The University of Tulsa is a national doctoral institution and is accredited by the Higher Learning Commission and approved by the Oklahoma State Regents for Higher Education. The University has several educational programs that are nationally accredited by specialized accreditation associations.
In the Henry Kendall College of Arts and Sciences, 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 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 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 TU undergraduate and graduate energy management programs are accredited by the American Association of Professional Landmen (AAPL).
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, www.abet.org. The Bachelor of Science degree program in computer science is accredited by the Computing Accreditation Commission of ABET, www.abet.org. The Bachelor of Science degree programs in chemistry and biochemistry are approved by the American Chemical Society.
In the Oxley College of Health Sciences, the baccalaureate nursing program is approved by the Oklahoma Board of Nursing and accredited by the Accreditation Commission for Education in Nursing (ACEN), 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) and coursework is designed to prepare students for national athletic training certification through the Board of Certification (BOC) Inc. The Master of Science education 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 Doctor of Nursing Practice (D.N.P.) programs are approved by the Oklahoma Board of Nursing. The D.N.P. programs are fully accredited by the ACEN.
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: email@example.com / website: https://www.americanbar.org/groups/legal_education/contact_us.html) since 1953.
The University of Tulsa demonstrates, through its ongoing assessment initiatives, a commitment to educational achievement and improvement of student learning. Institutional level methods focus on student attainment of the University of Tulsa mission. Institutional learning outcomes are measured at the college, program, and course level.
The annual program review process is a faculty-driven initiative that measures attainment of program learning objectives for undergraduate, graduate, and professional programs. The Annual Program Assessment Report provides evidence that The University of Tulsa is satisfying its mission using information gained each academic year to evaluate the effectiveness of its academic programs, evolve and improve student learning. The review process also provides faculty with an opportunity to make programmatic and curriculum changes.
Graduate program reviews provide mechanisms and a system for TU faculty and administration to assess the alignment of the program with The University of Tulsa’s mission and institutional learning outcomes; to evaluate the effectiveness, progress, and status of TU’s academic programs on a continuing basis; and, through the feedback loop, to continuously improve programs to benefit students. The University of Tulsa graduate academic reviews have four aspects: a comprehensive program review (ten-year cycle), a follow-up review (five years after the comprehensive program review), an annual assessment, and an annual review of student progress.
The University of Tulsa institutional assessment initiative, the Mission Statement Assessment Project (MSAP), uses direct and indirect assessments of students’ abilities to measure the accomplishment of institutional learning objectives. The following methods give feedback of student performance at multiple levels and in various ways across the curriculum:
- The Tulsa Curriculum assessment process evaluates student achievement of the Tulsa Curriculum Outcomes in block and core courses through foundational and comprehensive course assignments using a common Course Assessment Report. The Tulsa Curriculum is a University framework developed by faculty to advance broad knowledge and intellectural concepts, which the University believes every college student should acquire.
- Contributions that advance the students’ educational learning experience are evaluated through the co-curricular and student services assessment process.
- The National Survey on Student Engagement (NSSE) and Faculty Survey on Student Engagement (FSSE) obtain experiential and perception information from freshmen, seniors and the faculty who teach both groups.
- HEIghtenTM scores are obtained from a standardized exam administered to students at the beginning and end of their undergraduate tenures.
Students are also provided opportunities to give direct feedback to faculty about learning experiences at the course level through end-of-semester course evaluations.
Results of these activities are analyzed for trends and evidence of student learning and proficiency. Results are compared to national cohorts. Student confidentiality is maintained by removing identifiers from artifacts prior to analyzing data and presenting results to stakeholders. Collectively, these assessment activities provide faculty with a comprehensive picture of what is working well for students and faculty and areas where opportunities for improvement exist.