The university is committed to teaching and research of the highest caliber and offers an exceptional liberal arts and professional education in a cross-cultural environment. Since its move to the new campus, the university has been exploring ways to make the most of it. Self-study outcomes were developed based on the institution's strategic initiatives, then reviewed against the revised Central State Standards for Accreditation, as well as self-study planning samples provided by other institutions in the Collaborative Implementation Project (CIP).
Use the findings and recommendations arising from the self-study process to assess current challenges and to explore possible ways to overcome them, in addition to informing the development of the university's next strategic plan. Define accreditation timeline and track progress to ensure deadlines are met - Prepare the self-study design which is the blueprint of the self-study. Seven working groups were formed, with each group responsible for one of the seven standards of accreditation.
Review and update the working group's mandate to ensure that all aspects of the standard are covered. Discuss and review the standard, related criteria, and research questions to ensure that all aspects of the standard are covered by the self-study. The Steering Committee gave all co-chairs and working groups general mandates to ensure the regulation of the self-study process.
These duties consisted of standards as defined by the Central States and a set of research questions.
Mission and Goals
Rasha Radwan Director of Institutional Research, Data Analytics and Institutional Research Amal Salah Director of International Students and Study Abroad Enrollment Management and Student Life Ehab A/Rahman Vice Provost for Research and Professor School of Sciences and Engineering Michael Gibson Senior Instructor Department of Rhetoric and composition Raymonda Raif Executive Director, Alumni Eng. & Annual Fund Advancement and Communication Shahjahan Bhuiyan Associate Professor Dep.
Ethics and Integrity
How does AUC ensure that students have sufficient knowledge and understanding of financing resources and options, the value received for the costs and resources to make an informed decision on financial matters. The university periodically evaluates the ethics and integrity policy, processes, practice and method of implementation. Iman Megahed Executive Director, DAIR Data Analytics and Institutional Research Diaa Noureldin Assistant Professor School of Business.
Hanan Sabea Associate Prof of Anthropology School of Humanities and Social Sciences Hatem Hassib Director, Staff Affairs Administration and Finance.
Design and Delivery of the Student Learning Experience
How does the university provide an adequate space to attract students to new areas of intellectual experience, to expand their cultural and global awareness and cultural sensitivity, and to prepare them to make well-reasoned judgments outside as well as within their academic field . The university offers graduate and professional training, opportunities for the development of research, scholarship, and independent thinking, provided by faculty and/or other professionals with credentials appropriate for graduate-level curricula. How adequate and appropriate are institutional review and approval processes regarding student learning opportunities designed, delivered or assessed by third-party providers.
Ali Hadi, distinguished university professor and head of the Faculty of Science and Technology Helen Rizzo associate prof.
Support of the Student Experience
To what extent do we provide our student-athletes with support services that facilitate their academic success as well as their athletic performance. How do we assess the support services provided by third parties and what corrective actions do we take as a result of these assessments. How does the university assess its performance in terms of services that support student success and what evidence suggests that these assessment results are used for continuous improvement.
Heba Attia Research Analyst, IR Data Analytics and Institutional Research Dalia Issa Director, Office of Student Development, Enrollment Management and Student Life Maher Younan Professor & Associate Dean School of Sciences and Engineering Maissa Ragab Acting Director of Enrollment Management and Student Residential Life Noha Saada Director , Academic Advisory Provost , Academic Advisory Center Ola Morsy Act.
Educational Effectiveness Assessment
How does the university currently document and organize procedures for assessing its educational effectiveness. How effective are the university's assessment processes at university, school, department and education level, including general education. To what extent is society engaged in the efforts to assess and continually improve the university's educational effectiveness.
Heba Fathelbab Director of Assessment and Accreditation Data Analysis and Institutional Research Ahmed Hassanein Assistant Professor and Associate Dean of the School of Business. Academy of Liberal Arts Dean of Undergraduate Studies John Swanson Vice Chancellor for Special Projects. Maha Guindi, Executive Director, Career Center for Enrollment Management and Student Life Robert Switzer Dean Undergrad.
Planning, Resources, and Institutional Improvement
Khaled Tarabieh Assistant Professor School of Sciences and Engineering Mina Gamil Stefanos Change Management Director Administration and Finance. Randa Kamel Executive Director Recruitment and SSC Enrollment Management and Student Life Sarah Refaat Executive Director for Human Resources Administration and Finance.
Governance, Leadership, and Administration
What evidence ensures that the governing body does not interfere in the day-to-day operations of the institution. Are all members of the governing body required to make a declaration of any relevant conflict/potential conflict of interest at the commencement of their service. What evidence shows that the various components of the governing body, management and administration are working effectively, both individually and as a team, to achieve.
What evidence shows that the institution's governing body and management support professional development for administrators. What evidence supports that the management of the institution encourages effective dialogue and allows for the involvement of all stakeholders in all key activities and decisions. Zeinab Amin, Associate Chair & Director of the Actuarial Science Program, School of Sciences and Engineering.
The list of documents included below is an example of the possible documents that relate to each of the standards. This section will include a summary of the main conclusions reached and the institution's recommendations to ensure future compliance. The software will allow the embedding of hyperlinks to specific documents for the convenience of the evaluation team.
A glossary of all acronyms used in working group reports should be included at the end of the report as an appendix. References must follow APA style with the reference list at the end of the report. Each report will begin with the name of the standard, an outline of the group's mission, the research questions addressed, and a list of the chairs and members of the working group.
The report begins with an overview of the standard and the rate, together with the research questions, based on the specific underlying criteria for the standard. This section should discuss any links between the group's leadership and that of the other groups, including any collaboration that has occurred between groups. The report should contain a brief summary of the data used and the documents assessed, showing the extent to which the university does or does not meet the standard.
This should include an analytical discussion of the outcomes of the research questions addressed for the standard, including strengths and challenges. This is the final part of the report and should include a statement explaining the extent to which the university meets the criteria of this standard.