integration of research and inquiry into the undergraduate education
program. It soon became apparent to the QEP leadership that the desired transformation of
the undergraduate experience at USF would require a reframing of the general education
curriculum as well as education in the major. Thus, the QEP acquired a second area of focus.
The General Education Improvement portion of the QEP addresses most areas of concern
identified in the assessment results described above. First, critical thinking and “process”
writing will comprise significant components of the revised curriculum. Second, resource
recommendations have been offered to enable “process” writing in more classes, such as
developing graduate and undergraduate students to assist with the writing feedback process.
Third, class discussion sessions are recommended to foster critical thinking. Finally,
deficiencies in students’ depth of knowledge about international and global perspectives will be
addressed by ensuring a more comprehensive and interdisciplinary approach than the current
curriculum requires and by fostering thinking above the level of understanding in Bloom’s
Taxonomy.
Further, a component of the QEP is the creation of a General Education Council whose
function will be to review course proposals and existing courses and to assist with the
implementation of the General Education assessment plan. In collaboration with faculty and
the General Education Council, a plan will be developed and implemented over the next three
years to assess student outcomes in each core area and dimension of the revised General
Education curriculum [13].
Source
[1] Liberal Arts requirements:: UG Catalog
[2] Liberal Arts req., Approved Faculty Document:: UG Studies
[3] Grading Polices and SAT Math Scores Study
[4] USF 2003-2004 General Education Assessment Update
[5] USF 2002-2003 General Education Assessment Update
[6] National Study of Writing Evaluation Practices
[7] USF 2002-2003 General Education Assessment Update
[8] USF 2003-2004 General Education Assessment Update
[9] USF 2002-2003 General Education Assessment Update
[10] USF 2003-2004 General Education Assessment Update
[11] Employer Survey of USF Graduates
[12] USF 2002-2003 General Education Assessment Update
[13] Quality Enhancement Planning
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3.5.2 The institution awards degrees only to those students who have earned at least
25 percent of the credit hours required for the degree through instruction offered
by that institution.
_XX__ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
The USF Undergraduate Catalog requires that candidates for graduation must have completed
at least 30 hours of the last 60 hours of their undergraduate credit in USF courses [1]. Only the
dean of the college granting the degree may approve transfer credit for any part of these last
60 hours. Exceptions to this rule are made for students who are enrolled at other universities
on approved exchange programs, cooperative education students enrolled in other institutions
during training periods with prior approval having been secured from a USF advisor, and
students taking correspondence work from the University of Florida.
Some programs have residency requirements in addition to the institutional minimum of 30
hours. For example, the undergraduate programs in the College of Business Administration
require that at least 50% of the Business major coursework be completed at USF [2]. In the
College of Engineering, the minimum number of USF specialization credit hours required as
part of the last 30 hours is established by the respective department, but in no case is this less
than 18 hours; general engineering courses are not considered specialization courses [3]. The
College of Visual and Performing Arts requires that a minimum of 20 credit hours in the major
unit must be earned in residence [4]; this requirement, however, may be waived based on
examination (e.g., portfolio review, audition).
When a student applies for graduation, a graduation check is conducted to ensure that the
student has met the University residency requirement and any additional college or program
requirements or received a waiver as appropriate. The individual academic dean’s office
reviews academic records of its students for completion and compliance with all major and/or
college or program requirements and appropriate course substitutions for transfer credit
applicable to the student’s major. Only when the academic dean’s office and the Office of the
University Registrar complete this process and certify that all requirements are met is the
student added to the degree-posting list.
The University standard for graduate programs is that graduate students may transfer only 8
semester credit hours or 3 courses from an accredited Institution. (The minimum number of
hours required for a master’s degree is 30 [5]; for a doctoral degree, 90 hours are required [6]).
As with undergraduate programs, some colleges may have additional residency requirements.
For example, graduate students in the USF College of Business Administration must complete
75% of their total graduate program in that College [7].
Source
[1] USF Undergraduate catalog
[2] Undergraduate Admission to the College of Business Administration
[3] Undergraduate Admission to the College of Engineering
[4] Undergraduate Admission to the College of Visual and Performing Arts
[5] USF Graduate Catalog 2004-05
[6] USF Graduate Catalog 2004-05
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[7] USF Graduate Catalog 2004-05
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3.6 Educational Programs: Graduate and Post-Baccalaureate Professional
Programs
3.6.1 The institution=s post-baccalaureate professional degree programs, and its
master’s and doctoral degree programs, are progressively more advanced in
academic content than undergraduate programs.
__XX_ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
Traditionally, graduate study differs from undergraduate work in substantial ways.
Undergraduate study typically requires less analysis, interpretation and original inquiry than
that expected in graduate programs. While undergraduate courses are often delivered in
lecture formats, the staple format of most graduate programs is the seminar. The word
"seminar" implies an interchange of opinion, information and ideas. Seminars encourage
informed dialog and debate. Faculty in graduate programs organize, guide and evaluate
seminar members — and faculty participate as members of the seminar. Student presentations
and discussions are the norm.
Many undergraduate programs involve a structured, highly directed path to a degree, while
graduate students receive greater latitude in stating their academic goals and in developing a
plan for accomplishing those goals. Graduate students are expected to go beyond the specific
course assignments in exploring topics, issues and problems. For many students,
undergraduate work focuses on learning the fundamentals of their craft. Graduate study calls
for reflection, introspection and deeper understanding. Ideally, it is a time of satisfying,
rewarding discovery for students and instructors.
Participation in a master’s level degree program presupposes the base of general knowledge
and skills appropriate to an undergraduate degree. Learning at the master’s level is disciplinespecific and provides in-depth, advanced training. A doctoral degree provides similar depth of
study and also trains the student to conduct independent research in the field.
USF policy provides that, of the minimum of 30 hours required for a master’s degree, at least
16 hours must be at the 6000 level. At least 20 hours must be in formal, regularly scheduled
course work, 10 of which must be at the 6000 level. While master’s students may take up to 6
hours of 4000-level courses as part of a planned degree program, the intent is that more than
half the course work for any USF master’s degree will be in courses clearly differentiated as
graduate level [1]. (Rule 6A-10.024, F.A.C. [2] states that "all postsecondary courses offered
for college credit…shall be entered in the common course designation and numbering system.
Each course shall be assigned a single prefix and a single identifying number in the course
numbering system." At USF, this language has been interpreted to mean that graduate and
undergraduate students may not be taking the same course while earning differential credit.)
The Graduate Catalog contains the University’s statement on the nature of doctoral study [3],
which in turn is differentiated from both master’s and undergraduate study:
The doctoral degree is granted in recognition of high attainment in a specific field of
knowledge. It is a research degree and is not conferred solely upon the earning of
credit, the completion of courses, or the acquiring of a number of terms of residency…
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The degree will be granted after the student has shown proficiency and distinctive
achievement in a specified field, has demonstrated the ability to do original,
independent investigation, and has presented these findings with a high degree of
literary skill in a dissertation.
Monitoring the academic content and level of academic programs is the responsibility of the
faculty. There are separate and clearly differentiated processes for undergraduate and
graduate programs. In the latter case, the University Graduate Council [4] represents the
faculty in carrying out its charge with respect to the quality of graduate programs in particular
and graduate education in general. The Graduate Council reviews all proposals for new
master’s and doctoral degree programs. The Council is also responsible for approving all new
graduate courses, as well as course and program changes.
Program approval at the doctoral level includes another level of review [5]. The Florida Board
of Governors has authority for approving new doctoral programs in the state universities. As
part of the BOG review process, new program proposals are reviewed by one or more external
experts in the discipline; the external reviewer frequently conducts a site visit as part of the
proposal evaluation.
All USF degree programs must be reviewed every seven years [6]. The University’s
professional master’s and doctoral programs are also subject to periodic peer review as part of
specialized accreditation [7]. An examination of the program curriculum is a major component
of such accreditation review activity.
In the case of the MD program, the College of Medicine Committee on Curriculum continuously
monitors the curriculum and oversees any changes [8]. Additionally, during reaccreditation
reviews, the LCME committee evaluates the curriculum in light of the mission of the College
and the norms of the field of study nationally. All recommendations by the LCME regarding
changes to update the curriculum are forwarded to the Dean for appropriate action by the
faculty and Committee on Curriculum.
Source
[1] Graduate Catalog
[2] Articulation Between Universities, Community Colleges, and School Districts :: Rule 6A10.024, F.A.C.
[3] University’s statement on the nature of doctoral study :: Graduate Catalog
[4] Graduate Council charge
[5] Approval of New Degree Programs
[6] USF Program Review process
[7] List of programs with specialized accreditation
[8] COM/Office of Curriculum and Medical Education
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3.6.2 The institution ensures that its graduate instruction and resources foster
independent learning, enabling the graduate to contribute to a profession or field of
study.
__XX_ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
Graduate education at the University of South Florida is designed to develop in students the
investigative and/or creative skills needed to advance the disciplines and foster the
independent, innovative thinking and action appropriate to a practicing professional individual.
Students in both master’s and advanced graduate programs are encouraged to publish or
formally present their work. Master's level theses and doctoral dissertations also provide
evidence that students are learning independently and contributing to the knowledge base in
their field.
At the advanced graduate level, the University’s graduate programs ensure that students have
opportunities to develop an understanding of the research and/or creative processes by
facilitating student participation in related activities. This is reflected in program requirements
that include conducting and presenting (orally and in writing) independent research and/or
creative activity that adds to the knowledge base of a student’s discipline. Program
components such as instruction in research methods, independent research courses, theses,
dissertations, graduate assistantships, and coaching and mentoring by faculty are all designed
to facilitate the development of independent learning and critical thinking.
The USF Graduate Catalog statement on doctoral degrees [1] reads as follows:
The doctoral degree is granted in recognition of high attainment in a specific field of
knowledge. It is a research degree and is not conferred solely upon the earning of
credit, the completion of courses, or the acquiring of a number of terms of residency…
The degree will be granted after the student has shown proficiency and distinctive
achievement in a specified field, has demonstrated the ability to do original,
independent investigation, and has presented these findings with a high degree of
literary skill in a dissertation.
The academic residency criterion for doctoral programs requires that students must be
enrolled in a doctoral program for a minimum of 3 years beyond the baccalaureate degree. At
least one academic year, defined as minimum of 9 hours per semester for 2 semesters (18
hours total), must be completed on a USF campus. This requirement facilitates the student’s
ongoing involvement in the scholarly community within the discipline.
Coursework required for professional and specialist degrees also provides opportunities to
develop independent learning skills, as well as an understanding of professional practice. Most
programs involve internships, practica, and other clinical experiences in which diagnosis and
problem-solving are essential components.
Faculty oversight of graduate education is provided at the University level by the Graduate
Council [2], which is responsible for advising the Provost and the Dean of Graduate Studies of
principles, policies, and procedures affecting graduate education at the University of South
Florida. The Graduate Council represents graduate faculty and students on all campuses, and
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it functions include:
1. Provide for appropriate liaison with other university councils and standing committees
with functions that may impact graduate education at the University of South Florida.
2. Review all proposed new graduate programs, graduate certificates, curricula, and
courses, as well as modifications of existing ones and make recommendations to the
Dean of Graduate Studies.
3. Develop guidelines and policies for graduate education that ensure the maintenance of
high academic standards and recommend those guidelines to the Dean of Graduate
Studies.
4. Facilitate selective reviews at the request of the Dean of Graduate Studies of existing
University of South Florida graduate programs and make appropriate recommendations
to the Dean.
5. Provide input into the development of the University of South Florida's "Master List for
Graduate Programs."
6. Make recommendations concerning graduate programs associated with academic
centers, institutes, and other entities.
7. Periodically evaluate and review graduate admission standards and make
recommendations to the Dean of Graduate Studies.
8. Review and recommend policies and procedures pertaining to graduate financial aid,
review criteria and applications for University Council Fellowships, recommend
recipients for existing awards, and recommend the establishment of support that
recognizes graduate student or graduate faculty achievement to the Dean of Graduate
Studies.
9. Encourage, foster, and stimulate scholarly research and other creative activity within
graduate education.
USF recently completed a review of its doctoral programs [3]. Teams of two or more outside
reviewers examined all doctoral programs in operation for more than three years. The reports
of the outside reviewers are now under consideration by a committee composed of
representatives of the Graduate Council and the Provost’s staff. The recommendations of the
committee will address future investments in doctoral education at USF.
At the college, department, and program level, deans, department chairs, and faculty all play a
role in ensuring that well qualified faculty are hired and assigned to staff graduate programs,
that the graduate programs meet appropriate standards, and that they are supported by
adequate resources. Several colleges have faculty committees specifically charged with
oversight of graduate programs--for example, the Graduate Committee of the College of Arts
and Sciences [4] and the Graduate Programs Committee of the College of Education [5].
USF St Petersburg also has a Graduate Council, a standing committee of the USFSP Faculty
Council [6], that is charged with advising USFSP Academic Affairs administrators and reporting
to the Faculty Council on matters pertaining to graduate courses, curricula, programs, and
degrees awarded by USFSP.
Source
[1] Graduate Catalog Statement on doctoral degrees
[2] Graduate Council charge
[3] Academic Program Review Process
[4] College of Arts and Sciences Graduate Committee
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[5] College of Education Graduate Programs Committee
[6] USF St Petersburg Graduate Council, a standing committee of the USFSP Faculty Council
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3.6.3 The majority of credits toward a graduate or a post-baccalaureate professional
degree is earned through the institution awarding the degree. In the case of
graduate and postbaccalaureate professional degree programs offered
through joint, cooperative, or consortia arrangements, the student earns a
majority of credits from the participating institutions.
_XX__ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
At the University of South Florida, a minimum of 30 hours is required for a master’s degree, at
least 16 hours of which must be at the 6000 level. At least 20 hours must be in formal,
regularly scheduled course work, 10 of which must be at the 6000 level. Up to 6 hours of 4000level courses may be taken as part of a planned degree program. Additional graduate credit
may be earned in 4000-level courses only if specifically approved by the appropriate College
Dean [1].
A minimum of 90 hours beyond the baccalaureate degree is required for a doctoral degree at
USF [1].
Transfer of graduate credit from a regionally accredited institution is limited to 8 semester
hours or 3 courses. All transfer credit must have been completed with grades of “B” or better
and be approved by the program or college concerned. Transfer (post-baccalaureate, transfer
credits from other institutions) and special student credits (earned in non-degree status at
USF) must be evaluated and transferred by the time of formal acceptance and enrollment. The
graduate program/department to which the student applies is responsible for evaluating and
initiating the transfer of credit [2].
USF recently signed an agreement with the International Institute of Information Technology
(I2IT) in Pune, India, to implement its first international joint degree programs, a Master of
Public Health in Health Informatics and a Master of Science in Public Health with a
concentration in Bioinformatics. Both program options have been approved by the faculty of
the College of Public Health and at the University level by the Graduate Council and a
Substantive Change document is being prepared for submission to SACS. This full time, 18month program will be located at I2IT and be taught by College of Public Health and I2IT
faculty. All I2IT faculty will meet the credentialing criteria required for USF graduate faculty.
Credentials will be evaluated within the College of Public Health in accordance with faculty
credential policies published by the USF Provost’s Office, which in turn are consistent with the
SACS credential guidelines (see 3.7.1). International students may come to USF for the public
health core courses (taken over no more than two semesters) or complete the entire program
at I2IT. U.S. based students may be admitted to this program and either take the entire course
work at I2IT or take the concentration focus area (health informatics courses) in India and the
public health core courses at USF. I2IT will collect the tuition, room and board fees for students
attending courses at I2IT. U.S. students admitted to the program will be required to attend I2IT
for a minimum of one year and abide by the rules and regulations of that institution.
International students who choose to attend USF to take the public health courses will meet
the rules and regulations applied to international students. The program requires a minimum of
45 semester credit hours, 27 of which are earned in USF courses [3].
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Source
[1] Degree Length for Master’s and Doctorate :: Graduate catalog
[2] Credit Transfer :: Graduate catalog
[3] Announcement of Joint MPH with I2IT India
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3.7 Faculty
3.7.1 The institution employs competent faculty members qualified to accomplish the
mission and goals of the institution. When determining acceptable qualifications
of its faculty, an institution gives primary consideration to the highest earned
degree in the discipline in accordance with the guidelines listed below. The
institution also considers competence, effectiveness, and capacity, including, as
appropriate, undergraduate and graduate degrees, related work experiences in
the field, professional licensure and certifications, honors and awards,
continuous documented excellence in teaching, or other demonstrated
competencies and achievements that contribute to effective teaching and student
learning outcomes. For all cases, the institution is responsible for justifying and
documenting the qualifications of its faculty.
__XX_ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
The six values adopted by the University of South Florida guide systematic faculty recruitment
and selection activities [1]. USF values:
• Teaching, research and service based on the highest standards of discovery, creativity,
and intellectual attainment
• Development of the personal and professional potential of students, faculty, and staff,
and enriching the quality of campus life
• An ethic of collegiality based on integrity, civility, academic freedom, professional
responsibility, and collaboration among disciplines and units
• Access to an excellent education to an excellent education
• University/community engagement that increases the understanding of urban issues
and advances community development
• Cultural and ethnic diversity and global understanding
Florida Statute 1001.74 [2] requires each university board of trustees to establish a personnel
program for all employees in accordance with rules and guidelines of the State Board of
Education including compensation and other conditions of employment, recruitment and
selection, and nonreappointment.
The USF Board of Trustees defined provisions for the faculty recruitment, selection, and
appointment in Florida Administrative Code 6C4-10.102 [3]. The President delegated the
authority for the faculty employment to the Provost in Delegation of Presidential Authority,
1972-001 [4].
USF search committees and hiring authorities use standard procedures to recruit and select
high quality faculty members. Essential references in the application of these procedures are
the statements of minimum expectations for Faculty Qualifications and Credentials [5] defined
by the Provost. These expectations are minimum qualifications for graduate teaching
assistants, undergraduate level instructors, and graduate level instructors.
To ensure the assignment of high quality and qualified faculty members, some academic
departments adopted statements that define expected faculty qualifications. Several of these
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statements are presented here as illustrative exhibits:
• College of Arts and Sciences, Anthropology Department [6]
• College of Arts and Sciences, Communication and Science Disorders [7]
• College of Arts and Sciences, Mathematics Department [8]
• College of Arts and Sciences, Women’s Studies Department [9]
• College of Business Administration, Accounting Department [10]
• College of Business Administration, Management Department [11]
• College of Education, Adult, Career, and Higher Education [12]
• College of Nursing [13]
• College of Visual and Performing Arts, Art Department [14]
• College of Visual and Performing Arts, Music Department [15]
The USF Faculty Roster lists all faculty members who taught during the semesters of record
including the fall semester 2003 and the spring semester 2004 [16]. The roster contains
information on 2546 instructors. A review of the roster and the schedule of courses revealed
the following about the nature of instructor assignments and qualifications:
• A total of 12,633 courses were offered across the semesters of record.
• Of the courses offered, 56% were undergraduate level and 44% were graduate level.
• Courses offered during the semesters of record reflected 125 Classification of
Instructional Program (CIP) codes.
• Among the 2546 instructors listed, 62% were regular faculty, 23% were adjuncts, and
15 percent 15% were graduate teaching assistants.
• Among regular faculty members, 88% held the terminal degree in their teaching
discipline.
A
Faculty teaching general education courses at the undergraduate level: a doctoral or a
master's degree in the teaching discipline or a master's degree with a concentration in
the teaching discipline (a minimum of 18 graduate semester hours in the teaching
discipline).
The Provost defined the minimum qualifications for faculty members teaching undergraduate
courses, including general education courses. Faculty teaching “…undergraduate courses
should hold an earned doctorate or master’s degree with a major in the discipline taught; or
hold at least a master’s degree and have completed at least 18 graduate semester hours in the
discipline taught” [5].
B
Faculty teaching associate degree courses designed for transfer to a baccalaureate
degree: a doctoral or a master's degree in the teaching discipline or a master's degree
with a concentration in the teaching discipline (a minimum of 18 graduate semester
hours in the teaching discipline).
The University of South Florida does not offer associate degree courses, therefore, this item is
not applicable.
C
Faculty teaching associate degree courses not designed for transfer to the
baccalaureate degree: a baccalaureate degree in the teaching discipline, or an associate
degree and demonstrated competencies in the teaching discipline.
The University of South Florida does not offer associate degree courses, therefore, this item is
not applicable.
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D
Faculty teaching baccalaureate degree courses: a doctoral or a master's degree in the
teaching discipline or a master's degree with a concentration in the teaching discipline
(minimum of 18 graduate semester hours in the teaching discipline).
The Provost defined the minimum qualifications for faculty members teaching undergraduate
courses. Faculty teaching “…undergraduate courses should hold an earned doctorate or
master’s degree with a major in the discipline taught; or hold at least a master’s degree and
have completed at least 18 graduate semester hours in the discipline taught.” [5]
E
Faculty teaching graduate and post-baccalaureate course work: earned doctorate/
terminal degree in the teaching discipline or a related discipline.
The Provost defined the minimum qualifications for faculty members teaching graduate
courses. Faculty teaching “… graduate and post-baccalaureate courses should hold an earned
doctorate in the discipline taught or related discipline; or hold the terminal degree for the
discipline” [5].
F
Graduate teaching assistants: master's in the teaching discipline or 18 graduate
semester hours in the teaching discipline, direct supervision by a faculty member
experienced in the teaching discipline, regular in-service training, and planned and
periodic evaluations.
The Provost and Vice President for Academic Affairs defined the minimum qualifications and
expectations for graduate teaching assistants [5].
1. Graduate students teaching or assisting in courses should be supervised by at least one
faculty member experienced in the discipline, perform teaching activities in the discipline
of the student’s major, achieve a score of at least 50 on the Test of Spoken English
(TSE) or SPEAK test if their native language is not English, receive regular in-service
training, and receive planned and periodic written evaluations.
2. Graduate students who have completed at least 18 graduate semester hours in the
discipline taught may be assigned to teach undergraduate courses and are appointed
as Graduate Teaching Assistants, Class Code 9184.
3. Graduate students who have completed at least 30 graduate semester hours in the
discipline taught may be assigned to teach undergraduate courses and are appointed
as Graduate Teaching Associates, Class Code 9183.
4. Graduate students who have completed less than 18 hours in the discipline may not be
assigned to teach an undergraduate course and therefore may not be designated as a
"primary instructor." Such students, if their major is in the teaching discipline, may
provide support to a qualified instructor and are appointed as Graduate Assistants,
Class Code 9185.
5. Graduate students may not be assigned to teach a graduate course and therefore may
not be designated as a "primary instructor." Such students, if their major is in the
teaching discipline, may provide support to a qualified instructor and are appointed as
Graduate Assistants, Class Code 9185.
Source
[1] USF Mission, Goals, Values & Vision
[2] Powers and Duties of University Boards of Trustees :: 1001.74, Florida Statutes
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[3] Faculty, Recruitment, Selection, and Appointment :: 6C4-10.102, F.A.C.
[4] Delegations of Presidential Authority
[5] Faculty Qualifications and Credentials
[6] Anthropology Department :: College of Arts and Sciences
[7] Communication and Science Disorders :: College of Arts and Sciences
[8] Mathematics Department :: College of Arts and Sciences
[9] Women’s Studies Department :: College of Arts and Sciences
[10] Accounting Department :: College of Business
[11] Management Department :: College of Business
[12] Adult, Career, and Higher Education :: College of Education
[13] College of Nursing
[14] Art Department :: College of Visual and Performing Arts
[15] Music Department :: College of Visual and Performing Arts
[16] USF Faculty Roster :: Located on the Compliance Certification Report: Resource Materials
CD
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3.7.2 The institution regularly evaluates the effectiveness of each faculty member in
accord with published criteria, regardless of contractual or tenured status.
__XX_ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
The University of South Florida’s processes for evaluation of faculty performance are guided
by the provision of Florida Statutes that, in evaluating the competencies of a faculty member,
primary assessment shall be in terms of his or her performance of the assigned duties and
responsibilities, and such evaluation shall be given adequate consideration for the purpose of
salary adjustments, promotions, reemployment, and tenure [1].
Annual Performance Evaluation
USF Faculty Personnel Rule 6C4-10.108 provides that all faculty, including those on part-time
appointments, will receive annual performance evaluations [2]. The Rule reads as follows:
1. Evaluations will be provided to faculty members on a regular basis.
1. Faculty evaluations will be based only on assigned duties.
2. The faculty evaluation process will consider all relevant documents and
information provided by the faculty member.
3. Faculty evaluations will include evaluation by faculty peers, if so required by
departmental or unit guidelines, and will include the right of faculty members to
respond to evaluations in writing.
2. The evaluation document will communicate to the faculty member the level of his/her
performance, aid in improving performance in the assigned duties, and if necessary,
serve as a part of a performance plan to assist in correcting deficiencies for a faculty
member not meeting performance standards. The evaluation must be considered in
making personnel decisions.
Evaluations are conducted on a calendar year basis. The assigned duties on which evaluation
is based typically include teaching, research, service, and administration assignments. These
are recorded on the Assigned Faculty Duties (AFD) form, available online in the Faculty
Academic Information Reporting or FAIR system [3].
In most cases, evaluations are conducted by the department chair and usually also by a faculty
committee. College and department governance documents determine the exact process and
criteria within a given unit. The first step in the process is the completion by the faculty member
of a Faculty Activity Report (FAR). The categories of evaluation are generally as follows:
outstanding, strong, satisfactory, weak, unacceptable, and not applicable. In instances where
performance is questionable, a remedial action plan is developed by the department chair and
faculty member in question.
All faculty members, regardless of contractual or tenured status, receive annual performance
reviews. The only exceptions are certain visiting faculty and faculty in non-reappointment
status. College of Medicine faculty not employed by the University (i.e. faculty with voluntary or
courtesy appointments) are reviewed periodically as part of the reappointment or respective
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September 2004
promotion processes. Some colleges (e.g. Nursing) conduct administrative reviews of faculty in
addition to peer reviews. These are usually conducted by the dean or an associate dean with
responsibility for faculty affairs [4] [5].
The University’s Adjunct Faculty Policy provides for evaluation of faculty in this category. The
policy requires department chairs to “ensure that adjunct faculty are evaluated regularly by
students, the faculty and the chair... The determination of the mechanism for evaluation lies
with the faculty, department chair and dean and should be consistent with prevailing evaluation
procedures” [6].
Evaluation for Tenure and Promotion
Faculty are also evaluated at points of tenure and promotion. USF Rules 6C4-3.003 [7] and
6C4-3.004 [8] provide for the University to establish and publish guidelines for faculty
promotion and for the evaluation of tenure-eligible faculty. The University Guidelines for
Tenure and Promotion [9] set out general criteria. Tenure and promotion processes are also
governed by the University’s Faculty Personnel Rules, specifically 6C4-10.105 [10] and 6C410.106 [11].
As further provided in Rules 6C4-3.003 [7] and 6C4-3.004 [8], academic units are expected to
establish and publish guidelines that refine the criteria according to the standards of their
respective disciplines. The Guidelines require that department peer committees and
department chairs include a progress toward tenure review as part of the annual evaluation for
all faculty in the probationary period toward tenure. A mid-point tenure review is conducted in
the third year of employment (earlier if tenure-earning service is granted at the initial
appointment) for tenure-earning faculty. The mid-point review is expected to address the
performance of annual assignments as well as overall performance and contributions and
includes consideration of annual evaluations.
While the USF Sarasota/Manatee and USF Lakeland campuses participate in the process
described above through the academic units in Tampa, USF St. Petersburg has a separate
tenure and promotion process [12] for the faculty in its three colleges (Arts and Sciences,
Business, and Education). Delegation of Presidential Authority 2004-001 gave the USFSP
Regional Chancellor authority to establish a tenure and promotion process for faculty in the
three colleges (Arts and Sciences, Business, and Education) on that campus [13].
All tenure and promotion decisions on all campuses must be reviewed and approved by the
USF Board of Trustees Work Group on Academics and Campus Environment and
subsequently by the full University Board of Trustees [14].
Student Evaluation of Instruction
Instruction at the University of South Florida is evaluated by means of the State University
System Student Assessment of Instruction (SUSSAI) [15]. The SUSSAI was implemented in
1995 to provide for student assessment of instruction based on eight criteria common to all
public universities in Florida. Each course is evaluated each semester, with the exception of
undergraduate courses enrolling fewer than 10 students and graduate courses enrolling fewer
than 5 students. The results of the SUSSAI, which are tabulated for each course and
professor, are public record and are made available in the library. Colleges and programs may
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University of South Florida
September 2004
supplement the state-mandated questions with their own questions; however, the results of the
local questions and any written comments by students are not public record. Results of course
and instructor evaluations are used as part of individual faculty evaluations and in
consideration for tenure and promotion.
Evaluation of Library Faculty
The USF Tampa Library annually evaluates the effectiveness of each faculty member in
accordance with the following policies and guidelines:
•
USF Rule 6C4-10.108 Faculty Evaluations [2]
•
Internal guidelines as outlined in the “Annual Librarian Review Summary,” [16] and the
“Faculty Merit Pay/Peer Review Document” [17]
•
Criteria outlined in Section 1 of the ACRL’s “Guidelines for Academic Status for College
and University Librarians” [18] and “Standards for Faculty Status for College and
University Librarians” [19]
•
Criteria outlined in the ASERL’s “Competencies for Research Librarians” [20]
Faculty evaluations consist of a self-review narrative; an evaluation by the current Merit
Pay/Peer Review Committee (optional); and a direct evaluation by the supervisor. Evaluations
assess performance of primary professional duties; research, scholarship, and creative
activity; and service as assigned via the AFD-FAR process. All evaluations are completed on
the calendar specified by the “Faculty Merit Pay/Peer Review Document,” [17] regardless of
participation in peer review. Library faculty must minimally score a “Satisfactory” on the annual
evaluation or face consideration for non-reappointment.
Source
[1] Evaluations of Faculty Members; Report :: 1012.9, Florida Statutes
[2] Faculty Evaluations :: 6C4-10.108, USF Personnel Rules
[3] On-line ADF Forms
[4] COM Faculty annual assignment, evaluation and development process
[5] CON Faculty Annual Performance Policy
[6] USF Adjunct Faculty Policy
[7] University Requirements for Faculty Promotion :: 6C4-3.003, USF Personnel Rules
[8] University Requirements for Tenure :: 6C4-3.004, USF Personnel Rules
[9] USF Guidelines for Tenure and Promotion
[10] Faculty Tenure :: USF Personnel Rules
[11] Faculty Promotion and Change in Assignment :: 6C4-10.106, USF Personnel Rules
[12] USF St. Petersburg Tenure and Promotion Process
[13] Delegation of Presidential Authority
[14] Approval of Nominees for Tenure and Promotion :: USF Board of Trustees May 5, 2004
Meeting Minutes
[15] State University System Student Assessment of Instruction (SUSSAI)
[16] Annual Librarian Review Summary
[17] Faculty Merit Pay/Peer Review Document
[18] ACRL Guidelines for Academic Status for College and University Librarians
[19] ACRL Standards for Faculty Status for College and University Librarians
[20] ASERL Competencies for Research Librarians
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3.7.3 The institution provides evidence of ongoing professional development of faculty
as teachers, scholars, and practitioners.
_XX__ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
Since opening for classes in 1960, the University of South Florida has become one of the
nation's major public research universities. USF is classified as Doctoral/Research Extensive
by the Carnegie Foundation for the Advancement of Teaching, and is ranked among the top
100 public research universities in the annual report "The Top American Research
Universities." The University receives more than $200 million a year in external funding to
support research and development projects.
In Fall 2003, the University of South Florida employed a total of 1,837 faculty members. The
core of 1,611 full-time faculty (of whom 1,170 are tenured or tenure-earning) is supported by
an additional 226 part-time faculty, as well as carefully selected adjuncts and graduate
assistants. Over 70 new faculty will join the University of South Florida in Fall 2004.
USF has made a major commitment to the development of its faculty as teachers, scholars,
and practitioners. The University’s statement of mission, goals, and values makes clear the
importance of teaching, research and service based on the highest standards of discovery,
creativity, and intellectual attainment; development of the personal and professional potential
of students, faculty, and staff; and access (for students) to an excellent education.
The USF Center for 21st Century Teaching Excellence [1] was established in the Fall of 1990
to promote personal reflection and scholarly dialogue among the faculty on the art, science
and craft of university teaching. The Center sponsors publications, workshops, and research
that critically examine and promote instructional excellence. In addition, the Center offers
opportunities for individuals to improve their teaching effectiveness using classroom visitations
and/or mid-semester student feedback. Throughout the academic year, the Center offers
workshops for faculty on a variety of topics such as Creating a Teaching Portfolio, Developing
Innovative Discussion Groups, and Assessing Student Learning, as well as ongoing facilitation
and support for faculty groups involved in teaching large classes or teaching material that
challenges students’ values. Special summer institutes and workshops for faculty and teaching
assistants are scheduled each year. The Center, which has particular strength and expertise in
teaching and learning with technology, also helps sponsor an annual Spring Symposium on
21st Century Teaching Technologies. Workshops are open to all USF faculty, including
adjuncts and teaching assistants. Local community college faculty are also invited to
participate in certain programs.
Finally, the Center sponsors grant programs such as the Innovative Teaching Grants Program
[2], through which approximately $100,000 is made available each year to fund faculty
proposals in
1. creative classroom pedagogies
2. technology-enhanced teaching.
These awards are designed to encourage instructional innovation and efforts to enhance
student learning through new approaches to classroom instruction. Tenured or tenure-earning
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University of South Florida
September 2004
faculty, librarians, and full-time instructors on continuing instructional appointments are eligible
to submit one grant application per year. Applications from teams of collaborating proposers
are also invited.
As a service to USF's community of scholars, the Office of Research offers a variety of
workshops [3] designed to assist faculty in finding external sources for funding and preparing
effective proposals. The Office of Research also funds several faculty award programs [4],
including:
• Conference Support Grants – Fall only Maximum $10,000 per conference: The
Conference Support Grants were designed to foster excellence in research and creative
activity at USF. Conferences are an important part of the research and creative process
because they provide a venue for the dissemination of new information and provide a
forum for the exchange of ideas. Therefore, the Conference Support program provides
supplemental funding for the planning and implementation of national and international
conferences in order to enhance the research and creative environment at USF and to
bring prestige and recognition to the University and the State of Florida.
•
Creative Scholarship Grants - Fall & Spring Maximum $10,000 for a 12 month
grant period: The Creative Scholarship Grants were designed for eligible faculty
working in the Fine Arts & Humanities, disciplines where significant external funding is
not typically available. The program’s goal is to provide support for programs of
research, scholarship, exhibition or performance that will lead to tangible products that
will enhance the profile and prestige of USF and possibly result in securing external
funding.
•
Established Researcher Grants – Fall & Spring Maximum $5,000 for a 12 month
grant period: The Established Researcher Grants were created for faculty who have
been employed in teaching and/or research at USF for more than three years and who
are attempting to shift into new areas of research. The program’s goal is to provide
support for faculty to launch productive new programs of research, scholarship,
exhibition or performance that will ultimately result in intellectual productivity, published
research, juried creative endeavors, and successful grant proposals to agencies or
foundations. Salary/release time for the P.I. is NOT permitted under this grant.
•
Faculty International Travel Grants – Fall & Spring Maximum $2,500 per trip: This
program provides financial support for scholarly/artistic presentations by USF faculty at
major professional meetings or conferences outside the USA. The primary goal of the
program is to enhance the visibility and prestige of the University.
•
Grant Training Support – Fall & Spring Maximum amount $2,500 per program: The
Grant Training program is designed to improve the competitiveness of extramural grant
proposals submitted by USF faculty by allowing faculty to participate in proposal writing
workshops, training sessions, etc. Support for this participation can take the form of
tuition, travel and accommodations (if necessary).
•
Interdisciplinary Research Development Grants – Spring Maximum $25,000/year
for 2 years: The Interdisciplinary Research Development Grant program was created to
stimulate interdisciplinary research collaboration and the exploration of innovative ideas.
The term “interdisciplinary” is loosely defined to include faculty from different
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September 2004
departments within a single USF college or across USF colleges/schools, or USF faculty
in collaboration with faculty in different disciplines at other universities.
•
New Researcher Grants – Fall & Spring Maximum $10,000 for a 12 month grant
period: The New Researcher Grants were created for faculty who are new to USF (< 3
years) and do not have established funding sources (external or college/departmental).
The program’s goal is to launch productive research, scholarship, or artistic
expression/performance activities that will ultimately result in grant funding from external
agencies or foundations.
Sabbatical leaves for professional development are made available to full-time, tenured faculty
members with at least 6 years’ service at the University of South Florida. Faculty may apply for
various types of sabbatical leave. Applications are reviewed by a Sabbatical Committee of
tenured faculty elected each year within the USF colleges [5]. Non-tenure-track faculty
(librarians, for example) may apply for Professional Development Leave if they have
completed at least three years of service at USF [6].
In addition to these formal, structured development opportunities made available by the
University, several programs provide a mechanism for recognizing faculty accomplishments in
teaching, research, and service. These include:
• The Outstanding Undergraduate Teaching and Advising Awards program is designed to
encourage excellence in undergraduate teaching and advising. Full-time, continuing
faculty and professional advisors are eligible to apply for these annual awards [7].
• The Distinguished University Professor award recognizes senior members of the USF
faculty who have distinguished themselves among their peers both within and outside
the University. The title is awarded through a process of nomination and external peer
review for contributions in teaching, research/creative activity, and professional service.
A maximum of two Distinguished University Professors are designated each year [8].
Primary responsibility for the development of faculty as teachers, researchers, and
practitioners rests with the colleges and departments. Department chairs in particular play a
critical role, especially with respect to faculty development toward tenure. For tenure-track
faculty, the University’s Guidelines for Tenure and Promotion require a progress toward tenure
review as part of the annual faculty evaluation, and a more extensive pre-tenure review during
the third year of employment. This “mid-point review” is intended to inform both the faculty
member and the department chair about the faculty member’s professional development [9].
Individual colleges and departments support faculty development through the allocation of
resources for conference travel, assistance with locating funding opportunities, training of
principal investigators, scheduling of colloquia and seminars, and facilitation of summer
employment in federal research laboratories. The Colleges of Arts and Sciences and Nursing,
for example, each have their own research offices headed by an Associate Dean [10] [11].
Faculty in professional programs such as Nursing, Education, Psychology, and Accountancy
often must meet continuing education requirements for licensure or certification as
practitioners.
The USF Libraries also provide resources for library faculty to participate in professional
development opportunities. For example, the Tampa Campus Library has a policy that
provides for travel support for faculty to attend professional conferences and visit other
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University of South Florida
September 2004
institutions to examine procedures and processes, or for other professional development
opportunities [12]. In the most recent year, over $20,000 was used for this purpose. Library
faculty are also encouraged to teach credit courses in the School of Library and Information
Sciences and elsewhere in order to develop their skills as teachers and practitioners. Eleven of
the 41 current faculty in the USF Tampa Library teach on a regular basis.
Source
[1] Center for 21st Century Teaching Excellence
[2] Activities - Innovative Teaching Grants :: Center for 21st Century Teaching Excellence
[3] Workshops :: Office of Research
[4] Internal Award Programs :: Office of Research
[5] Sabbatical Leave Program
[6] Professional Development Leave
[7] Guidelines for Outstanding Undergraduate Teaching and Advising Awards
[8] Guidelines for selection of Distinguished University Professors
[9] Tenure and Promotion Guidelines (midpoint review)
[10] College of Arts and Sciences Research Office
[11] College of Nursing Research Center
[12] Professional Development Travel :: 12-023, USF Tampa Library Policies
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3.7.4 The institution ensures adequate procedures for safeguarding and protecting
academic freedom.
_XX__ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
The University of South Florida expressly supports principles of academic freedom and
responsibility. A University Policy (10-050 Academic Freedom and Responsibility [1] and a
USF Rule (6C4-10.100), [2] approved by both the Faculty Senate and the administration, affirm
these principles, noting they are rooted in the concept of a University as a community of
scholars united in the pursuit of truth and wisdom in an atmosphere of tolerance and freedom.
The Policy and Rule define academic freedom as the freedom to discuss all relevant matters in
the classroom, to explore all avenues of scholarship, research, and creative expression, to
speak freely on all mattes of university governance, and to speak, write, or act as a public
citizen without institutional discipline or restraint. Under the Policy and Rule, both the faculty
and the administration assume responsibilities regarding the exercise of academic freedom
and responsibilities accompanying that freedom. In general, the University and its faculty
recognize that academic freedom advances intellectual discovery, growth and expression.
The importance of academic freedom in principle and practice is evident throughout the
University. The Guidelines for Tenure and Promotion, for example, [3] state:
In order for the University to perform its functions effectively, it is essential that faculty
members feel free to express new ideas and divergent viewpoints in their teaching and
research. In the process of teaching and research, there must be freedom to question and
challenge accepted “truths.” A university must create an atmosphere that encourages faculty
members to develop and share different ideas and divergent views and to make inquiries
unbounded by present norms. Tenure contributes significantly to the creation of such an
atmosphere.
Moreover, academic freedom is integral to the University’s six stated values [4]. Each stated
value depends upon a commitment to academic freedom and responsibility. The values follow:
• Teaching, research and service based on the highest standards of discovery, creativity,
and intellectual attainment
• Development of the personal and professional potential of students, faculty, and staff,
and enriching the quality of campus life
• An ethic of collegiality based on integrity, civility, academic freedom, professional
responsibility, and collaboration among disciplines and units
• Access to an excellent education
• University/community engagement that increases the understanding of urban issues
and advances community development
• Cultural and ethnic diversity and global understanding
The Faculty Senate, with representatives from all colleges, campuses and academic programs
of the University, serves as the principal advisory body to the University President and Provost.
As stated in its Constitution [5], the Faculty Senate assumes responsibilities over the conduct
and welfare of the University’s academic mission. The Faculty Senate serves as the voice of
faculty, particularly regarding academic freedom.
The USF Library System subscribes to the Library Bill of Rights [6] and the American Library
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University of South Florida
September 2004
Association’s intellectual freedom statements [7].
Source
[1] Academic Freedom and Responsibility :: University Policy 10-050
[2] Faculty Personnel Matters :: USF Rule 6C4-10.100
[3] Guidelines for Tenure and Promotion
[4] USF Mission Statement
[5] Constitution of the Faculty of the University of South Florida
[6] Library Bill of Rights :: American Library Association
[7] Intellectual Freedom Statements :: American Library Association
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September 2004
3.7.5 The institution publishes policies on the responsibility and authority of faculty in
academic and governance matters.
_XX__ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
The University’s statement on shared governance and the responsibility and authority of the
faculty is found in USF Rule 6C4-10.100 (1)(d) [1] and reads as follows:
On the part of the Administration, Academic Responsibility implies a commitment actively to
foster within the University a climate favorable to responsible exercise of freedom, by
adherence to principles of shared governance, which require that in the development of
academic policies and processes, the professional judgments of faculty members are of
primary importance.
The Constitution of the Faculty of the University of South Florida [2] defines the membership of
the faculty and the role of the Faculty Senate [3] as the representative body of the faculty. The
document defines the Faculty Senate as follows:
The Faculty Senate operates according to principles of shared governance. The Senate serves
as the main channel of communication between faculty members and the central
administration of the University. The Senate constitutes the principal advisory body to the
President and Provost of the University and has the responsibility to review and make
recommendations to them concerning decisions of the University on all matters pertaining to
the welfare of the University, focusing particularly on those related to the academic mission.
The Faculty Senate consists of sixty elected members representing the academic colleges and
the regional campuses of the University of South Florida. USF St. Petersburg has a separate
Faculty Council structure that is described in detail in Chapter 3 of the USF St. Petersburg
Faculty Handbook [4].
The Bylaws to the Constitution of the Faculty of the University of South Florida [5] outline the
means by which the Faculty Senate will exercise its responsibility and authority and provides a
listing of standing committees and councils that oversee the academic functions of the
University. A complete description of the standing committees and councils and their charges
is found on the Faculty Senate web page [6].
University-wide committees also have Faculty Senate representation, as provided in the
Constitution of the Faculty of the University of South Florida [2].
Individual colleges also publish faculty governance documents. For example, the College of
Arts and Sciences [7], the College of Business Administration [8], the College of Medicine [9]
and the USF Tampa Library [10] all have such documents on their web pages.
Source
[1] Faculty Personnel Matters :: 6C4-10.100, USF Rules
[2] Constitution of the Faculty of the University of South Florida
[3] Faculty Senate
[4] Faculty Governance :: Chapter 3, USF St. Petersburg Faculty Handbook
[5] Bylaws to the Constitution of the Faculty of the University of South: Florida
[6] Faculty Senate Standing Committees and Councils 2003-4
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University of South Florida
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[7] College of Arts and Sciences Faculty Governance Document
[8] College of Business Administration Faculty Charter
[9] College of Medicine Faculty: Council
[10] USF Tampa Library Faculty Executive Group
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3.8 Library and Other Learning Resources
3.8.1 The institution provides facilities, services, and learning/information resources
that are appropriate to support its teaching, research, and service mission.
__XX_ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
The University of South Florida provides facilities, services, and other learning/information
resources to support its teaching, research, and service mission.
Campus Physical Facilities and Infrastructure
The Division of Facilities Planning and Construction [1] has primary responsibility for the
development of university facilities and the creation of a collegial environment conducive to
research, education and community service. Its services include master planning
[2]/budgeting, feasibility/programming, contract administration, design/construction, and
warranty/evaluation. Each regional campus has its own Facilities Planning unit [3] [4] [5].
Operation and maintenance of the University’s physical facilities both on- and off- campus is
the responsibility of the Physical Plant unit [6]. USF’s goal is to create and maintain learning
and information facilities that are comfortable and appealing so as to attract and retain a
growing number of highly qualified students, faculty, and staff in an increasingly competitive
market. The University also provides learning and information resources for the use of the
community, in keeping with the service mission. USF continues to seek funding for additional
or improved learning and informational facilities via the Capital Improvement Plan, private
donations, grants, and other sources. The annual Capital Improvement Plan requests the
funds from the State of Florida for improved academic facilities [7].
The campus technology infrastructure is developed and maintained by the the Division of
Information Technologies [8] in Tampa and its counterparts on the regional campuses.
Learning and information resource support for faculty and students is the primary responsibility
of three organizations within the University: the USF Libraries, the Division of Educational
Outreach, and the Division of Academic Computing Technologies.
USF Libraries: Facilities
The USF Tampa Library is the main research library and largest of the facilities comprising the
USF Libraries. Built in 1975, the physical facility comprises seven floors totaling 303,802
square feet of storage, stacks, work, and research space. The Library seats 2,187 users in
various settings, including group study rooms, faculty research carrels, and meeting and
presentation space. Updates over the past five years include carpet replacements, furniture
refurbishment and replacement, computer laboratory upgrades, office remodels, repainting,
networking and electrical work, ADA access enhancements, and lighting modifications [9].
In 2001, as the Tampa Library initiated its bid for membership in the Association of Research
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Libraries (ARL), the library’s administration commissioned a commercial consultant to conduct
a planning and feasibility study [10] to assess the current state of the facilities and to make
recommendations for the institution’s master plan. The needs cited in the study are supportive
of fulfilling the mission, goals, values, vision, and strategic directions described in USF’s
current 2002-2007 Strategic Plan. The study assessed the functional capacity of the twentyfive year old building to determine if it could support the goals of the Strategic Plan.
Some challenges for the USF-Tampa Library have been identified. Particular concerns are
network capacity, electrical power supply, and available stacks space. For example, when the
results of the assessment were provided in late 2001, the authors stated that, at the current
rate of monographic acquisition, the library would exhaust all available stacks space in 15
years, or by the year 2016. Since that report was prepared, monographic acquisitions has
increased from an average of 40,000 volumes each year to approximately 70,000 per annum.
At this rate, the 15 year window to respond to the space challenge has shrunk to six years.
Exponential growth of unique collections and select University archives necessitate short-term
space solutions.
On the USF-St. Petersburg campus, the three-story Nelson Poynter Memorial Library on
Bayboro Harbor is an inviting place for research or study [11] [12]. It is ADA compliant
throughout and accessibility options are described on the library web site. The library includes
facilities for campus media services, a distance learning studio, a computer instruction lab, a
bibliographical instruction classroom, and secure, environmentally controlled space for the
library’s special collections. The 81,000 square foot, $9 million facility was designed to serve a
student population of 10,000. The Library includes stack areas (22,900 sq. ft.); 650 seat
capacity (14,580 sq. ft.); staff office and work areas (6,810 sq. ft.); and space for media
production, learning labs, and listening rooms (8,180 sq. ft.). The new building was designed
for easy adaptability as technological requirements evolved, and now features a 100FX fiber
optic network that interacts with the campus backbone.
Students and faculty on the USF Sarasota-Manatee campus have access to the Jane Bancroft
Cook Library [13] on the campus that USF shares with New College of Florida. Opened in
1986, the joint use library facility has a 400,000-volume collection capacity and seats 521
people. In 2004, the Cook Library plans to add an electronic classroom to facilitate library
instruction.
The Shimberg Health Sciences Library [14] on the Tampa campus supports educational,
research and clinical activities by serving the students, faculty, patient care providers, and staff
of the Colleges of Medicine, Nursing, Public Health and the School of Physical Therapy. The
Library also serves as a major biomedical information resource for health professionals in the
Tampa Bay area.
Libraries within the state university system of Florida currently use the NOTIS library
management system operated by the Florida Center for Library Automation. (USF Libraries are
scheduled for conversion to an Ex Libris library management system in July 2005.) Circulation,
Acquisitions, and Cataloging functions are NOTIS based so that patrons have instant
information about a book from ordering, to cataloging, to its circulation status and due dates.
The NOTIS system allows students and faculty to charge and return materials speedily,
maintains patron records and related financial details, and reserve materials. Faculty can place
materials on reserve and students can retrieve these materials both in print and electronically.
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Other online services for USF patrons include renewing materials, placing hold or recall
requests or checking to see whether a particular item is available, and viewing the status of
their personal circulation records. These services can be accessed both in the library and by
distance learning students at remote locations [15].
The technology requirements of the libraries are provided by six FTE distributed among the
various facilities. The Tampa Library's Technology Unit (three FTE) maintains 120 public
access and 146 staff computers, a wireless network serving six floors (including personal
laptop support), networked printing facilities, three computer labs (76 seats total), and a fiveserver computer room which provides access to all of the USF Libraries shared electronic
resources and digital collections [16]. Technology planning is documented in the unit’s “USF
Tampa Library 2003-2005 Technology Plan” [17]. The institution’s Academic Computing
department funds and operates a 64 seat, full service, open use computing facility within the
Tampa Library [18] [19] [20]. This facility provides access to word processing and networked
printing; spreadsheet and other statistical applications, such as SPSS; e-mail applications; and
on-site help with computing functionality and applications.
Currently, the Poynter Library on the USF-St. Petersburg campus networks 43 computers for
public library research and 19 stations for the library’s bibliographic instruction classroom.
Networked printing and three public photocopiers, card and/or cash operated, are available for
patron use, and two microform reader/printers are located in the microform section on the first
floor. Most computers on the first floor and the library's wireless LAN provide access to
Microsoft Office programs in addition to the USF Libraries web site [21].
Similarly, on the Tampa campus, the Shimberg Health Sciences Library student computer lab
houses 24 networked workstations, printers, scanners, course related programs and generalpurpose application software such as word processing. Also within the Library, a Multimedia
Computer Lab is equipped for students and faculty to publish streaming video, digitize and edit
slides, create CD-RW, DVD discs, and transfer PowerPoint presentations to slide film. The
digital document delivery service provides rapid delivery of interlibrary loan documents directly
to computer desktops via e-mail [14].
USF Libraries: Traditional Services
The Tampa Library supports a comprehensive array of traditional library services, including
reference (email, onsite, chat) and library instruction, circulation services (online and onsite),
course reserves (including e-reserve), interlibrary loan (online via ILLiad), and preservation
and binding [22] [23] [24] [25] [26] [27] [28]. Initially driven by a mandate to provide distance
learners with library services equal to those offered to onsite users, all services are also
provided remotely via a series of online forms and a service management software system
(RightNow) [29] [30]. Specialized research services are available by request using the online
“Research Services Request Form” and include training in the use of bibliographic
management software applications (e.g. Refworks), literature review consultations, current
awareness alerts, and advanced search strategies [31].
Services designed specifically for the unique information requirements of research faculty are
provided by Tampa Library librarians [32]. An abridged list of these services include assistance
detecting and documenting plagiarism, copyright compliance advisement, personalized
website design, numeric data assistance, PRONTO document delivery services which
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electronically delivers articles from Tampa Library serials to the faculty desktop, and “current
awareness alerts” via email [33] [34] [35]. Orientations tailored to specific user audiences such
as freshmen, new faculty, and new graduate students are regularly provided. All of the
aforementioned services are accessed onsite and remotely via the website and are marketed
to the faculty in the quarterly faculty newsletter Library Leads [36].
USF St. Petersburg’s Poynter Library [11] provides professional user assistance during the 79
hours per week that the library is typically open. The Library provides just-in-time individual
instruction, appointments for Reference Assistance Program (RAP) sessions, and a varied and
comprehensive program of orientation and course/class-specific instruction incorporating the
Association of College and Research Libraries (ACRL) standards for information literacy and
life-long learning skills. Subject-oriented bibliographies, user guides and style format handouts,
many of them available online, are also available. Library orientation sessions provide new
students with an overview of facilities and services. For distance learning students, these
tutorials are offered by phone or online.
Librarians in the Tampa campus Shimberg Health Sciences Library [14] offer general and
subject specific library research instruction through classes, orientations and web-based
tutorials. Reference/Information Services Librarians are available to answer questions about
library materials and services. Librarians consult with Health Science faculty to integrate
electronic and traditional library resources into the curricula. The staff publishes an award
winning newsletter that publicizes new products, offers tips on using electronic information
resources, and promotes the full range of Library services.
Because the Tampa Library’s many service and collection commitments require funding
streams above and beyond those provided by base E&G funding, the library’s Development
Office actively pursues grant funding and partnerships with academic units designed to
promote content enrichment and shared funding opportunities [37]. The Library Development
Committee works with library personnel to formulate and articulate effective fundraising
strategies. Success is evident in the library’s award of a $185,000 IMLS grant to promote
information literacy and in the steady growth of the endowment from a 1998 level of
$1,239,163 to today’s level of $7,434,127.
Finally, the USF Tampa Library is fully engaged with the local community on many levels,
including open access to library services and non-restricted collections and options to borrow
materials using a Special Borrowers Card [38]. The Library formally programs activities to
enrich the cultural and intellectual life of the community [39]. These activities include lecture
series (e.g. Florida Conversations and the Tony Pizzo Lectures on Florida Immigration
History); exhibitions of medieval manuscripts and local, national, and internal artists;
participation in the annual Dia de los Niños celebration; and sponsorship of such events as the
recent visit of noted author Carlos Fuentes. Complimentary preservation, encapsulation, and
digitization of the fragile contents of the 1911 time capsule recently recovered during the
renovation of Hillsborough High School, and the extended loan of artifacts from Special
Collections [40] to several area museums are explicit examples of Tampa Library’s outreach to
and engagement with the local community.
USF Libraries: Specialized Services and Spaces
The Tampa Library is a 65 percent selection level Federal Depository Library as well as a
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Patent and Trademark facility and state documents archive. Two librarians trained and
identified as Government Documents specialists are available to provide assistance accessing
and using the extensive government documents collections. These librarians have organized
and maintain web-page access to all electronically available documents. They also have
created a variety of research aids designed to facilitate use of document resources [41].
Specialized services and spaces include Media Resources, a digitization center, a geographic
information software (GIS) librarian and associated services, and a Florida Studies Center and
collection. These services are housed physically and administratively within the Tampa Library,
but serve the needs of all the USF Libraries. Media Resources provides centralized access to
videos/films/DVDs, music recordings and scores, educational kits, art print collections, audio
books, and a variety of equipment required to use all of the formats. Media Resources staff
support instruction through their use of online audio and video reserve materials and by way of
three multi-media rooms that instructors may reserve for course-related activities. Public multimedia workstations afford one-stop access to a broad spectrum of media. AV recording
services, staffed by qualified technicians, support oral history initiatives, preservations of
sponsored events and activities, and creation of multimedia library instruction and tutorials
[42].
At the St. Petersburg campus, the Poynter Library's 7,500-square-foot Instructional Media
Department has a large array of media and distance education technologies [43]. A broadcast
studio receives and sends conferences, Project Oceanography programming, and USF credit
classes using ITSF and V Brick technology, satellite uplink and downlink, and Pictel systems.
The Instructional Media Department provides six large and small group listening and viewing
rooms for all audio and video formats, a graphics lab, a studio and control room, production
room, dubbing and archive room, storage and repair rooms, and an instruction materials center
and juvenile collection reading area that seats 44. Recently acquired computer technology now
allows for digital storage and duplication of copyright-compliant audio and video learning
resources. Staff offer additional audiovisual equipment, such as slide projectors, video
cameras, digital still cameras, or portable stereos, for checkout and provide and maintain
audiovisual classroom teaching technologies throughout USF St. Petersburg. Each classroom
is equipped, at minimum, with an overhead projector, television monitor, and VCR. Computer
projectors, DVDs, or document cameras are also provided in selected classrooms.
The Health Sciences program has a dedicated media unit intended to support faculty and
students with learning and instructional resources [44]. It provides services such as preparing
presentations and lectures, including PowerPoint, slides and posters. It offers graphic design
and printing, and medical photography and videography.
The USF Libraries Digitization Services unit creates digital collections from material owned by
the USF Libraries, other cultural institutions, and individuals in the Tampa Bay region [45] [46].
This unit undertakes digitization projects involving printed material, photographs, slides, audio,
video, and electronic files. The staff will consult on, and contract to do the digitization work for
projects that make digitized research materials freely available on the World Wide Web, USF
grant funded projects, and projects requiring the digitization of fragile, non-circulating material
from any of the Special Collections Departments within the USF Library system. The
Digitization Services unit cooperates with VITAL [47] (USF's Virtual Instruction Team for the
Advancement of Learning), provides assistance on special USF digitization projects that
cannot be completed at other USF facilities, and actively contributes to such statewide
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initiatives as the Publication of Archival, Library, and Museum Materials project (PALMM), and
the Florida Heritage Collection [48] [49].
The Tampa Library currently funds and manages the University’s site license for the
Environmental Research Systems Institute (ESRI) geographical information systems (GIS)
applications [50]. Examples of digital geographic data held by the Tampa Library include
satellite imagery that monitor changes in our culture and environment, global positioning
systems that can provide location coordinates with a high degree of accuracy, and Census
Bureau TIGER Files that map the socio-economic trends within our society. The GIS Librarian
is charged with providing support for the library’s geospatial collections as well as managing
the ESRI site license and consulting with students and researchers.
Established in 1998, the Florida Studies Center draws upon the USF Libraries' extensive
collections and technological services to promote arts and humanities education on Florida and
its people to students, teachers, and the general public in the Tampa Bay region [51]. Center
staff maintain an oral history program, provide financial aid to scholars doing research on
Florida studies topics, and conduct a variety of public educational programs. The Florida
Studies Center staff provides scholarly expertise on Florida and its history and have actively
contributed to such publications as Hillsborough County Goes to War (Tampa Bay History
Center, 2001) and the forthcoming University of South Florida 50th Anniversary Pictorial
History. The lecture series Florida Conversations and Tony Pizzo Lectures on Florida
Immigrant History are but two of the Center’s accomplishments in public programming. Finally,
the USF Libraries’ Oral History Program records, collects, and preserves individual and
community memory for future generations.
The Tampa Library Special Collections Department is renowned for its Floridiana Collection,
which covers all aspects of Florida history and culture with special emphasis on the Tampa
Bay Region. Other special collections of distinction include the following: the Dobkin 19th
Century American Literature Collection, a 4,600 title rare book collection, NationsBank AfricanAmerican Musical Heritage Collection(5,000 pieces of sheet music), Florida Sheet Music
Collection, Latin American Collection (2,000 volumes), the Ben Suchoff Bela Bartok Collection,
the Zewadski Greco-Roman Art Collection, the Jacobs Collection of the Photographs of
Francis Wagner, Tampa Mutual Aid Society Collections, Papers of Congressman Sam
Gibbons, Papers of Governor LeRoy Collins, Ellis Hughes and Mervine Mix Second Seminole
Indian War Diaries. Digital collections derived from the Department’s more than 520 physical
collections contain a wide range of content, including audio, video, full text, e-Journals, eBooks, articles, indexes/finding aids, and images. The indexes/finding aids to the collections
also contain a limited number of representative digital samples from the individual collections.
Notable digital collections include the Burgert Brothers Photograph Collection, the Center for
Urban Transportation Research Collection, the Tampa Cigar Art Collection, and the Robertson
and Fresh Photograph Collection. Finally, select University research archives, such as theses
and dissertations and faculty publication collections, are maintained within the Special
Collections Department [40].
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Other Learning/Information Resources
Classroom Technology
Through its Classroom Technology Services unit (CTS), the University’s Division of
Educational Outreach contributes to the teaching, research and service mission of the
University by providing services appropriate to the present and future technology needs of
faculty and programs. With a staff of just over 20 people, CTS develops, supports and
maintains audiovisual resources and distribution systems that are used by faculty to deliver
courses more effectively in the classroom as well as to support the University’s distance
learning offerings [52]. These facilities are also used in workshops, seminars, and other
academic forums.
CTS makes available audiovisual equipment and services to over 150 campus classrooms and
two off-campus locations. Services include support for installed equipment in 45 classrooms
and 23 auditoria, and delivery of equipment to any general use classroom on campus. Installed
classroom equipment includes video/data projectors, video/data monitors, VCRs, component
switchers, document cameras, electronic whiteboards, printers, and slide-to-video converters.
Large auditoria are equipped with 100Mb network connections, an instructor PC, TV/VCR,
digital video disk player, liquid crystal display projector, and other peripherals. Smaller
classrooms are being systematically renovated to provide network connectivity [53].
Additionally, an assortment of media equipment is available for check-out from a large overthe-counter inventory. Equipment available for checkout includes data projectors, laptop
computers, digital camcorders, VHS-C camcorders, digital still cameras, DVD players, VCRs,
overhead projectors, slide projectors, PA systems, and cassette recorders.
CTS assists in extending the classroom beyond campus borders through the operation and
maintenance of 13 specially equipped classrooms and three distribution networks. Satellite,
videoconference and ITFS systems serving all campuses and the USF Downtown Center
provide faculty, departments and colleges with alternative means to deliver courses and
programs to students who may be constrained by time and/or place. When not in use to
directly support academic programs, these resources are made available to non-academic
units and the broader University community. The University has rooms equipped to provide
telecourses offered via television and audio tape formats. Most of these courses are televised
on the University’s television station WUSF-TV (in Tampa, St. Petersburg, Sarasota, and
Lakeland) and on the local Education Channel. Videoconferencing facilities allow students and
instructors to see and hear each other at multiple locations at the same time or on a tapedelayed basis. All four USF campuses can receive classes this way and three campuses can
originate courses [54].
Regional campuses supplement the central services of CTS with local classroom technology
services [55] [56] [57].
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Academic Technology Infrastructure
Technology at USF is fully integrated into every aspect of its teaching, learning, research, and
applied public service missions, and the University will continue to take advantage of emerging
technologies in the future. The infrastructure for teaching/learning and research is the primary
responsibility of the Division of Academic Computing Technologies [20] and includes the
following elements:
• Gigabit Ethernet – The University has a state-of-the-art high-speed campus network
with a Gigabit Ethernet (GE) backbone and switched 10/100 ethernet on campus with a
GE link to the internet and, in direct support of campus computing and research, OC-3
Internet2 connectivity [58].
• Internet Broadcasting - Academic Computing Technologies uses an assortment of
currently available video and audio technologies to stream via IP multicast lecture series
in real-time. The NetCast lectures are collected and made available for playback [59].
• Computer Labs - USF provides labs equipped with computers to support courses
requiring hands-on access to PC's. USF has both large centrally supported general
access computer labs [60] and departmentally supported labs with hardware and
software tailored to their courses. Equipment is replaced on a three- to four-year cycle.
A software suite appropriate for the courses taught is available in each lab. Software
includes Maple, Matlab, Microsoft Office, SAS, and other packages.
• Network access from dorms and off-campus – USF provides high-speed network
connectivity to every residence hall on campus. Most rooms now have switched
10/100Mbps ethernet ports available for student use [61]. Dial-up access with traditional
modems is available for off-campus students.
• Blackboard Learning System and Community Portal - The University’s electronic course
delivery service and community portal (deployed using redundant hardware and
monitoring software to ensure a near-fault-tolerant environment) enhances student
learning by expanding and enhancing traditionally scheduled courses as well as
supporting distance education [62].
• Electronic Course Delivery - USF delivers over 7,000 course sections electronically.
Today, more than 31,000 students worldwide have taken advantage of web-enabled
teaching and learning opportunities being offered by the University through the use of
information technology resources [63].
Regional campuses supplement the central Academic Computing Technologies infrastructure
and services through local computing support units [64] [65] [66].
Source
[1] Division of Facilities Planning and Construction
[2] USF Tampa Campus Master Plan
[3] Sarasota Campus Facilities Planning
[4] Lakeland Campus Facilities Planning
[5] USF St. Petersburg Facilities Planning
[6] Physical Plant Division Information
[7] Capital Improvement Plan (CIP)
[8] Division of Information Technologies
[9] USF Tampa Library Floor Plans
[10] USF Library Feasibility and Planning Study
[11] USFSP Poynter Library
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University of South Florida
September 2004
[12] USFSP Campus Computing
[13] Jane Bancroft Cook Library
[14] Shimberg HSC Library
[15] USF Library Services
[16] Tampa Library Technology Department
[17] USF Tampa Library Technology Plan, 2003-05
[18] Wireless Network Map
[19] Tampa Library Personal Laptop Support
[20] Academic Computing Technologies
[21] Poynter Library Systems & Technology
[22] Tampa Library Reference Services
[23] Tampa Library Circulation Services
[24] Circulation Policies
[25] Tampa Library Reserve Unit Services
[26] Tampa Library Interlibrary Loan Services: ILLiad
[27] Interlibrary Loan Policies
[28] Preservation & Binding Services
[29] Library Services for Distance Learners
[30] Online Library Services
[31] Research Services Request Form
[32] Library Services for Faculty
[33] Copyright Compliance Assistance
[34] PRONTO Document Delivery
[35] E-Alerts/Current Awareness Alerts
[36] Library Leads
[37] USF Libraries Development Office
[38] Library Services for Alumni and Visitors
[39] Florida Studies Center Public Programs
[40] Tampa Library Special Collections Department
[41] Tampa Library Government Documents
[42] Tampa Library Media Resources Center
[43] Poynter Library Instructional Media Department
[44] HSC Media Center
[45] USF Libraries Digitization Services
[46] USF Libraries Digital Collections
[47] VITAL
[48] Publication of Archival, Library, and Museum Materials Project (PALMM)
[49] Florida Heritage Collection
[50] USF Tampa Library GIS Services
[51] Florida Studies Center
[52] Educational Outreach: Classroom Technology Services
[53] Classroom Network Connectivity
[54] Support for Distance Learners
[55] USF St. Petersburg Campus Classroom Technology Services
[56] Sarasota Campus Classroom Technology Services
[57] Lakeland Campus Classroom Technology Services
[58] Data Network Management
[59] USF NetCast Project
[60] Open Computer Laboratories
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University of South Florida
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[61] Residence Services Technology Services
[62] What is myUSF
[63] myUSF Profile
[64] Lakeland Campus Academic Computing Technologies
[65] Sarasota Campus Academic Computing Technologies
[66] USF St. Petersburg Campus Academic Computing Technologies
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University of South Florida
September 2004
3.8.2 The institution ensures that users have access to regular and timely instruction in
the use of the library and other learning/information resources.
__XX_ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
The University of South Florida provides a variety of instructional opportunities for both
students and faculty in the use of the library and other learning/information resources.
Instruction in Use of the Libraries
The USF Libraries ensure that users have access to regular and timely instruction in the use of
the library via formal library instruction programs, tours of the libraries, online database and
information literacy tutorials, and online research and subject guides. Additional support is
available through point-of-contact reference assistance, e-mail reference support, and realtime reference chat services. These instructional activities conform to the Association of
College and Research Libraries (ACRL) 2003 “Guidelines for Instructional Programs in
Academic Libraries” [1].
As embodied in the Library Instruction Committee’s mission statement, the goal of the USF
Tampa Library’s instruction program is:
To support the teaching, research and service endeavors at the University of South
Florida. The goal of the USF Tampa Library instruction program is to foster information
literacy, through a variety of educational approaches and methods that accommodate
different needs and learning styles of individuals. The information literate individual is
able to recognize an information need and has the ability to locate, evaluate and use
effectively the needed information. The instruction program, alone and through
partnership with other university departments, is committed to providing individuals with
the necessary information literacy skills essential for lifelong learning [2].
Library instruction is marketed to the University’s students and researchers via prominent links
on the USF Libraries website, as well as through in-house brochures, on-site contacts at public
service points, the faculty newsletter Library Leads, and during the annual new faculty
orientation programs [3] [4]. Further exposure to library instruction and research resources is
provided during regular open-houses, librarian presentations during student and faculty
orientation sessions, and distribution of library marketing tools to all incoming students. In
addition to established library instruction courses covering basic through advanced library
research skills, instructors may request course- and/or assignment-specific sessions via an
online request system. These sessions will target the specific research needs of a particular
instructor or discipline. Librarians also work directly with instructors in the design and delivery
of research assignments.
Reference services are available during all hours that the Tampa Library is open, typically 96.5
hours weekly, as well as through e-mail, web forms, and chat sessions. In 2002-03, reference
librarians conducted 70,544 reference transactions, one-third of which were detailed research
transactions. During this same period, reference staff conducted 403 instructional sessions
reaching 8,062 participants [5]. Online tutorials and subject and research guides augment and
enhance the instructional program for both on-site users and distance learners [6] [7]. Further
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September 2004
support for distance learners is provided by a comprehensive web site [8]. Reference room
facilities provide users with access to a comprehensive collection of print reference materials,
66 computers for public access, and printing services. Library instruction is accomplished in
one of three computer laboratories that include 76 student computers, three instructor’s
consoles (BlackBox enabled), and various other media format presentation systems, such as
overhead transparencies. Finally, the periodicals area is staffed during all library hours and
provides access to an additional 23 computers.
Professional librarians are on duty at the USF St. Petersburg Poynter Library reference desk
during the 79 hours per week that the library is typically open. The reference policy states that
one of the main goals of the department is “to empower users to serve themselves—to select
the best material appropriate to their needs and to reject irrelevant material.” Reference
librarians provide individual instruction to library users on a walk-in basis. For longer, more indepth requests, students are advised to attend a library tutorial or to make an appointment for
a Reference Assistance Program (RAP) session during which the student is guided through
the research process to ensure that he or she will be able to continue confidently with an
assignment [9].
The Poynter Library at USF St Petersburg pursues a varied and comprehensive program of
orientation and instruction incorporating ACRL standards for information literacy and life-long
learning. Librarians work with student advisors and faculty to provide classroom instruction
either in the library or in a particular classroom [10]. Presentations are geared toward the
class’s specific subject area. Emphasis is placed on building research skills, critical thinking,
and evaluating material techniques. Subject oriented bibliographies, user guides and style
format handouts, many of them available online, are provided for further self-study [11]. Library
orientation sessions are provided for new students on a regular basis during each semester
and continue through semester breaks. At these sessions, students are given an overview of
the physical layout of the library, focusing especially on the Reference and Circulation areas
and the services they provide, information concerning hours of operation, validation
requirements for circulation and online access, schedules regarding bibliographic instruction
presentations, and individual and group tutorial opportunities. For distance learning students,
these tutorials are offered by phone or online. Similar services are provided for students at
USF Sarasota/Manatee by the Jane Bancroft Cook Library [12] and for students at USF
Lakeland by the Polk Community College Library [13].
As partners in the learning environment, the Shimberg Health Sciences (HSC) Librarians on
the Tampa campus take a leadership role in teaching efficient information gathering
techniques and skills for successful life long learning [14]. Librarians offer general and subject
specific library research instruction through classes, orientations and web-based tutorials.
Classes are held regularly in direct support of HSC teaching and research with the goal of
helping students and faculty identify and evaluate accurate, reliable and current sources of
information in their field [15]. As new databases and resources are purchased, classes are
created and updated [16] [17] [18]. Librarians consult and work jointly with Health Science
faculty and administrators to integrate electronic and traditional library resources into the
curriculum. Reference/Information Services Librarians are available to answer questions about
library materials and services, and provide assistance in using the online catalog and
databases, print and electronic indexes, and core reference books.
Comparative data for measures commonly used to define sufficiency in library instructional
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programs suggest that the USF Libraries are in compliance with this requirement. During the
2002-03 academic year, USF librarians conducted 1,200 library instruction sessions.
Compared to the median number of annual sessions conducted by ACRL, the Association of
Research Libraries (ARL), and the Association of Southeastern Research Libraries (ASERL)
member institutions during the same period -- 770, 243, and 662 respectively -- the USF
Libraries considerably exceeded the average, helping to ensure that users have regular and
timely access to appropriate instruction in the use of the library. Participation in these sessions
is likewise high, with 14,980 USF students participating during the 2002-03 academic year.
Median annual ARL, ACRL, and ASERL participation levels measured 12,398, 4,412, and
10,362 respectively [19].
Service activity trends for ARL member libraries for the period 1991-2001 (median values for
time series trends) have demonstrated a dramatic increase both in demand for group
instructional sessions (+31 percent) and participants (+43 percent) [20]. Consistent with these
trends, the number of group presentations throughout the University rose from 190 in 1991-92
to 1,200 in 2002-03, with participation undergoing a similar increase from 3,806 in 1992-92 to
14,980 in 2002-03. The USF Libraries are experiencing service pressures similar to those
experienced by ARL libraries and are responding to them [21] [22].
The quality of the Tampa library instruction program was assessed in 2001-02 and judged
appropriate to meet the program's service mission [2]. During this assessment, 333 students
enrolled in University Experience (SLS 1101) and Freshmen English (ENC 1101) attended a
classroom library orientation and were given pre- and post-session tests to assess levels of the
effectiveness of the activity. Findings suggested that the sessions 1) effectively ensured that
students, faculty and staff were aware of the USF Tampa Library and its resources; 2) ensured
that students, faculty and staff understand how the Library’s collection is organized and
accessed; and 3) ensured that they are aware of and understand how to use library services
[23]. The findings also demonstrated the need to incorporate more advanced training in search
techniques, to devise a tiered instructional program, and to maintain consistency between
librarians' lesson plans. This assessment also led to the libraries' participation in the national
Project SAILS initiative to assess information literacy skills and instruction in 2004-05 [24].
Academic Computing Instruction and Assistance
The ability of students to effectively use the wide range of technologies available to them at
USF is enhanced by hands-on computing instruction. The University’s students can acquire
computer proficiency through hands-on workshops and classroom guest lectures on USF
computing services, computer skills training, or other prearranged material taught by Academic
Computing Technologies [25]. These courses constitute a direct contribution by Academic
Computing Technologies to ensure that students are proficient in word processing and in using
spreadsheets, e-mail, and the internet.
Each regional campus has a computing support unit that provides similar support and
instructional services for faculty, staff, and students [26] [27] [28].
The USF Division of Continuing Education also offers many computing training and learning
experiences for faculty, students, and staff; a nominal fee is charged for these courses [29].
University staff and faculty also have access to on-line self-paced training modules in common
software applications through the Element K web based training program [30].
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University of South Florida
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The Research Computing Core [31] division within Academic Computing Technologies
promotes the availability of high-performance computing resources and scientific and technical
software support essential for effective graduate and advanced undergraduate study and
research. Examples include Beowulf high-performance computing clusters and Condor highthroughput computing grids.
Resources for Faculty
The Center for 21st Century Teaching Excellence (C21TE) was established to promote
personal reflection and scholarly dialogue on the art, science and craft of university teaching
[32]. The Center sponsors publications, workshops, and research that critically examine and
promote instructional excellence. Instructors and teaching assistants are notified and
periodically reminded about the Center’s teaching/learning resources and reading room
through the Center’s newsletter and web pages. In addition, the Center offers opportunities for
individuals to improve their teaching effectiveness using classroom visitations and/or midsemester student feedback. Faculty are encouraged to attend workshops and/or arrange for
staff to offer special programs in the college. C21TE programs and services are open to all
USF faculty on all campuses, including adjuncts and teaching assistants.
A major strength of the C21TE is its expertise in teaching and learning with technology. The
Center’s Media Innovation Team [33] was established to help faculty make effective use of
University supported course software and other course development tools and instructional
technology. The team includes instructional designers, multimedia specialists, web course
developers, and audiovisual and video production experts. They support faculty with training
and course development services. In addition to workshops, a summer institute, and an annual
Symposium on 21st Century Teaching Technologies, the MIT also provides individual training,
assistance, and support.
The C21TE also maintains a large collection of books, article reprints, workshop handouts, and
bibliographies addressing a variety of issues in higher education. These materials are available
to faculty to review current literature on teaching effectiveness and learn how others are
applying new methods and technologies. Clerical staff oversees the Center’s library resources.
They are on hand during regular working hours to help faculty become familiar with the
Center’s information and to find particular items. They also sign out books and videotapes to
the instructors and teaching assistants.
The C21TE plays a leadership role in USF’s Virtual Instructional Team for the Advancement of
Learning (VITAL), a collaborative support system for faculty members interested in integrating
technology into their courses, or developing course materials for distance learning initiatives.
Other members of the VITAL team are Academic Computing Technologies, Classroom
Technology Services, the Florida Center for Instructional Technology, the Health Sciences
Information Center, the USF Libraries, and the University’s television station WUSF-TV.
Services of the VITAL team include intensive hands-on workshop sessions in which faculty
build their technological skills in a friendly environment. Programs and training are available in
instructional development, computer programming, multi-media production and graphics, video
and television production, faculty instructional technology support, WebCT and Blackboard
registration, distance learning consulting, and instructional technology.
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University of South Florida
September 2004
Source
[1] ACRL Guidelines for Instructional Programs in Academic Libraries
[2] Library Instruction Committee Mission
[3] USF Tampa Library Web
[4] Tampa Library Instruction Home
[5] Summary Statistics, 2002-03
[6] USF Libraries Guides & Tutorials
[7] USF Libraries Subject Guides & Pathfinders
[8] Library Services for Distance Learners Web
[9] Poynter Library Research Assistance Program
[10] Poynter Library Instruction and Orientation
[11] User Guides and Bibliographies:: Poynter Library Reference Services
[12] Sarasota Campus Jane Bancroft Cook Reference Services
[13] Lakeland Campus Polk Community College Library Services
[14] Shimberg Library Education
[15] Shimberg HSC Library Monthly Calendar of Classes
[16] Handouts and pathfinders :: Physical location: Shimberg Health Sciences Library's
Reference Desk -- (back to narrative)
[17] Shimberg HSC Library CLUE Program
[18] Shimberg HSC Library E-CLUE Program
[19] Comparative Data for Select Measures, 2003-03
[20] Association of Research Libraries. ARL Statistics, 2000-2001. Washington, DC: ARL,
2002 :: Physical location: Library System Offices, USF Tampa Library, 4202 E. Fowler Avenue,
Sixth Floor, Tampa, FL 33620 -- (back to narrative)
[21] Ten-Year Public Service Statistics, 1991-2001
[22] Library Instruction Reports & Statistics, 1999[23] Assessing Library Instruction for First Year Undergraduate University Students
[24] Project SAILS
[25] Academic Computing Technologies Technology Training
[26] USF St. Petersburg Campus Academic Computing
[27] Sarasota Campus Academic Computing
[28] Lakeland Campus Academic Computing Technologies
[29] USF Division of Continuing Education
[30] Element K
[31] Academic Computing Technologies Research Computing Core
[32] Center for 21st Century teaching Excellence
[33] Media Innovation Team offices and facilities
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University of South Florida
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3.8.3 The institution provides a sufficient number of qualified staff—with appropriate
education or experiences in library and/or other learning/information resources—
to accomplish the mission of the institution.
__XX_ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
The University has established qualifications for library and other learning/information resource
staff that are consistent with the standards set by relevant professional associations and that
are aligned with job requirements. Sufficient staff are employed in the libraries and other
learning/information resource areas to accomplish the mission of the University. Librarians and
learning support staff are also encouraged to participate in continuing professional
development opportunities to maintain high levels of professional competency.
The USF Libraries
The University provides adequate human resources for the USF Libraries to accomplish their
individual missions, goals, and objectives. Comparative data drawn from the Association of
Research Libraries (ARL), the Association of College and Research Libraries (ACRL) Carnegie
D, the Association of Southeastern Research Libraries (ASERL), and Florida’s research
universities show that the USF Libraries possess a sufficient number of qualified staff [1]. Data
reporting the average annual percentage change for staff numbers for USF, the University of
Florida, Florida State University and the ARL median for the period 1994-2003 indicate that the
USF Libraries staff is increasing at an acceptable rate [2]. The Tampa Library’s organizational
structure also serves to support the institution’s research, teaching and service missions [3].
Current full-time Tampa Library staffing levels are as follows: 37 professional librarians with
faculty status possessing American Library Association (ALA) accredited master’s degrees in
library and information science, four administrative and professional staff (A&P) with master’s
degrees in position-relevant areas, 60 classified support staff [4], and 85 FTE student
assistants. Several librarians have second Master’s degrees, including history, business
administration, fine arts, foreign languages, and gerontology that augment their effectiveness.
Tampa Library faculty vitae demonstrate that all librarians are qualified to meet the library’s
mission [5].
USF St. Petersburg’s Poynter Library employs nine professional librarians (8.5 FTE), including
the dean of the library. Several librarians have second Master’s degrees, including history,
business, and marine science, that augment their effectiveness as subject liaisons and
reference librarians. The library also employs an A&P Coordinator of Computer Operations to
manage the library’s network, computer resources, and web site [6] [7] [8].
On the USF Lakeland campus, basic on-site Library services are provided through the Polk
Community College-Lakeland Library [9] and its staff, including two full-time librarians, two
adjunct part-time librarians, and three full-time paraprofessionals. All of the USF Library
System faculty and staff residents to the Tampa campus are available to USF-Lakeland
faculty, staff, and students as needed. The USF-Lakeland campus administration has
recognized the burgeoning need for dedicated professional librarian assistance for USFLakeland faculty and students, with a search plan in place to find a successful candidate to
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University of South Florida
September 2004
begin work not later than Spring semester 2005.
The Shimberg Health Sciences Library on the Tampa campus has a total staff of 25 FTE as
follows: nine professional librarians with faculty status, 10 classified support staff, two systems
support staff, one administrative professional, and three business office support staff. Workstudy and graduate assistants are employed throughout the year. Four librarians have attained
membership at the distinguished level in the Academic of Health Information Professionals of
the Medical Library Association. Two librarians hold a second master’s degree in a subject
specialty [10].
The research requirements of de la Parte Institute faculty are satisfied by two full-time
librarians and one paraprofessional [11].
Minimum qualifications for professional staff throughout the USF Libraries are consistent with
standards and guidelines by such professional associations as the ACRL and ASERL [12] [13].
Upon application to the University, librarians must:
• possess the terminal professional degree, the master's degree in library science from a
library school program accredited by the American Library Association
• demonstrate qualifications outlined in the ASERL “Competencies for Research
Librarians” [13]
• qualify to meet the standards outlined in the ACRL “Standards for Faculty Status in
College and University Librarians [14]
The New College of Florida (NCF) Jane Bancroft Cook Library [15] is located on the campus
that USF Sarasota/Manatee shares with NCF. The Library is a joint-use facility with 7.0 FTE
professional librarians, 10.2 FTE University Support Personnel Service (USPS) staff, and 1.6
FTE student assistants. Two of the full-time professional librarians are assigned to and funded
by USF Sarasota/Manatee.
Semester to semester job assignments and annual performance evaluations, including both
peer review and supervisory assessment, are employed to ensure that librarians retain and
project competency in the performance of their duties within the requirements of the library and
institutional mission. As members of the University’s faculty, librarians also participate in
promotional and merit review processes as defined within the collective bargaining agreement
and departmental governance documents.
The USF Libraries provide librarians and support staff with access to professional and staff
development opportunities designed to increase the employees’ value to the organization
through professional renewal, education, study, research, or writing – not as a reward for
service. Under institutional guidelines, librarians are eligible for professional development leave
at full pay for one semester or its equivalent [16]. Funds to support professional development
are administered in accordance with the current budgetary environment and USF Tampa
Library Policy 12-023 Professional Development Travel [17]. In fiscal year 2002-03, 27 Tampa
librarians availed themselves of professional development opportunities, with $20,445
expended in their support. All Shimberg librarians regularly attend national, state, and regional
professional conferences and are required to pass MLA certified continuing education courses
as a condition of employment. System-wide, all support staff are also encouraged to attend a
wide variety of relevant conferences, training sessions, and workshops to support personal
and professional growth and enrichment.
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University of South Florida
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Academic Computing Technologies
Academic Computing Technologies provides computing resources and services in direct
support of instruction and research to the USF community. Responsibilities are primarily
organized in four areas: Research Oriented Computing Services, Development and Support,
Systems Operations, and Network Operations.
Current full-time staffing levels are as follows: one tenured, full professor and director; thirteen
Administrative and Professional (A&P) staff (seven with master’s degrees in position-relevant
areas and one PhD); seven classified University Support Personnel Service (USPS) staff; one
full-time Other Personnel Services (OPS) technical position; and, on average, forty Other
Personnel Services (OPS) student assistants. An organization chart is posted on the Academic
Computing Technologies web site [18].
Staff members are encouraged to attend a wide variety of relevant conferences, training
sessions, and workshops to support personal and professional growth and enrichment.
USF’s regional campuses all have fully staffed local campus computing units that supplement
the infrastructure and services provided by the central information technology and academic
computing units and support the distinctive missions of the campuses. Staff listings are found
on each regional campus web site [19] [20] [21]. The USF Health Sciences Center also has an
Information Services unit, let by an Assistant Vice President, whose purpose is to serve the
specialized computing and information needs of the faculty, students, and staff of the Health
Sciences colleges (Medicine, Nursing, and Public Health) [22].
Educational Outreach
Classroom Technology Services (CTS), which operates and maintains audiovisual resources
and distribution systems, consists of three Administrative and Professional (A&P) staff, six
University Support Personnel Service (USPS) staff, and approximately 15 Other Personnel
Services (OPS) positions [23] [24]. Most functions within CTS require both a service and
technological component that demand skills in customer relations as well as field knowledge.
In general, staff are required to have strong communication skills to interact with customers;
the ability to handle high pressure and high visibility situations; and experience, training and/or
education specific to the technology CTS provides. CTS develops and provides personnel
training in the delivery, set-up and basic troubleshooting of audio-visual equipment. For more
complex audiovisual services and advanced equipment operations and maintenance,
professional and manufacturer certifications are required.
The teaching/learning resources provided through the Center for 21st Century Teaching
Excellence, which serves faculty on all campuses including adjuncts and teaching assistants,
are staffed by three Faculty Administrators and a University Support Personnel Service
(USPS) Program Assistant [25] [26]. The Center’s specialized services in teaching and
learning with technology are provided by the Media Innovation Team, which helps faculty make
effective use of a wide range of instructional technologies, including multimedia, web, audio
and video. The team includes nine Administrative and Professional (A&P) staff, one University
Support Personnel Service (USPS) staff who is the video coordinator, and fifteen Other
Personnel Services staff who are instructional designers, database developers, and video
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University of South Florida
September 2004
production staff [27]. The nine A&P positions include one senior instructional designer, one art
director, one webmaster, one senior multimedia developer, one application and database
developer, three multimedia developers, and one executive producer. All staff members
possess excellent communication skills, high levels of education and expertise in their
respective fields, and a significant base of practical experience.
Source
[1] Comparative Data for Select Measures, 2002-03
[2] Average Annual Percentage Change for Library Staff, 1994-2003
[3] Library Organizational Charts
[4] USF Tampa Library USPS Position Descriptions
[5] USF Tampa Library Faculty Vitae
[6] USFSP Nelson Poynter Library staff Directory
[7] USF St. Petersburg Library Organizational Chart
[8] USF St. Petersburg Faculty & Staff Online Directory
[9] Polk Community College-Lakeland Library
[10] Shimberg Library Staff Directory
[11] Staff vita :: de la Parte Institute Research Library -- (view live site)
[12] ACRL Statement of the Terminal Professional Degree for Librarians
[13] ASERL Competencies for Research Librarians
[14] ACRL Standards for Faculty Status for College and University Librarians
[15] New College of Florida (NCF) Jane Bancroft Cook Library
[16] Professional Development Leave Guidelines
[17] USF Tampa Library Policy 12-023 Professional Development Travel
[18] Academic Computing Technologies organization Chart Web Site
[19] USF St. Petersburg Academic Computing Staff Listing
[20] Sarasota Campus Academic Computing Staff Listing
[21] Lakeland Campus Academic Computing Staff Listing
[22] USF Health Sciences Center Information Services
[23] Classroom Technology Services organization chart
[24] CTS Director CV :: Lynn Rejniak
[25] Center for 21st Century Teaching Excellence organization chart
[26] C21TE Director :: Dr. Diane R. Williams
[27] Media Innovation Team
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University of South Florida
September 2004
3.9 Student Affairs and Services
3.9.1 The institution publishes a clear and appropriate statement of student rights and
responsibilities and disseminates the statement to the campus community.
__XX_ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
The University of South Florida publishes a statement of rights and responsibilities pertaining
to all students on all campuses that sets forth conditions for a learning community designed to
foster collaboration, open communication, mutual respect and inclusiveness among students,
faculty and staff as they engage in the education process. Student rights include freedom of
expression and assembly and the right to a learning environment free from harassment,
discrimination, and violence. Student rights also include procedures used to adjudicate
incidents of alleged student misconduct. The statement clearly states that students are
responsible for compliance with both public laws and university rules and regulations, and also
presents procedures for disposition of charges involving alleged violations of the code.
The statement is presented in two primary publications: the Student Handbook [1], which is
published by the Student Government, and in the Student Code of Conduct [2], based on USF
Rule 6C4-6.0021 [3], which is overseen and published by Student Judicial Services within the
Division of Student Affairs. The statement is also presented on the USF Tampa and regional
campus websites and referenced in the Graduate [4] and Undergraduate [5] catalogs. Rules
associated with academic misconduct, including plagiarism and academic dishonesty [6], and
with classroom disruption are published in the Undergraduate Catalog and the Graduate
Catalog, along with associated procedures for responding to allegations of violations.
Florida Statute 1006.50 requires that each community college and state university compile and
update a student handbook annually that includes, but is not limited to, student rights and
responsibilities and appeals processes [7]. At the beginning of the year, the Dean of Students
sends out an email to all students informing them of their rights and responsibilities as a
student at the University of South Florida and referring them to the Student Code of Conduct
[2]. Furthermore, the Code is located in the Student Handbook [1] that is made available to
students at the beginning of each year and made available to each new student during various
orientation programs. The Code can also be accessed online through a variety of USF web
links. Residence Services also informs students who live on campus about their rights and
responsibilities by posting Students Rights and Responsibilities [8] in the residence halls [9].
Source
[1] Student Handbook
[2] Student Code of Conduct
[3] Student Code of Conduct :: 6C4-6.0021, F.A.C.
[4] Academic Policies :: Graduate Catalog
[5] Academic Policies and Procedures :: Undergraduate Catalog
[6] Academic Dishonesty :: Undergraduate Catalog
[7] Student Handbooks :: 1006.50, Florida Statutes
[8] Student Rights and Responsibilities
[9] Residence Hall Policies
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University of South Florida
September 2004
3.9.2 The institution protects the security, confidentiality, and integrity of its student
records.
__XX_ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
The University of South Florida (USF) follows the guidelines set forth by the Family
Educational Rights and Privacy Act (FERPA) [1] and also has a Student Records policy [2] that
governs the disclosure or publication of non-academic student information. The policies
regarding academic records are addressed in the response to 3.2.10.
Pursuant to the requirements of FERPA, the following types of information are designated by
law as “directory information,” and may be released via the University’s official media: student
name, local and permanent addresses, telephone listing, major field of study, participation in
officially recognized activities and sports, weight and height of members of athletic teams,
dates of attendance, degrees and awards received, full- and part-time status, and the most
previous educational agency or institution attended. The University Directory, published
annually by the University, contains only the following information: student name, local and
permanent address, telephone listing, classification, and major field of study. The Directory
and other listings of “directory information” are circulated in the course of University business
and, therefore, are accessible to the public, as well as to students, faculty, and staff.
In accordance with the Student Records Policy [2], each year USF publishes a notice of
student rights in its undergraduate [3] and graduate [4] catalogs as well as a statement titled,
“Privacy and Release of Student Information” in the USF Student Handbook [5]. A website has
also been developed that allows students to view the USF privacy policy and update their level
of disclosure. The Office of the Registrar also publishes the USF Student Records
Management Manual [6]. The purpose of the manual is to inform University staff, faculty, and
administrators about responsibilities in the access, use, release, security, retention and
disposal of student records information. University staff who handle student records receive
training in FERPA in an attempt to provide the most critical information about the laws and
rules that govern student records management.
Student records in every office and on every campus are housed in a locked or secured place
and electronically accessible records require a login and password to access them. The
primary offices dealing with confidential student records are the Counseling Center for Human
Development [7], Student Health Services [8], Student Disability Services [9], Student Judicial
Services [10], and Residence Services [11].
The Counseling Center’s [7] records are kept in locked file cabinets in the Medical Records
Room. Issues of confidentiality, privacy, and security regarding psychological records are
enforced by state and national rules, laws and standards that regulate psychology as a
discipline, relevant accreditation boards, and USF policies. The Counseling Center adheres to
the USF Information Disclosure and Confidentiality Policy [12], the Health Insurance Portability
and Accountability Act (HIPAA) [13], the Ethical Principles of Psychologists [14], the Standards
for Providers of Psychological Services, and the Florida Statutes (Chapter 490.0147.
Confidentiality and privileged communications [15]) and 64B19-Psychological Services.
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University of South Florida
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Student Health Services (SHS) [8] is organized to ensure that privacy and security issues
regarding medical records are confidentially addressed. The Health Center’s Medical Records
Manual outlines protocol for chart protection, order, maintenance, transfers, procedures for
charting, and storage with particular interest in guarding the confidentiality of records. SHS
does not accept blanket releases of information. Each health incident requires a separate
release. SHS complies with HIPAA rules and regulations that address electronic submission of
records in regard to privacy and security. Student files are centrally located in a locked room
with a keypad lock. Staff members are not allowed to keep records in their offices after hours
nor are they allowed to remove them from the building at any time. After seven years of nonactivity, student records are shredded on site. Confidentiality and security of records is
discussed with parents and students at orientation and at every outreach presentation.
In the Office of Student Disability Services [9], student records are accessible only to
authorized program staff. Appropriate physical security is maintained at all times. Student
information databases are password protected, and all authorized staff are required to sign a
confidentiality statement and participate in orientation and training about confidentiality issues.
Confidential information is released only when requested by the student in writing with the
student’s signature.
Student Judicial Services (SJS) [10] maintains student records in a centralized lock and key
filing system within the main office [16]. Office personnel are required to sign a confidentiality
clause and students with a disciplinary record must sign a Disciplinary Release Form if they
request that a guardian or parent may have knowledge of the record. The integrity of case
adjudications is balanced by a sanction guideline within the Student Code of Conduct [17], by
due process rights, and by consultation with staff. The records of students that have been
maintained for five years or longer are destroyed upon the approval of a Record Disposition
Request via the State Department of Education in Tallahassee, Florida.
Residence Services [11] maintains student records concerning contracts and leases,
personnel files, judicial files, and address and telephone rosters. Students may request
confidentiality of their contact information and their name will be removed from rosters given to
area offices. Student files are kept locked in file cabinets and are shredded on a timetable
issued by the University [18].
Other offices also deal with student records. These include the Center for Academic Advising
[19]; Adult and Transfer Student Services [20]; Orientation [21]; Financial Aid [22] [23]; Student
Support Services [24]; and Project Thrust [25], as well as several admissions offices
(Undergraduate [26], Graduate [27], International [28], College of Medicine [29], and USF St
Petersburg [30]). Admissions records become part of the student’s cumulative academic
records once the student enrolls. All of these units adhere to institutional, state, and federal
policies governing the rights to security, privacy, confidentiality, and integrity of student
records. Staff in these units are trained to carry out procedures in compliance with the USF
Student Records Manual [6]. Individual academic offices also train their staff in FERPA
regulations [1] and keep student records secure at all times.
Source
[1] Family Educational Rights and Privacy Act (FERPA)
[2] Student Records Policy
[3] Student Information and Student Records:: Undergraduate Catalog
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University of South Florida
September 2004
[4] Student Records :: Graduate Catalog
[5] Student Handbook
[6] Student Records Management Manual
[7] Counseling Center for Human Development
[8] Student Health Services
[9] Student Disability Services
[10] Student Judicial Services
[11] Residence Services
[12] USF Information Disclosure and Confidentiality Policy
[13] Health Insurance Portability and Accountability Act (HIPAA)
[14] Ethical Principles and Code of Conduct:: American Psychological Association
[15] Confidentiality and privileged information:: Florida Statutes, Psychological Services,
Chapter 490
[16] Student Judicial Services Records Policy
[17] Student Code of Conduct
[18] Retention and Disposal of Records:: USF Policies and Procedures Manual
[19] Center for Academic Advising
[20] Adult and Transfer Student Services
[21] Orientation
[22] Financial Aid
[23] Confidentiality Policy of Financial Aid
[24] Student Support Services
[25] Project Thrust
[26] Undergraduate Admissions
[27] Graduate Admissions
[28] International Admissions
[29] College of Medicine Admissions
[30] USF St. Petersburg Admissions
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University of South Florida
September 2004
3.9.3 The institution provides services supporting its mission with qualified personnel
to ensure the quality and effectiveness of its student affairs programs.
__XX_ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
The University of South Florida provides student affairs programs designed to support its
mission as a multi-campus national research university that supports the development of the
metropolitan Tampa Bay region, Florida, the United States, and the world. The University
strives to promote intellectual development and student success in a diverse, student-centered
environment. The University values the development of the personal and professional potential
of its students and enriching the quality of campus life. Over 300 student organizations on all
campuses address student interests ranging from academic and religious to athletic and
social.
The USF Division of Student Affairs [1] has primary responsibility for student affairs
programming university-wide and provides a myriad of services for both undergraduate and
graduate students that enhance their development. The Offices of Undergraduate and
Graduate Studies, the Student Affairs unit of the College of Medicine, regional campus student
affairs and support units, and the colleges and academic programs on all campuses also
provide student affairs programming. Such services are described and documented in detail in
the responses to Core Requirement 2.10 and Comprehensive Standard 3.4.9 . A brief
summary follows.
Orientation programs at USF provide an introduction to both academic and student life and are
available on all campuses for undergraduate (both first time in college and transfer students)
and graduate students. Orientation provides opportunities for entering students to develop
realistic academic and personal goals, to locate student support programs and resources, and
to meet faculty, staff, and continuing students. Information to help students make decisions
that will help them navigate the University system and reach their potential academically and
personally are available in the Office of Student Relations [2], which functions as a student
advocate. The main objective of this office is to assist students in dealing more effectively with
issues that may arise during the college experience.
In Fall 2003, there were more than 2,000 international students enrolled at USF. These
students can receive assistance and advising both online [3] or by visiting the International
Student and Scholar Services (ISSS) office on the USF Tampa Campus. Advisors are trained
to help students in dealing with a variety of challenges from immigration and pre-arrival issues
to finding employment on campus. ISSS also provides ongoing nonacademic support services
and programming.
On the Tampa campus, a collection of academic and student support programs and services
offered as part of the Student Life and Wellness division of Student Affairs directly address the
mission of the University to educate the whole student. Campus Recreation, the Counseling
Center, the Marshall Center (student union), Student Health Services, Student Government,
The Oracle (the student newspaper), Student Relations, are some of the offices devoted to
student life and wellness. Hundreds of programs to promote student learning and a sense of
community are available through the Student Life and Wellness Division.
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University of South Florida
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Opportunities for student leadership are available through the University’s Student
Government. Service learning opportunities are also available to students, for example through
Volunteer USF, which supports the community by pairing helpful students with local outreach
opportunities. Student organizations and clubs also enhance learning and development
through attention to diversity. The African Students Association, the Africana Studies Club, the
Asian Pacific American Medical Student Association, the Association of Filipino Students, the
Cuban American Student Association are just a few examples. As part of the on-campus
residence options available to students at the Tampa campus, the Office of Greek Life recently
celebrated the grand opening of 14 Greek houses built in a community on campus.
The Tampa Campus Recreation Center, which is open to students, faculty, and staff from all
campuses, is a world class facility that provides over 6,500 square feet of space weight room
area, six indoor racquetball courts, a martial arts mat room, four basketball courts or six
volleyball courts, and three aerobics/dance rooms. The new Argos Fitness Center offers an
additional 4,900 square feet for students only. the Outdoor Rec program offers canoeing,
camping, kayaking, and disc golf on the University-owned Riverfront Park on the Hillsborough
River.
In addition to the programs, services and activities described above that promote student In
addition to the programs, services and activities described above that promote student learning
and development, many of which are web-based and available to students at all of the USF
campuses, each of the regional campuses also has on-site and online support programs and
services. Student services on regional campuses are generally tailored to the needs of the
individual campus student body. USF Sarasota/Manatee and USF Lakeland serve only upper
division and professional graduate students, many of whom are working adults. Student
services thus tend to focus on career development and counseling with fewer resources
directed to student life and wellness programs. USF St Petersburg’s student body is changing
as the campus now admits lower division students and is planning residence halls; the student
services at that campus are being expanded to meet the needs of a different type of student.
Each USF regional campus also has a variety of student affairs programs and services.
Student services on regional campuses are generally tailored to the needs of the individual
campus student body. USF Sarasota/Manatee and USF Lakeland serve only upper division
and professional graduate students, many of whom are working adults. Student services thus
tend to focus on career development and counseling with fewer resources directed to student
life and wellness programs. USF St Petersburg’s student body is changing as the campus now
admits lower division students and is planning residence halls; the student services at that
campus are being expanded to meet the needs of a different type of student.
All student affairs programs and services at the University of South Florida are directed and
staffed by highly trained and credentialed professionals with exceptional educational
preparedness The educational and professional qualifications for staff on the University’s four
campuses are described in the websites listed in the Supporting Documentation below [2] [3]
[4] [5].
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Source
[1] Division of Student Affairs, USF Tampa
[2] USF St. Petersburg Student Affairs, Office of Student Affairs Administration
[3] Professional Staff Qualifications :: USF Lakeland Department of Student Services
[4] Professional Staff Qualifications :: USF Sarasota-Manatee Student Services
[5] Professional Staff Qualifications :: USF Tampa Division of Student Affairs
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RESOURCES
3.10 Financial and Physical Resources
3.10.1 The institution’s recent financial history demonstrates financial stability.
_XX__ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
The recent financial history of the University of South Florida shows financial stability for the
annual operating budget, unrestricted revenues and unrestricted fund balances. A downturn in
the economy for Florida and the country caused a slight budget reduction for the 2001-02 fiscal
year. However, budgets for the University recovered with a healthy increase for the 2002-03
fiscal year [1]. A history of financial stability is also reflected in the University’s recent Annual
Financial Reports [2a] [2b] [2c]. (Note: The University did not prepare an annual financial
report publication for 2002-3; the financial statements are included in the State of Florida
Auditor General’s report for that year.)
The largest part of the University’s budget is allocated for Educational & General (E&G)
expenditures. Annual increases for E&G budgets for the last seven years have ranged from .8% (during the 2001-02 downturn in economy) to 8.8%, averaging 5.2%. The average E&G
budget increase in dollars was $16,182,063 on an average E&G base budget of $327,084,371
for the last seven years. This information is exclusive of USF’s Health Services Support
Organization. New College was removed from the University’s budget beginning with the 200102 fiscal year, when it was established as New College of Florida, a free-standing institution
within the State University System [1].
Endowments, created by fund-raising efforts of the USF Foundation, have grown steadily.
They increased from $146.5 million in 1997 to $278.9 million in 2004 [3].
Recent budgetary history for non-E&G entities, i.e., Contracts & Grants, Auxiliaries,
Intercollegiate Athletics, Student Activities and Financial Aid, shows that financial stability
exists in these areas as well [1].
In summary, the University of South Florida has appropriately monitored activities to assure
financial stability consistent with the growth and expansion of its mission and academic
programs.
Source
[1] USF Budget History and E&G increases for fiscal years 1996-97 through 2002-03
[2a] University of South Florida Annual Financial Reports for 2000-01
[2b] University of South Florida Annual Financial Reports for 2001-02
[2c] University of South Florida Annual Financial Reports for 2002-03
[3] Endowment History for fiscal years 1998 through 2004
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University of South Florida
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3.10.2 The institution provides financial statements and related documents, including
multiple measures for determining financial health as requested by the
Commission, that accurately and appropriately represent the total operation of
the institution.
_XX__ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
The University completes, publishes and distributes annual financial reports for all of its
financial operations, which include all budgetary categories and all budget entities. These
annual reports include: university highlights; a Combined Balance Sheet; a Combined
Statement of Changes in Fund Balances; a Statement of Current Funds Revenues,
Expenditures, and Other Changes; a Summary of Significant Accounting Policies; and Notes to
Financial Statements to include information on investments, allowance for doubtful
receivables, inventories, change in fixed asset valuation, long-term debt, compensated
absences liability, insurance, retainage payable, state retirement plans, other post-employment
benefits, student fees and collections, interdepartmental auxiliary sales, functional distribution
of expenditures, contingent liabilities and self-insurance program [1a] [1b] [1c]. (Note: The
University did not prepare an annual financial report publication for 2002-3; the financial
reports for that year are included in the State of Florida Auditor General’s report.)
The University adheres to generally accepted accounting principles published under the title of
College And University Business Administration, standards of the American Institute of
Certified Public Accounts (AICPA), standards of the Government Accounting Standards Board
(GASB) and recommendations of the National Association of College and University Business
Officers (NACUBO).
The financial operations and financial position of the University’s Direct Support Organizations
(DSOs) are considered component units of the University and are included in the financial
statements of the University by discrete presentation. These are separate, not-for-profit
corporations organized and operated exclusively to assist the University achieve excellence by
providing supplemental resources from private gifts and bequests, and valuable education
support services. These organizations are authorized to receive, hold, invest and administer
property and to make expenditures to or for the benefit of the University. An annual post audit
of each organization’s financial statements is conducted by an independent certified public
accountant. Recent examples are provided [2] [3] [4] [5] [6]
To assist management efficiency, all budgetary entities of the University are provided monthly
reports of financial activity to include budget allocations, budget amendments, encumbrances,
expenditures and balances. Information about financial activity is available to qualified
University personnel online via password-protected access to the University’s FAST financial
system [7].
Source
[1a] University of South Florida Annual Financial Reports for 2000-01
[1b] University of South Florida Annual Financial Reports for 2001-02
[1c] University of South Florida Annual Financial Reports for 2002-03
[2] Audited Financial Statement for USF Foundation
[3] Audited Financial Statement for USF Research Foundation
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[4] Audited Financial Statement for Sundome, Inc
[5] Audited Financial Statement for USF Alumni Association
[6] Audited Financial Statement for USF Charter School
[7] FAST Financial System
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3.10.3 The institution audits financial aid programs as required by federal and state
regulations.
__XX_ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
The Auditor General of the State of Florida, in accordance with U.S. Office of Management and
Budget Circular A-133, conducts an annual audit of the federal awards programs of the state of
Florida, including financial-aid programs administered by the state universities. The Auditor
General's most recent audit (for fiscal year ended June 30, 2003) notes the audit observations
specifically related to the University of South Florida [1].
Source
[1] State of Florida Federal Awards Program for the Fiscal Year Ended June 30, 2003, current
Auditor General's Audit and Summary Schedule of Prior Audit Findings
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3.10.4 The institution exercises appropriate control over all its financial and physical
resources.
_XX__ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
The Budget Policy and Analysis (BPA) unit [1], which reports to the Executive Vice President
and Chief Financial Officer of the University, is responsible for administering the budget
planning function for all areas of the University. This does not include Direct Support
Organizations (DSOs), which have separate and distinct financial responsibility for their
operations. Budget planning for Contracts and Grants is done at the highest fund level and the
Division of Research Grants, which reports to the Vice President for Research, performs
budget planning at the detailed level. Procedures on Budgeting are included in a set of on-line
procedures called COMPASS [2].
Budget planning is conducted in all operating units of the University and internal budget
requests are submitted to the respective Vice Presidents. When final budget decisions are
reached, BPA is responsible for posting approved budgets to University records. Positions
assigned with the responsibility for operating accounts are held accountable for spending
within allocated budgets.
The Purchasing and Financial Services (PFS) unit [3] which also reports to the Executive Vice
President and Chief Financial Officer, is primarily responsible for communicating policies and
procedures on the use of University funds. These procedures are included in a set of on-line
procedures called COMPASS [2]. PFS is also responsible for central reporting on financial
activity, including the completion and distribution of annual and ad hoc financial reports. PFS
provides monthly and ad hoc operational reports for use by operating units and central
administrative offices in fulfilling their roles of assuring management efficiency and spending
within allocated budgets. Additionally, units can access financial information on-line via the
University FAST financial system.
The Office of University Audit and Compliance (formerly the Office of Inspector General) is
responsible for the University’s internal audit function and assists academic and administrative
units, the Board of Trustees, and University faculty and staff in evaluating and improving the
management of risk, control, compliance, and governance processes. In addition, the Office
has begun implementation of a University-wide compliance program that will coordinate and
oversee the various institutional compliance specialist offices across campus. The Director of
University Audit and Compliance reports organizationally to the University President with dayto-day oversight by the Executive Vice President and Chief Financial Officer. UAC has no
direct authority over the organizations or processes reviewed. The results of UAC audits and
other services are reported to the Executive Vice President [4].
Central administration includes the President’s Office, the Vice Presidential Offices, the Deans’
Offices, BPA, PFS, and Human Resources. Most budgetary and control measures are handled
at the Dean, Director or Department Head levels. Major and/or university-wide budgetary
matters are handled by the President or the appropriate Vice President.
Until recently, the University used the State of Florida accounting system called FLAIR (Florida
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Accounting Information Resource). State appropriated funds, Auxiliary funds and Contract and
Grant funds resided in a State Treasury bank account to which funds were deposited and from
which expenditures were made. In January 2003, the state universities in Florida devolved
from operating as state agencies. Devolution involved USF receiving its State appropriations
on a semi-monthly basis into its own bank account, rather than on a quarterly basis into the
State Treasury's bank account. This change called for the establishment of a Treasurer's
position with the responsibility of assuring proper cash management (including State, auxiliary,
and grant resources and expenditures) [5]. With this devolution, universities were required to
implement their own financial information systems. USF implemented the PeopleSoft Financial
System July 1, 2003. Effective January 2004, USF devolved from the State Bureau of Payrolls
and began to issue University, rather than State, payroll checks. These changes are expected
to allow for more flexibility and efficiency in managing university resources.
In 2001, the Florida Legislature established that USF St. Petersburg [6] and USF
Sarasota/Manatee [7] will each “be operated and maintained as a separate organizational and
budget entity of the University of South Florida and that all legislative appropriations” [for those
campuses] will “be set forth as separate line items in the annual General Appropriations Act.”
The statute language further states that USF St. Petersburg and USF Sarasota/Manatee shall
have a Campus Board, appointed by the Board of Trustees of the University of South Florida.
The powers and duties of the Campus Boards include:
1. Review and approve an annual legislative budget request to be submitted to the
Commissioner of Education
2. Approve and submit an annual operating plan and budget for review and consultation by
the Board of Trustees of the University of South Florida.
Shortly after the action of the Legislature with respect to USF St. Petersburg and USF
Sarasota/Manatee, the University President extended like status to USF Lakeland, which also
has a Campus Board with similar powers and duties [8]. The statutory authority of Regional
Campus Boards is limited to fiscal oversight.
Control of Physical Resources
Responsibility for the University’s physical resources resides primarily with two units: Physical
Plant and Purchasing and Financial Services, both of which are part of the Administrative
Services division and report to the Executive Vice President and Chief Financial Officer [9].
The University is required to inventory and record property items valued at $1,000 or more.
Purchasing and Financial Services (PFS) is the operating unit charged with this responsibility
[3]
The University’s physical plant resources are controlled, monitored, operated, and maintained
by Physical Plant units on the USF Tampa [10] and USF St Petersburg [11]. USF
Sarasota/Manatee and USF Lakeland is each currently located on the campus of and shares
physical facilities with another institution; USF Sarasota/Manatee with New College of Florida
and USF Lakeland with Polk Community College.
Emergency and continuity of operations plans are in place for all campuses and available to
ensure the highest and most appropriate response and actions in support of the campus
communities [12] [13] [14] [15] .
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The University’s central Facilities Planning unit maintains the institutional Space Inventory,
which provides detailed quantitative and qualitative existing facilities information for use by
campus constituents to monitor, maintain, evaluate, and justify future needs [16].
Source
[1] Budget and Policy Analysis
[2] COMPASS Business Procedures
[3] Purchasing and Financial Services
[4] Mission :: Office of Inspector General
[5] University Treasurer
[6] The University of South Florida St. Petersburg :: 1004.33, Florida Statutes
[7] The University of South Florida Sarasota/Manatee :: 1004.34, Florida Statutes
[8] USF Board of Trustees Operating Procedures Article IV
[9] Executive Vice President and Chief Financial Officer
[10] USF Tampa Physical Plant
[11] USF St Petersburg Physical Plant
[12] USF Tampa Emergency Preparedness
[13] USF St Petersburg Emergency Plan
[14] USF Sarasota/Manatee Emergency Preparedness
[15] USF Lakeland Emergency Preparedness
[16] USF Tampa Facilities Planning and Construction
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University of South Florida
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3.10.5 The institution maintains financial control over externally funded or sponsored
research and programs.
_XX_ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
The University of South Florida Office of Research [1] is under the formal authority of the Vice
President for Research, who is selected by and reports directly to the University President [2].
The Vice President for Research is a member of the President’s Cabinet.
Financial control of externally funded or sponsored research projects is the joint responsibility
of the Vice President for Research and the Executive Vice President and Chief Financial
Officer; this relationship is represented by a dotted line on the USF organizational chart [2].
The Division of Research Grants (DRG) [3] is headed by an Associate Vice President who
reports directly to the Vice President for Research. DRG is responsible for the development
and pre-award administration of sponsored research activities at all USF campuses, including
coordination and management of external and internal contracts and grants, interdisciplinary
research programs, and inter- and intra-institutional proposals. Within the Division, the
Research Financial Management unit [4] provides post-award financial services in support of
USF sponsored research awards and activities. This unit provides the necessary budgetary
and financial controls, monitoring, and oversight to ensure the integrity and continued success
of the University’s research program. Training for principal investigators and others is provided
via the University’s online FAST financial system [5]. The responsibilities of the Office of
Research Financial Management include new account set-up, internal and external grant and
contract account monitoring, cost sharing facilitation, effort-reporting coordination, billing
notices, financial report development and submission, final account closeout, Sponsored
Research Trust Fund reconciliation, and coordination of the federal Facilities and
Administrative Cost Study.
The Executive Assistant for Finance in the Office of Research is a member of the University
Finance Committee [6].
Source
[1] Office of Research
[2] USF Organizational Chart
[3] Division of Research Grants
[4] Division of Research Financial Management
[5] Grants Training Guides :: FAST financial system
[6] University Finance Committee membership
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3.10.6 The institution takes reasonable steps to provide a healthy, safe, and secure
environment for all members of the campus community.
_XX__ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
The University of South Florida (USF) is committed to providing a healthy, safe, and secure
environment for all members of the campus community. Each regional campus has guidelines
for promoting a healthy environment as well as security and safety for all campus members
and visitors.
Tampa Campus
On the Tampa campus, four major divisions help ensure a healthy, safe, and secure
environment: the University Police [1], Environmental Health and Safety [2], Physical Plant [3],
and Student Health Services [4].
The USF Police Department (USFPD) [1] provides a full range of public safety services to the
community 24 hours a day, seven days a week on the Tampa campus. All University Police
officers are certified by the State of Florida after completing minimum standards training from
the Regional Police Training Academy [5]. The USFPD is fully accredited through the
Commission for Florida Law Enforcement Accreditation, Inc. [6] General services provided by
the USFPD include car patrol, foot patrol, bike patrol, marine patrol, motorcycle patrol, criminal
investigation of all misdemeanors and felonies, traffic enforcement, crash investigation, and
special events management. The USFPD also conducts crime prevention programs for the
faculty, staff, and student population at USF [7]. The USFPD publishes an annual “Safety
Guide” [8] which meets the compliance standards set forth by the “Student Right to Know and
Campus Security Act” [9] and educates community members about crime awareness.
The Environmental Health and Safety Division [2] has several areas of responsibility that
pertain to the provision of a healthy, safe, and secure environment on all campuses. These
include:
• Air quality and biosafety
• Fire safety
• Hazardous waste [10]
• Industrial hygiene and occupational health and safety [11]
• Laboratory and research safety [12]
• Risk management [13]
• Workers’ compensation [14]
The Division offers a variety of services, including education and training, to assist faculty,
staff, and students. [15]
The Physical Plant staff [3] is responsible for the operation, maintenance, and repair of
campus buildings and grounds so that the campus physical environment is healthy, safe, and
secure. This is accomplished by a systematic process of planning, inspections, and audits. The
Physical Plant unit is also responsible for emergency and disaster management at USF,
particularly hurricane preparedness [16]. Local emergency management services are provided
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University of South Florida
September 2004
on each regional campus [17] [18] [19].
Student Health Services (SHS) [4] on the Tampa campus is an ambulatory care facility that
provides screening and evaluation by nurses, examinations by general-practice physicians,
laboratory services, a Health Education Department, and specialty clinics in Antigen,
Dermatology, and Gynecology. Students’ health fees cover most routine care, and other
services are provided at a savings of approximately 30-80%. The nursing services staff
includes professional registered nurses and licensed practical nurses, and SHS has a fullservice laboratory that has Federal certification by the Department of Health and Human
Services [20] and is licensed by the State of Florida Agency for Health Care Administration
[21].
Other units assisting in providing the Tampa campus with a healthy, safe, and secure
environment include the Counseling Center for Human Development [22], Residence Services
[23], the S.A.F.E. Team [24], Campus Recreation [25], and Athletics [26]. The Counseling
Center for Human Development has a primary mission to render professional mental health
services to the University community. The Counseling Center hosts educational workshops
and programs targeting high-risk individuals who may not be aware they are at risk. The
Counseling Center offers organizational and departmental consultations and liaisons to provide
direct service or referral assistance and to identify relevant educational interventions for
students at the request of an administrator, faculty member, staff member, or the individual
student. The Counseling Center also offers individual and group counseling.
Residence Services [23] collaborates with the residents, staff, and the University Police to
provide a safe environment. University Police [27] patrol the areas around the residence halls
and are available 24 hours a day. A resident assistant is on duty in each residence hall every
night. Bicycle racks are provided for each residence hall, and exterior doors of each hall are
secured 24 hours a day. For the safety of all residents, a Resident Director conducts a fire,
health, and safety check of each room at least once each semester.
The SAFE Team [24] is an on-campus escort program that provides students a safer option
than walking alone. The SAFE Team patrols the campus and attempts to deter potential
criminals by not giving them an opportunity to commit a crime unobserved. The SAFE Team
also report suspicious activity directly to the University Police.
The Campus Recreation Center [25] is monitored closely by trained staff. All equipment is set
up and taken down by staff, and proper attire is enforced to ensure student safety.
The Sports Medicine Program [28] in the Department of Athletics [26] provides comprehensive
physical examinations before participation in athletic seasons. A physician visits the campus at
least two days per week. A certified athletic trainer is at all practices and games. Automated
External Defibrillators are available to all student-athletes within reasonable distance. The
department also provides prevention, acute care, and rehabilitation services for all studentathlete.
Regional campuses provide local services that facilitate a healthy, safe, and secure
environment consistent with the distinctive mission and population of each campus.
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University of South Florida
September 2004
St. Petersburg Campus
The St. Petersburg campus has a Public Safety Department [29] that is open 24 hours a day.
The University of South Florida St. Petersburg Police Department officers patrol the campus
and surrounding areas using cars, scooters, bicycles, and on foot. The Public Safety
Department maintains many links to public safety services and information including weatherrelated links, emergency operation plans, crime information, a map of the campus, and area
maps and directions. The website includes a crime information weekly activity report, crime
alerts, and a list of sex offenders and predators. The campus also maintains an Emergency
Operation Plan [30] that was developed to facilitate a coordinated campus-wide response to
major emergencies or crises.
The Employee Assistance Program provides professional counseling and referral services for
USF St. Petersburg employees. The services include intake evaluation, short-term personal
counseling and referral services.
The departments in the St. Petersburg Division of Student Affairs [31] that directly supports the
provision of the health, safety and security of the campus environment are Student Life [32]
and the Counseling and Career Center [33]. The Department of Student Life is responsible for
the Campus Activities Center [34], the Fitness Center [35], and the Waterfront/swimming pool
[36]. Visitors to all these areas check in at reception areas where student ID's and/or patron
passes are examined. The Campus Activities Center is staffed during all hours of operation by
a trained building manager and trained student employees. Remote doors of the CAC are
connected to an auditory alarm system to alert building supervisors to anyone entering or
leaving the building.
The Fitness Center [35] is staffed during all hours of operation by student assistants who have
been trained in the proper use of equipment. The swimming pool is staffed by Red Cross
certified Life Guards who are also certified in CPR. When special events are held at the pool,
the number of life guards on duty is determined by the number of people expected at the
event.
Dinghies are available to students who have successfully completed a basic sailing course or
who demonstrate competence by successfully completing an examination. Keel boats are
restricted to individuals who have demonstrated sailing expertise through an individual
examination by the Waterfront staff. Canoes and kayaks are also available to students.
Waterfront staff members are responsible for monitoring weather conditions and determining
whether it is safe to operate watercraft and may limit watercraft use accordingly. In addition,
keel boats have operating radios to enable skippers to monitor weather conditions and to
communicate with shore.
The Department of Student Life [32] also supports SAFE TEAM [37], a program initiated and
operated by Student Government [38] to provide rides and assistance to students who take
evening courses on campus. The trained SAFE TEAM members operate two golf carts on
campus during the evenings to provide transportation and assistance to students getting from
campus buildings to their cars.
The Counseling and Career Center [33] operates a Victim's Advocacy Program, an Employee
Assistance Program, and provides Alcohol and Drug counseling on campus. The Victim's
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University of South Florida
September 2004
Advocacy Program assists students or employees who are victims of actual or threatened
violence, including but not limited to assault, battery, stalking, sexual battery, and attempted
sexual battery. Victim services include assistance in contacting professors regarding
absences; assistance with referrals and follow-up medical treatment and counseling services
off and on campus; assistance with immediate changes in residence hall arrangements if living
on campus; assistance with immediate safe housing; transportation and assistance in
disciplinary proceedings and/or criminal justice system proceedings. Follow-up counseling
services or other trauma assistance will be arranged for the victim as needed. While reports
are strongly encouraged, reports are not required for information and referral assistance. All
information shared with the Advocate is considered confidential and goes no further without
the consent of the victim.
USF Sarasota-Manatee Campus
The Sarasota-Manatee campus shares the Florida University Police Department [39] with the
New College of Florida. The department is responsible for responding to thirty campus
emergency phones located throughout campus. Safety and security alerts are posted on the
website to inform the campus community about possible danger or crimes on campus. An
informational brochure regarding campus crimes is distributed annually as mandated in the
Student Right to Know and Campus Security Act of 1990 [9]. Furthermore, daily crime reports
are emailed to the USF Sarasota-Manatee and New College of Florida administration.
The Counseling and Wellness Center [40] is a shared service of the New College of Florida
and USF Sarasota-Manatee Campus. The Center has a staff of qualified psychologists, social
workers, and nurse practitioner and provides the following free services: group, individual, and
couples counseling; crisis intervention; victim’s assistance (including the Victim Advocate);
workshops (stress management, procrastination, diversity, relationships); Employee
Assistance Program; referrals to Community Mental Health Care providers; and medical
services.
USF Lakeland Campus
USF’s Lakeland facility is housed on the campus of Polk Community College (PCC) [41], which
therefore has primary responsibility for campus security, health, and safety issues. The
Lakeland campus has qualified staff in place to respond to student and staff concerns about
health and safety issues. The Lakeland campus also provides 24 hour a day security to protect
and assist students, faculty, staff, and visitors. In cooperation with Polk Community College
(PCC), campus needs for the Americans with Disabilities Act (ADA) [42] and Occupational
Safety and Health Administration (OSHA) [43] compliance are maintained.
Source
[1] University Police
[2] Environmental Health and Safety
[3] Physical Plant
[4] Student Health Services
[5] Regional Police Training Academy
[6] Commission for Florida Law Enforcement Accreditation, Inc.
[7] USF Police Department Crime Prevention Programs
[8] USF Police Department Safety Guide
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[9] Student Right to Know and Campus Security Act
[10] Hazardous Waste
[11] Industrial Hygiene and Occupational Heath and Safety
[12] Laboratory and Research Safety
[13] Risk Management
[14] Workers’ Compensation
[15] Environmental Health and Safety Training Programs
[16] USF Hurricane Preparedness
[17] USF St. Petersburg Local Emergency Management Services
[18] Sarasota Campus Local Emergency Management Services
[19] Lakeland Campus Local Emergency Management Services
[20] Department of Health and Human Services
[21] State of Florida Agency for Health Care Administration
[22] Counseling Center for Human Development
[23] Residence Services
[24] SAFE Team
[25] Campus Recreation
[26] Athletics
[27] Residence Halls:: University Police
[28] Sports Medicine Program:: Department of Athletics
[29] USF St. Petersburg Public Safety Department
[30] USF St. Petersburg Emergency Operation Plan
[31] USF St. Petersburg Division of Student Affairs
[32] USF St. Petersburg Student Life
[33] USF St. Petersburg Counseling and Career Center
[34] USF St. Petersburg Campus Activities Center
[35] USF St. Petersburg Fitness Center
[36] USF St. Petersburg Waterfront/Swimming Pool
[37] USF St. Petersburg SAFE Team
[38] USF St. Petersburg Student Government
[39] USF Sarasota-Manatee Police Department
[40] USF Sarasota-Manatee Counseling and Wellness Center
[41] Polk County Community College/Lakeland Campus
[42] Americans with Disabilities Act (ADA)
[43] Occupational Safety and Health Administration (OSHA)
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3.10.7 The institution operates and maintains physical facilities, both on and off
campus, that are adequate to serve the needs of the institution=s educational
programs, support services, and mission-related activities.
_XX__ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
The University of South Florida operates and maintains physical facilities both on and off
campus that are adequate to serve the needs of the institution’s educational programs, support
services, and mission-related activities. There are ten physical facilities sites, the largest of
which is the Tampa Campus. The Tampa Campus, including the Health Sciences Center and
the H. Lee Moffitt Cancer Center, contains over 270 buildings on 1500 acres. Some of the
Tampa campus facilities were originally built in the 1950’s. Facilities are also maintained on the
USF campuses in Sarasota, St. Petersburg, and Lakeland, and at the USF Chinsegut Hill
Conference and Retreat Center [1] in Brooksville.
Most of the University’s physical facilities are located on the Tampa Campus, where they are
developed, operated, and maintained by the Division of Facilities Planning and Construction [2]
and the Division of Physical Plant [3]. Each regional campus has a Facilities Planning or
Campus Planning unit [4] [5] [6]. USF St Petersburg operates and maintains its own campus
facilities [7]; USF Sarasota/Manatee and USF Lakeland each currently shares physical
facilities with another institution; USF Sarasota/Manatee with New College of Florida and USF
Lakeland with Polk Community College. Both have new campus development initiatives in
progress. The USF Fact Book section on Physical Resources [8] contains current USF data
pertaining to the physical facilities on all campuses.
The University’s campuses and facilities are adequate in that they are generally comfortable
and appealing enough to attract and retain a growing number of highly qualified students,
faculty and staff from an increasingly competitive market. However, the University’s planning
processes endeavor to increase and improve the quality and quantity of space in order to
alleviate existing overcrowding and scheduling limitations, improve teaching and research
environments, and provide for anticipated enrollment growth. The process is motivated by
mission alignment, including prioritizing research, academic, and student life needs. While the
institutional mission and strategic directions determine priorities with respect to educational
programs and support services on a given campus, state funding levels have an effect on the
timing and quantity of new and renovated space.
The Campus Master Plans, Department of Education Surveys, Capital Improvement Plans,
Building Programs, Building Design/Construction Guidelines, Project Status Reports, Space
Inventories and Post Occupancy Evaluations are inclusive, overlapping processes, which
inform and set the standards for quality facilities from initial vision to occupancy.
• The Campus Master Plan [9] [10] [11] [12] provides mission-related goals, objectives
and policies to comprehensively guide campus development, assess off-campus
impacts, and ensure adequate support systems.
• The Department of Education (DOE) Survey provides, on a five-year cycle, space
inventory verification and recommends new facilities based on mission, existing
conditions, academic program requirements, and generated space needs by formula.
• The Capital Improvement Plan (CIP) [13] provides the annual request for state funds for
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University of South Florida
•
•
•
•
•
September 2004
the next five years of academic facilities and infrastructure projects on all campuses
based on estimated project budgets.
Building programs describe the vision of each project in terms of the University, college,
or campus mission, as well as the schedule, funding source, required spaces (by
individual room size and attributes), functional adjacencies, required site-work, project
budget, and any other pertinent project pre-design information.
The USF Building Design/Construction Guidelines [14] establish general, and at times
specific, parameters for physical facilities that are intended for University-wide use.
The USF Project Status Report [15] provides continuity of communication within the
University community to assure Building Program objectives are achieved during the
design and construction phases of the development of physical facilities, to meet the
University educational program needs.
The Space Inventory provides detailed quantitative and qualitative existing facilities
information for use by campus constituents to monitor, maintain, evaluate, and justify
future needs.
The Post Occupancy Evaluation (POE) process provides feedback regarding the
adequacy of the physical facilities, focusing on a building’s occupants and their needs. It
provides insight into the consequences of past design decisions and forms a sound
basis for creating adequate facilities to serve the needs of the University in the future.
Multiple programs have been instituted by campus Physical Plant units to provide for a
systematic maintenance process.
On the Tampa campus, this begins with an automated Preventive Maintenance Program. This
program automatically generates work orders to predetermined shops for inspection, testing
and repair of systems and their components on a routine and recurring basis. This program is
designed to extend the life of systems and their components and to minimize failures and
unscheduled outages. The program is utilized for all building systems including utility plants
and infrastructure.
In conjunction with the preventive maintenance program there are multiple inspection
programs designed to detect and correct deficiencies before they adversely affect users.
These programs include a Building Inspection Program undertaken by all maintenance
supervisors as well as a Facilities Audit Program undertaken by engineering department staff.
The former generates work orders to correct deficiencies in the short term while the latter
creates an inventory of conditions that are part of the deferred maintenance and capital
renewal backlog. This backlog is continually reviewed and prioritized so that available funding
is used to address the most critical of deficiencies. Also, the cleanliness of facilities is audited
utilizing a Custodial Quality Assurance Program that inspects and documents conditions so
that adjustments and improvements to enhance sanitation can be initiated. Additionally,
Physical Plant management meets on a monthly basis with representatives from colleges and
units from around campus to receive information concerning the needs of these users and
deficiencies within their facilities. A monthly Project Report [16] is published on the web site.
These programs, in conjunction with work requests that are received in the Service Center
from the campus community, enables Physical Plant to have a comprehensive system to
assess deficiencies and to provide corrective actions on the University’s largest campus.
Consultants are utilized for ongoing programs that require specialized technical competencies
to provide inspections and recommendations with elevators and roofs. These consultants are
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University of South Florida
September 2004
used in a systematic and recurring process for the evaluation of these critical systems. Reports
and recommendations from these consultants are used to initiate maintenance and repair for
items that can be addressed within the normal budget cycle as well as to establish projects in
the deferred maintenance/capital renewal program.
In order for Physical Plant services to continue for the benefit of the campus communities and
for the protection of campus facilities, emergency [17] [18] [19] [20] [21] and continuity of
operations plans are in place on all campuses and available to ensure the highest and most
appropriate response and actions in support of the campus communities.
Source
[1] USF Chinsegut Hill Conference and Retreat Center
[2] Facilities Planning and Construction :: USF Tampa
[3] Physical Plant :: USF Tampa
[4] Facilities Planning and Construction :: USF St Petersburg
[5] Facilities Planning :: USF Sarasota/Manatee
[6] Campus Planning and Development :: USF Lakeland
[7] Physical Plant :: USF St Petersburg
[8] USF Fact Book
[9] Campus Master Plan :: USF Tampa
[10] Campus Master Plan :: USF St Petersburg
[11] Campus Master Plan :: USF Sarasota/Manatee
[12] Campus Master Plan :: USF Lakeland
[13] Capital Improvement Plan
[14] USF Building Design/Construction Guidelines
[15] Facilities Planning and Construction Project Report
[16] Monthly Project Status Report :: Physical Plant
[17] Hurricane Preparedness Information
[18] Emergency Contacts
[19] Emergency Plan :: USF St Petersburg
[20] Emergency Preparedness :: USF Sarasota/Manatee
[21] Emergency Preparedness :: USF Lakeland
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University of South Florida
September 2004
Section 4 FEDERAL REQUIREMENTS
4.1
When evaluating success with respect to student achievement in relation to the
institution=s mission, the institution includes, as appropriate, consideration of
course completion, state licensing examinations, and job placement rates.
_XX__ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
Florida was, and remains, at the forefront of the accountability movement in higher education.
Florida Statutes require that the state universities participate in an ongoing process of
monitoring their performance in instruction, research, and public service. Section 1008,
“Assessment and Accountability,” of the Florida Statutes delineates the intent, scope, and
processes of the state’s K-20 education performance accountability system. Section
1008.31(1)(e), Florida Statutes [1] mandates that “The State Board of Education [shall]
establish performance measures and set performance standards for individual components of
the public education system, including individual schools and postsecondary educational
institutions, with measures and standards based primarily on student achievement.” Among
the outcome measures that have been adopted at the state level are graduation and retention
rates; state licensing examination pass rates, and job placement rates.
The mission of the University of South Florida asserts a commitment to “excellence in teaching
and lifelong learning in a student-centered environment" [2]. Consistent with this assertion,
student achievement is systematically assessed through a variety of means including course
completion and graduation rates; student performance on state licensing examinations; and
job placement rates.
In January 2004, the USF Board of Trustees adopted an additional strategic plan performance
measure related to monitoring pass rates on licensure/certification examinations [3]. In April
2004, the Florida Board of Governors adopted a similar performance funding accountability
measure [4].
Course completion
The primary measures for assessing course completion are graduation rates. Rate tracking is
required under the provisions of the USF Strategic Plan. The USF InfoMart [5] and USF
Undergraduate Retention database [6] are the primary institutional repositories of enrollment
related information. In addition, several offices prepare reports and evaluative inquiries in
response to internal needs and requests. These offices include the Office of the Provost and
the Office of Enrollment Management. Findings are disaggregated and reported to academic
colleges and departments on a periodic basis.
State Licensing Examinations
Because licensing and certification information at the state level is decentralized, university
administrators use various means of obtaining and communicating student performance
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University of South Florida
September 2004
scores to the pertinent departmental units for assessment purposes. These assessments are
typically accomplished at the college level. The USF Performance & Accountability Summary
for 2003-2004 [7] reported to the Board of Trustees the following assessment findings related
to the performance of USF students on licensing examinations:
• Accountancy students in the College of Business Administration are required to
demonstrate their acquisition of essential knowledge and skills through completing the
Uniform Certified Public Accountant (CPA) examination. USF candidates with advanced
degrees have ranked in the Top 10 nationally on 14 of the past 20 examinations (over a
10 year span: 1993-2002). This is higher than at any other university in the country.
• Graduates of the School of Architecture surpassed nationwide performance on all
sections of the 1999-2001 Architect Registration Examination for which comparative
data are available. On average, first-time test takers at USF scored 11% higher than the
national average in the areas of pre-design, general structures, lateral forces,
mechanical and electrical, materials and methods, and construction documents.
• In the College of Arts and Sciences, USF graduates of the PhD program in Clinical
Psychology sit for the national licensure Examination for Professional Practice in
Psychology (EPPP). The mean score for USF PhD graduates is 144.3 (SD=33.8), while
the normative data from the national sample for the same period showed a mean of
134.8 (SD22.3). This same group of students registered a 100% pass rate on both
national and state licensure examinations.
• In the School of Library and Information Science, students who complete the
concentration in School Media have a 100% passing rate on the Florida Teacher
Certification Examination (PK-12Media Specialist section).
• During the 2001-02 academic year, 1,057 undergraduate and graduate students
graduating from the College of Education’s teacher preparation programs completed the
Florida Teacher Certification Examination with a 100% pass rate.
• In 2001-02, students graduating from the Athletic Training Program completed the
National Athletic Trainers’ Association (NATA) Board of Certification Examination with a
90% pass rate.
• In 2001-02, graduate students in School Psychology completed the Certification
Examination of the National Association of School Psychologists, with a 100% pass
rate.
• Graduates in the College of Nursing basic baccalaureate program are eligible to sit for
the National Council Licensure Examination for Registered Nurses (NCLEX-RN). In
2002-03, the pass rate for USF graduates was 94.3%, surpassing the performance of all
but one of the other ten institutions in the Florida State University System. The national
passing rate for the same period was 81%.
• Health Education graduates of the USF College of Public Health take the Certified
Health Education Specialists examination administered by the National Commission on
Health Education Credentialing. In 2003, the passing rate for USF students was 100%,
compared to the national rate of 79.5%. Over the past decade, USF students have
achieved a 97% pass rate in the examination, compared to the national average of
84.8% for the same period.
• The College of Medicine monitors the performance of medical education students on
the United States Medical Licensure Examination (USMLE). Licensure information on
graduates is updated on an ongoing basis by the COM Student Affairs office. The first
time pass rate for the class of 2005 was 96% and the final pass rate was 100%. These
performance monitoring processes were accepted by the Liaison Committee on Medical
Education (LCME).
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University of South Florida
September 2004
A major challenge lies in consistently obtaining this information about USF graduates from the
various governmental and accrediting agencies involved in professional licensure given
limitations related to confidentiality and privacy.
Job placement
The University of South Florida provides data to the Florida Education and Training Placement
Information Program [8] (FETPIP), a division of Accountability, Research and Measurement
within the Florida Department of Education via periodic mandated management data files.
Outcome Reports for employment of Florida Public University graduates are generated
annually. Alumni job placement information is available through various surveys and the
Florida Education and Training Placement Information Program. Reports by degree
(bachelor’s, master’s, and doctoral) are differentiated by both program and institution.
Some colleges track the placement of graduates through both informal and formal means
including the School of Architecture, College of Education, College of Business Administration,
and the College of Visual and Performing Arts.
Source
[1] Florida's K-20 Education Performance Accountability System :: 1008.31, Florida Statutes
[2] USF Mission, Goals, Values, Vision
[3] University of South Florida Board of Trustees Workgroup on Academics and Campus
Environment minutes, Jan. 23, 2004
[4] Florida Board of Governors, State University System, Accountability Measures
[5] USF InfoMart -- (view live site)
[6] USF Retention database -- (view live site)
[7] USF Performance & Accountability Summary for 2003-2004
[8] Florida Education and Training Placement Information Program (FETPIP)
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University of South Florida
4.2
September 2004
The institution maintains a curriculum that is directly related and appropriate to
the purpose and goals of the institution and the diplomas, certificates, or degrees
awarded.
_XX__ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
Degree programs at the University of South Florida are offered in disciplines classified as
postsecondary in the US Department of Education National Center for Education Statistics’
(NCES) Classification of Instructional Programs (CIP) taxonomy. All degree programs are
organized by discipline in the SUS Academic Degree Programs Inventory [1]. CIP codes are
assigned to degree programs by the Division of Colleges and Universities [2], a unit of the
Florida Department of Education [3], in consultation with the University’s Office of Academic
Affairs [4] and the University Registrar [5]. All programs are consistent with the purpose,
mission, and goals of the University [6]. Programs offered on regional campuses are designed
to meet identified local needs in the community.
The University process for development and approval of new degree programs is designed to
ensure that all programs meet a set of criteria established by the State Board of Education [7],
adopted by the Florida Board of Governors [8], and administered by the Division of Colleges
and Universities. Criteria have been established for bachelor’s, master’s, and doctoral/first
professional degrees. All degree programs must demonstrate that they embody a coherent
course of study and must also demonstrate consistency with the University mission. The
Florida Board of Governors has approval authority for new doctoral degree programs at all
public universities in Florida. Individual university Boards of Trustees may approve new
bachelor’s and master’s degree programs, provided the proposed programs comply with the
criteria established by the State Board of Education. These criteria are incorporated in USF’s
guidelines for Approval of New Degree Programs [9]. All new degree program proposals must
be reviewed and approved by both faculty committees and appropriate academic
administrators at the department, college, and University level.
Monitoring the academic content and level of academic programs is the responsibility of the
faculty. Faculty curriculum and program committees at the department and college level
monitor the appropriateness and quality of curriculum in the academic programs of a given
department or college. At the University level, the Undergraduate Council [10] and the
Graduate Council [11] represent the faculty in determining the appropriateness of curriculum at
the undergraduate and graduate levels respectively.
Proposals for new courses and course and program changes must be approved by department
and college faculty committees, as well as by department chairs and deans. At the University
level, the Undergraduate and Graduate Councils are responsible for approving all new
courses, as well as course and program changes [12] [13]. Review and approval of new
courses also occurs at the State Board of Education level when courses are submitted for
inclusion in Florida’s State Course Numbering System (SCNS).
All degree programs are reviewed at least once every seven years, as provided in Section
1001.03, Florida Statutes [14]. In most cases, external reviewers are retained for this purpose
[15].
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University of South Florida
September 2004
Source
[1] SUS Academic Degree Programs Inventory
[2] State of Florida, Division of Colleges and Universities
[3] Florida Department of Education
[4] Academics Affairs
[5] Registrar
[6] USF Mission and Goals
[7] Proposal Formats for Requests to Implement New Degrees
[8] Florida Board of Governors
[9] Approval of New Degree Programs
[10] Undergraduate Council charge
[11] Graduate Council charge
[12] Undergraduate Council Course Approval Process
[13] Graduate Council Course and Program Processing
[14] Cyclic Review of Postsecondary:: Section 1001.03, Florida Statutes
[15] USF Program Review process
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University of South Florida
4.3
September 2004
The institution makes available to students and the public current academic
calendars, grading policies, and refund policies.
_XX__ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
All academic calendars [1], grading policies [2] [3], and refund policies are developed and
disseminated by the Office of the Registrar and are available in the Undergraduate [4] and
Graduate Catalogs [5], the Schedule of Classes [6], and elsewhere on the University website.
The catalogs are prepared annually and are published on the University web site. The
Undergraduate Catalog is also available on a free CD. The Schedule of Classes is printed
three times each year, one for fall, spring, and summer terms. Each regional campus prints
semester class schedules for those courses particular to their campus. The Schedule of
Classes is also available through OASIS (Online Access Student Information System) [7] on
the University website. The website contains semester-specific information which includes the
academic calendar; grading policies for both undergraduates and graduates, as well as
standards required for graduate students to maintain good academic standing; final exam
schedules; registration and fee payments, policies, and dates; policies and procedures for
withdrawal or cancellation; processes for refunding fees; and student privacy rights.
The University publishes an Advising Manual for community college advisors that is distributed
in hard copy.
The Provost’s Office policy on Course Syllabi requires that all faculty include a description of
the grading policy in the syllabus [8].
Source
[1] Academic Calendars
[2] Undergraduate Grading Policies
[3] Grades and Academic Standards :: Graduate Catalog
[4] Undergraduate Catalog
[5] Graduate Catalog
[6] Schedule of Classes
[7] Oasis
[8] Provost’s Policy on Course Syllabi
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University of South Florida
4.4
September 2004
The institution demonstrates that program length is appropriate for each of the
degrees offered.
_XX__ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
Baccalaureate degrees at the University of South Florida require between 120 and 134
semester credit hours. The State Board of Education mandates hours to degree for
baccalaureate programs in Florida by discipline [1a]. Section 1007.25(8), Florida Statutes [1b]
states:
A baccalaureate degree program shall require no more than 120 semester hours of college
credit, including 36 semester hours of general education coursework, unless prior approval has
been granted by the State Board of Education.
Thirteen degree programs at the University of South Florida have been granted such approval
to exceed the statutory 120 credit-hour limit. These programs are:
• Mass Communication
• Early Childhood Education
• Art Education
• Music Education
• General Engineering
• Chemical Engineering
• Civil Engineering
• Computer Engineering
• Electrical Engineering
• Mechanical Engineering
• Industrial Engineering
• Theatre
• Nursing
Hours to degree for these programs are described in the Undergraduate Catalog [2].
Minimum requirements for master’s and doctoral degrees are 30 semester hours and 90
semester hours respectively beyond the baccalaureate degree. Of the minimum 30 hours
required for a master’s degree, at least 16 hours must be at the 6000 level. At least 20 hours
must be in formal, regularly scheduled course work, 10 of which must be at the 6000 level. Up
to 6 hours of 4000-level courses may be taken as part of a planned degree program [3].
Degree requirements for specific programs are found in the USF Graduate Catalog [4a]. A
listing of graduate degrees with required credit hours is provided [4b].
The MD degree requirements are described on the USF College of Medicine Office of
Admissions web page [5].
Hours to degree for all programs at the University of South Florida are consistent with standard
practice in higher education and the requirements of all relevant accrediting associations and
learned societies. Complete listings of degrees offered and their requirements are published in
the University’s Undergraduate [2] and Graduate Catalogs [4a].
Page 215
University of South Florida
September 2004
Source
[1a] Baccalaureate Degree Programs by Hours to Degree
[1b] General education courses; common prerequisites; and other degree requirements ::
1007.25(8), Florida Statutes
[2] List of Degree Programs and Common Prerequisites :: USF Undergraduate Catalog 20032004
[3] Degree Information and Requirements:: USF Graduate Catalog 2004-2005
[4a] College Information and Requirements :: USF Graduate Catalog 2004-2005
[4b] Authorized Gradute Programs and Credit Hours Required
[5] MD Degree Information :: Office of Curriculum and Medical Education
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University of South Florida
4.5
September 2004
The institution has adequate procedures for addressing written student
complaints and is responsible for demonstrating that it follows those procedures
when resolving student complaints. (See Commission policy AThe Review of
Complaints Involving the Commission or its Accredited Institutions.@)
__XX_ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
The University has a number of offices and committees that are responsible for implementing
the institution’s established procedures for addressing written academic and non-academic
student complaints.
Non-academic complaints are usually addressed to the Office of Student Relations [1].
Academic grievances are generally addressed to instructors, department chairs, and college
deans, who are then responsible for handling these effectively and expeditiously. Student
complaints received by the President, Provost, and other upper level administrators are
referred to the Office of Student Relations, the Office of Undergraduate Studies [2], or the
Office of Graduate Studies [3] as appropriate.
Academic Grievance Procedures are described in detail in the Undergraduate [4] and
Graduate Catalogs [5], which are accessible to all students online; the Undergraduate Catalog
is also available in CD format. The USF Student Handbook [6] is a source of information for
students with nonacademic grievances.
Within individual colleges, students are required to make a reasonable attempt to resolve
grievances with the instructor concerned. If a resolution cannot be made, the student or
instructor may file a written statement with the department Chair. If not resolved at the
department level, the department chair must file a letter with the college Dean and provide
copies to the student and instructor. The student then has two weeks to file a letter with the
Dean, which is then sent to the instructor. The instructor must provide a written response to the
Dean, which is also sent to the student. If the matter remains unresolved, the student can
continue his or her appeal to a committee of three faculty members and two students. The
committee makes a recommendation to the Dean, and the student can appeal to the Provost if
the decision of the Dean is contrary to the recommendation of the committee or if the student
establishes prima-facie evidence of a procedural violation.
The Academic Regulations Committee [7] meets regularly to review petitions submitted by
undergraduate students to waive University academic regulations. These procedures are
outlined in the catalog and request forms are available at several offices on campus.
The Office of Student Relations [1] is responsible for providing assistance and response to
students with general grievances. Students who do not agree with decisions made by the
Office of Student Relations can file a written appeal with the Dean of Students.
Departments that routinely serve students, such as University Police [8], Parking Services [9],
Student Disability Services [10], and Intercollegiate Athletics [11], have general procedures in
place to provide those students submitting grievances or complaints a vehicle for conveying
their concerns and having those concerns addressed.
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University of South Florida
September 2004
The Office of Student Judicial Services [12] investigates complaints when it has been alleged
that a student has violated the Student Code of Conduct [13]. Students wishing to file a
complaint can meet with the Associate Dean of Students for Student Judicial Services, but
formal complaints should be submitted in writing. A complaint form is available directly from the
Office of Student Judicial Services and is also accessible via the Student Judicial Services
Website [12].
The University of South Florida’s Equal Opportunity, Sexual Harassment and Americans with
Disabilities Act policies and procedures [14] [15] [16] comply with all federal and state laws and
regulations. These policies and procedures prohibit discrimination and harassment against
students and employees. If a complaint is filed, USF will process it through the Diversity and
Equal Opportunity complaint procedures [17]. These procedures allow for review, mediation
and investigation of complaints alleging discrimination and sexual harassment. The Diversity
and Equal Opportunity, Sexual Harassment, Americans with Disabilities Act and the Grievance
procedures are referred to in the USF Student Handbook [18] and in Undergraduate [19] and
Graduate Student Orientation [20] information. A complete text of policies and procedures can
be found at the Diversity and Equal Opportunity web site [21] and the University General
Counsel’s web site [22].
University of South Florida Students have a right to file a complaint with the Diversity and
Equal Opportunity (DEO) Office [23]. All filed complaints are taken seriously and processed
thorough the DEO procedures. Students have a right to be informed about the investigation
and the final determination of the investigation
Open investigations are not subject to the Public Records laws. Information about student
complaints is shared with appropriate university administrators based on a business need-toknow basis. Closed complaint files are subject to public records law, with limitations. A request
for information in a closed complaint file is forwarded to the General Counsel’s Office for
handling in accordance with the relevant laws.
In addition to the University offices and committees described above that handle student
complaints, each of the regional campuses also has adequate procedures for addressing
written student complaints and for demonstrating that it follows those procedures when
resolving student complaints.
The Lakeland campus has a committee to carry out procedures set forth in the 2003-2004
Undergraduate Catalog and all staff members are trained in how to handle written complaints.
The Sarasota-Manatee campus has academic grievance procedures that provide students with
the opportunity for an objective review of the facts. An Academic Grievance Committee,
composed of an equal number of faculty and student members exists in each undergraduate
college. These committees consider student academic grievances and make
recommendations to the Dean of the college in which the alleged grievance occurred. All
academic grievances on the Sarasota-Manatee campus are reported to the Associate VicePresident and Dean for Academic Affairs. All students also have the right to file an Academic
Regulations Committee Petition to a committee consisting of representatives from all the
undergraduate colleges, the Academic Advising Center, and the Office of the Registrar. All
petitions are reviewed and students are notified of the decision in writing in a timely matter.
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University of South Florida
September 2004
Individual departments on the Sarasota-Manatee campus such as Admissions, the Career
Center, Financial Aid, and the Registrar investigate written and verbal student complaints and
respond to them in an appropriate time and manner.
The St. Petersburg campus has formal, published Student Academic Grievance Procedures
[24] and Student Affairs Grievance Procedures and follows those procedures when resolving
complaints. The Directors of Student Affairs departments respond to student complaints made
in person or in writing. If the student complaint cannot be received at this level, the student is
encouraged to direct his or her concern to the Associate Vice President for Student Affairs.
The Enrollment Services process is different than the Student Affairs process. Students who
have complaints about Enrollment Services are directed to speak with the person with whom
they have the complaint to try and resolve the issue at that level. Failing that, the staff
member’s immediate supervisor is to be contacted. If the situation is not taken care of at that
level, the Dean of Enrollment Services will hear the complaint. If the Dean cannot resolve the
issue, the student may file a formal, written grievance in accordance with the formal grievance
process.
The USF Tampa Campus Library has an online Problem Resolution form to facilitate resolution
of written complaints by students, faculty, and staff [25].
The College of Medicine procedures for addressing students’ academic and non-academic
grievances and complaints are published on the College’s web site [26a] [26b] [26c].
Source
[1] Office of Student Relations
[2] Office of Undergraduate Studies
[3] Office of Graduate Studies
[4] Academic Grievance Procedure :: Undergraduate Catalog
[5] Grievance Procedures :: Graduate Catalog
[6] Student Rights and Responsibliites :: Student Handbook
[7] Academic Regulations Committee
[8] University Police
[9] Parking Services
[10] Student Disability Services
[11] Intercollegiate Athletics
[12] Student Judicial Services
[13] Student Code of Conduct
[14] USF Diversity and Equal Opportunity Policy 0-007
[15] USF Sexual Harassment Policy 0-008
[16] Diversity and Equal Opportunity - USF Americans with Disabilities Act policy 0-008A
[17] USF Grievance / Compliance Resolution Processes: Complaints of Discrimination
[18] Student Handbook
[19] Undergraduate Student Orientation
[20] Graduate Student Orientation
[21] Diversity and Equal Opportunity
[22] General Counsel’s Office
[23] Diversity and Equal Opportunity Office
[24] Student Academic Grievance Procedures
Page 219
University of South Florida
September 2004
[25] Tampa Library
[26a] Policies and Procedures :: College of Medicine
[26b] Abuse Policy :: College of Medicine
[26c] Honor Code :: College of Medicine
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University of South Florida
4.6
September 2004
Recruitment materials and presentations accurately represent the institution=s
practices and policies.
_XX__ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
The University of South Florida creates recruitment materials and presentations that reflect the
University’s mission, practices, and policies. The University provides prospective
undergraduate, graduate, transfer, and international students with recruitment documents and
web-based information about admissions requirements, application procedures and forms
(including timelines), degrees and majors, campus housing and campus life, financial aid, and
other academic and personal information to assist students in choosing a college. The
University’s Undergraduate [1] and Graduate Catalogs [2] provide the main source of this
recruitment information. Online versions of the catalogs, as listed in the Supporting
Documentation below, also offer additional resources [3]. In addition to these University
publications, documents and online information about specific degrees and majors are
available from individual colleges and departments.
A number of University offices are involved in the recruitment process. The Tampa campus
Vice President for Student Affairs relies on the expertise of the Associate Vice President for
Enrollment Planning and Management to oversee the inspection of all recruitment materials
and content of presentations. The Associate Vice President reviews all materials from both the
Admissions Office and the Adult and Transfer Student Services Office on a regular basis to
assure that the content accurately represents the institution’s practices and policies as outlined
in the strategic plan.
The Office of Undergraduate Admissions [4] continually provides information and services to
assist prospective students to identify the educational opportunities best suited to their
interests and goals. Paper document recruitment materials are updated annually to reflect
current practice and policies. The web is updated as needed to reflect current and correct
information that a student may need to begin the college selection process. The Admissions
Coordinators charged with conducting information sessions for the public are thoroughly
trained and go through retraining each summer. Other Admissions staff receive on-the-job
training experiences or formal training through the University’s Organization Development and
Training Office. (Additional admissions websites: International Students [5]; Graduate Students
[6]).
The mission of the Office of Adult and Transfer Student Services (ATSS) [7] is to recruit, retain,
and provide programming and advocacy services for transfer students and adult learners.
Recruitment materials including printed brochures and the unit website provide information
about the University that will particularly appeal to transfer students and adult learners.
Recruitment literature provides links to other USF departments for relevant procedures,
regulations, and standards. ATSS staff arrange campus visits, Transfer Days, and workshops
for community college counselors. Recruiters make presentations, conduct workshops, and
communicate with students at community colleges, businesses, and in the community.
Faculty and staff of academic departments within the individual colleges stay abreast of current
institutional practices and policies by attending University, College, and unit level meetings. All
Page 221
University of South Florida
September 2004
department, program, and college recruiting documents are checked for consistency with
official documents related to university policies. Furthermore, all materials and presentations
are reviewed on an annual basis to meet publication standards and incorporate institutional
changes. All recruiting information for Intercollegiate Athletics, including media guides,
provided to prospective student-athletes adhere to the regulations of NCAA Bylaw 13.4
(Recruiting Materials).
The USF Lakeland [8], Sarasota-Manatee [9], and St. Petersburg [10] regional campuses
design supplementary recruitment materials and presentations that accurately reflect
University standards, policies and practices, but provide relevant information specific to their
respective campuses.
Source
[1] USF Undergraduate Catalog 2004-2005 -- (view live site)
[2] USF Graduate Catalog 2004-2005 -- (view live site)
[3] Distance Learning Catalog -- (view live site)
[4] Admissions :: Undergraduate Students
[5] Admissions :: International Students
[6] Admissions :: Graduate Students
[7] Adult and Transfer Students
[8] Prospective Students, Admission & Applying :: USF Lakeland
[9] Prospective Students, Admission & Applying :: USF Sarasota-Manatee
[10] Prospective Students, Admission & Applying :: USF Saint Petersburg
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University of South Florida
4.7
September 2004
The institution publishes the name of its primary accreditor and its address and
phone number.
__XX_ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
The University of South Florida publishes the address and telephone number of the Southern
Association of Colleges and Schools, Commission on Colleges. These are published on the
USF web site [1] and in the introductory section to both the Undergraduate [2] and the
Graduate [3] Catalogs.
The statement used is that authorized by the Commission [4].
The Office of University Relations monitors all University publications and provides guidance
through its Visual Identity Standards Manual [5]; the section on Required Legal Statements
includes information about the correct wording of the University’s accreditation statement.
Source
[1] USF Accreditation web page :: Office of Institutional Effectiveness
[2] Accreditation Statement :: USF Undergraduate Catalog 2004-2005
[3] Accreditation Statement :: USF Graduate Catalog 2004-2005
[4] Advertising, Student Recruitment and Representation of Accredited Status :: SACS
Guidelines
[5] USF Visual Identity Standards Manual :: Office of University Relations
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University of South Florida
4.8
September 2004
The institution is in compliance with its program responsibilities under Title IV of
the 1998 Higher Education Amendments. (In reviewing the institution=s
compliance with these program responsibilities, the Commission relies on
documentation forwarded to it by the Secretary of Education.)
_XX__ Compliance
___ Partial Compliance
___ Non-Compliance
Narrative:
During fiscal year 2002-03, The University of South Florida awarded a total of $176,630,948 in
financial aid to students, including $119,136,466 in federal student aid. Other sources of
financial aid include state funding (Florida Student Assistance Grants and Bright Futures
Scholarships), other states’ scholarships, institutional funds, and private scholarships. The
2002-2003 USF Fact Book provides additional information regarding the aid programs cited
above [1].
The University of South Florida is authorized to participate in the Federal Title IV programs by
the U.S. Department of Education under the Federal Program Participation agreement valid
through September 30, 2008 [2].
The University of South Florida adheres to all federal regulations as set forth under Title IV
Student Aid Programs regulations [3]. Processing of student aid applications and of federal
funds is carried out as mandated by these regulations. Student eligibility is verified according
to federal and state verification regulations; the regulations are reviewed and both manual and
systematic verification procedures adjusted each year. Policies for review of eligibility and
awarding of aid are maintained, reviewed, and updated in the USF Office of Financial Aid
Policy and Procedure Manual. This manual includes established procedures for cost-ofattendance calculations, methodology for awarding of aid, determination of satisfactory
progress, and other procedures required to comply with federal, state, and institutional
financial-aid awarding [4].
The Director of Financial Aid is the chief financial aid officer of the University. He reports to the
Associate Vice President for Enrollment Planning and Management, who in turn reports to the
Vice President of Student Affairs. The director is assisted by an associate director, and
assistant directors, and coordinators, who oversee various operations within the Office of
Financial Aid and by coordinators on each of the regional campuses and in the College of
Medicine. Counselors and program assistants on the Tampa campus and on each of the
regional campuses assist students with the aid application process and assist with processing
of aid in accordance with each student’s established eligibility [5].
The Auditor General of the State of Florida, in accordance with U.S. Office of Management and
Budget Circular A-133, conducts an annual audit of the federal awards programs of the state of
Florida, including financial-aid programs administered by the state universities. The Auditor
General's most recent audit (for fiscal year ended June 30, 2003) notes the audit observations
specifically related to the University of South Florida [6].
Source
[1] USF Fact Book
[2] Federal Program Participation Agreement :: Physical Location: USF Office of Financial Aid
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University of South Florida
September 2004
(SVC 1102) -- (back to narrative)
[3] Student Aid Programs regulations :: Title 34, Parts 600-694, U.S. Code of Federal
Regulations
[4] USF Office of Financial Aid Policy and Procedure Manual :: Physical Location: USF Office
of Financial Aid (SVC 1102) -- (back to narrative)
[5] USF Office of Financial Aid Organizational Chart :: Physical Location: USF Office of
Financial Aid (SVC 1102) -- (back to narrative)
[6] Current Auditor General's Audit and Summary Schedule of Prior Audit Findings :: State of
Florida Federal Awards Program for the Fiscal Year Ended June 30, 2003
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