The University of Tulsa is a fully accredited national doctoral institution and is on the approved lists of the Higher Learning Commission and the Oklahoma State Regents for Higher Education. Some of the University’s colleges and professional schools are accredited by their own professional agencies as well.
In the Henry Kendall College of Arts and Sciences, all programs for the preparation of teachers are recognized by the Office of Educational Quality and Accountability and nationally accredited by the Teacher Education Accreditation Council. The School of Music of The University of Tulsa is an accredited institutional member of the National Association of Schools of Music (NASM). The following degrees are listed by NASM: Bachelor of Arts in Music, Bachelor of Music Education, Bachelor of Music in Performance, and Bachelor of Music in Composition. The deaf education program is accredited by the Council on Education of the Deaf. The Ph.D. program in clinical psychology is accredited by the American Psychological Association.
The Collins College of Business is accredited at both the graduate and undergraduate levels by AACSB International - The Association to Advance Collegiate Schools of Business.
The College of Engineering and Natural Sciences is an institutional member of the American Society for Engineering Education. The Bachelor of Science degree programs in chemical engineering, electrical engineering, engineering physics, mechanical engineering, and petroleum engineering are accredited by the Engineering Accreditation Commission of ABET, http://www.abet.org. The Bachelor of Science degree program in computer science is accredited by the Computing Accreditation Commission of ABET, http://www.abet.org. The Bachelor of Science degrees in chemistry and biochemistry are approved by the American Chemical Society.
In the Oxley College of Health Sciences, the master’s program in speech-language pathology is accredited by the Council on Academic Accreditation in Audiology and Speech Language Pathology (CAA) of the American Speech-Language-Hearing Association, 2200 Research Boulevard #310, Rockville, MD 20850, 800-498-2071 or 301-296-5700. The baccalaureate nursing program is approved by the Oklahoma Board of Nursing. The baccalaureate nursing program is accredited by the Accreditation Commission for Education in Nursing, 3343 Peachtree Road NE, Suite 850, Atlanta, GA 30326. The Master of Athletic Training Professional Program is accredited by the Commission on Accreditation of Athletic Training Education (CAATE).
The University of Tulsa College of Law is fully accredited by the American Bar Association (ABA) Council Section of Legal Education and Admissions to the Bar (address: 321 N. Clark St., 21st Floor, Chicago, IL 60654 / phone: 312.988.6738 / email: firstname.lastname@example.org / website: http://www.americanbar.org/groups/legal_education/contact_us.html) since 1953.
The University has comprehensive programs for assessment of student learning at the institutional, program and course levels. College, program, and course-level initiatives measure attainment of the increasingly focused missions of these smaller units while the institutional initiatives focus on attainment of the TU mission statement. The following outcome-based institutional initiatives intend to measure student performance at multiple levels and in various ways across the curriculum:
- Mission Statement Assessment Project (MSAP) relies on scores obtained from a standardized exam that is administered to students at the beginning and end of their undergraduate tenure.
- Tulsa University Learning Assessment Project (TULAP) uses faculty-developed, evaluative instruments (rubrics) to analyze student work that is produced in the general curriculum courses.
- National Survey on Student Engagement (NSSE) and Faculty Survey on Student Engagement (FSSE) obtain experiential and perception information from freshmen and seniors and the faculty who teach both groups.
- End-of-semester, online student evaluations provide faculty with perceptions about students’ experiences in their courses.
Collectively, this multi-dimensional, macro-level perspective provides faculty with a better idea of what students are learning, where they are learning it, and areas where opportunities for improvement exist.
It is important to note that both TULAP and MSAP gather assessment data on several student learning outcomes included in the University’s mission statement; consequently, it is important that every undergraduate student has the possibility of participating in these programs. Student confidentiality is ensured by presenting test results in aggregate and by removing all identifiers from course-embedded artifacts prior to review.