Self-Study Design

Our self-study model is a comprehensive report that reorders the Middle State’s “Standards of Excellence” to better reflect our reality and organizes these standards under key themes for Franklin. These themes reflect the questions we have been asked to address specifically following the 2005 Periodic Review and subsequent Monitoring Reports as well as themes that are key to the working and future of the institution at this stage in its development.

Each Chapter corresponds to a Working Group.

Chapter 1 Identity
(Standard 1 Mission and Goals)

Following Franklin’s 2005 Periodic Review Report to Middle States, we were asked to clarify our institutional mission in relation to our distinctive purposes.  Because institutional identity remains a primary emphasis in the current strategic plan of Franklin, we have elected to focus on Standard 1 as a stand-alone chapter.

Chapter 2 Institutional Assessment
(Standard 7 Institutional Assessment)

Also, following Franklin’s 2005 Periodic Review, we were asked to further develop and implement a process to assess institutional effectiveness.  Thus, we have dedicated this chapter in its entirety to that purpose.

Chapter 3 Finance, Resources & Strategic Planning
(Standard 2 Planning, Resource Allocation and Institutional Renewal)
(Standard 3 Institutional Resources)
(Standard 8 Student Admissions and Retention)

Franklin has moved to better link resource allocation decisions to its strategic planning and assessment processes. Considering Standards 2 and 3 together will help evaulate the effectiveness of those connections. Given our current growth strategy, enrollment management is an important component in this process and thus Standard 8 is included in this chapter as well.

Chapter 4 Governance & Organization
(Standard 4 Leadership and Governance)
(Standard 5 Administration)
(Standard 6 Integrity)

In recent years, Franklin has instituted a number of changes in its administrative structure, with potential effects on governance and policies. Considering Standards 4, 5 and 6 together will allow us to evaluate these changes in terms of institutional integrity and whether the new administrative structures better facilitate learning and scholarship.

Chapter 5 Student Learning
(Standard 9 Student Support Services)
(Standard 11 Educational Offerings)
(Standard 12 General Education)
(Standard 13 Related Educational Activities)
(Standard 14 Assessment of Student Learning)

Recent curricular developments like Crossing Borders: A First Year Experience evidence our desire both to become even more learner-centered and to integrate the learning experience across curricular and co-curricular lines. Considering together all the standards that directly speak to student learning will allow us to evaluate how far we have come in this regard and what remains to be done.

Chapter 6 Faculty Teaching and Scholarship
(Standard 10 Faculty)

One of Franklin’s greatest assets is our dedicated, diverse and highly qualified faculty.  As Franklin moves forward, results of this self-study will help us further enhance and support the research and teaching scholarship of our faculty.

Complete Self-Study Design (PDF)