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Self-Study, Volume II, Chapter IV: Continuing Education
Continuing education is one of several university-wide initiatives identified as a priority in the Plan for CWRU 1990-1995. While most of the university's professional schools already offer continuing education programs to their graduates and to others, there is currently no central inventory of such activities at CWRU, and no formal structure to coordinate or to promote such initiatives. We welcome the opportunity to determine the scope of these activities on the campus and explore potentials for greater university participation in continuing education.
The Subcommittee on Continuing Education defined its charge as twofold: (1) to gather information on existing continuing education programs, and (2) to consider whether there are opportunities to enhance continuing education efforts at CWRU. In considering the latter, a whole subset of questions emerged that the subcommittee addressed, such as, what factors - support services, time, facilities - need to be considered for further development of continuing education programs? What are the markets for continuing education? Are there opportunities for programs in areas outside the professions, viz. in the disciplines represented in the College of Arts and Sciences?
The draft of the new university mission statement, discussed in the self-study report, asserts that the university's teaching, research, and service should be 'marked by a commitment to continuous learning.' This suggests a larger role for continuing education and lifelong learning, as well as a relationship with the university's students that continues beyond the awarding of a degree throughout the graduate's professional (and perhaps personal) life. Several of the professional schools are already building long-term relationships with their graduates. Those professions that require periodic re-licensure have an ongoing link with their alumni through continuing education. The Continuing Medical Education office, for example, has received funding for a project to look at educational needs as they change through the lifetime of a physician. At the Weatherhead School of Management, programs have been designed specifically to meet the changing needs of management professionals throughout their careers.
The subcommittee struggled with the definition of continuing education programs, as the distinction between the regular curriculum and other offerings is becoming increasingly blurred. For instance, many courses offered by the university are available to non-degree students, with permission of the instructor, as long as prerequisites are met and there are no special laboratory requirements. Several of the university's degree programs are directed at part-time students and/or are offered in non-traditional formats - the M.B.A., practice-oriented master's in engineering, and M.S.S.A. Intensive Semester programs, for example - and might be considered continuing education. At the School of Nursing, the M.S.N. intensive semester, weekend, and evening courses are regular courses, offered for degree credit rather than Continuing Education Units, yet could also be considered continuing professional education because they meet state requirements for re-licensure. In this case, the factor that determines whether the course is regarded as continuing education is not its objective or content, but the intent of the student enrolling in the course.
The subcommittee ultimately determined that its focus should be on courses and programs outside the regular degree curriculum, excluding degree programs offered in alternative formats. In several of the professional schools there is a difference between degree programs and other kinds of educational offerings: continuing education courses may have different prerequisites and often do not include traditional measures - tests, papers, grades - for evaluating learning. The distinction between continuing education and degree programs may also be important for professional accreditation.
In considering the various options offered at the university, we came to the conclusion that continuing education must be seen on a continuum: from general-interest 'life enrichment' courses, to vocationally oriented courses taken for career enhancement, to courses for Continuing Education Units that meet requirements for re-licensure, to degree programs designed for part-time students and/or offered in alternative formats.
Other university activities such as residencies, research experiences, postdoctoral fellowships, visiting scholar appointments, and public lectures might also be regarded as continuing education, but were considered to be beyond the scope of this subcommittee's charge.
Case Western Reserve has a long and respected tradition of offering programs that might be considered continuing education. Cleveland College of Western Reserve University was established in 1925 to offer undergraduate degree programs in the late afternoon and evening for adult students in a downtown location. Enrollment in Cleveland College fluctuated widely: it grew to 7,000 in 1929, dropped to 3,000 during the Depression, increased in the late 1930s, dropped again during World War II, then flourished from 1945 to 1950 with the enrollment of veterans using GI benefits.
Cleveland College faced serious financial difficulties in the early 1950s, however, with new competition in adult education - at lower cost - from other area colleges and universities as well as from organizations such as the Cleveland Public Library and local boards of education. In 1953 Reserve decided to close the downtown location and move Cleveland College to University Circle, amid protests from alumni that the College would lose its identity. This proved to be somewhat true, as, for example, the degree program in business, which initially existed only at Cleveland College, had been accepted by Reserve at both the graduate and undergraduate levels. In 1953, Cleveland College had 6,700 students; by the time it was closed in 1973, it had only 600, most of whom were in the Upward Bound program.
Several of the programs initiated by Cleveland College survive today through the university's Office of Continuing Education and are described below. The lecture series first sponsored by the college's general education division in 1938 continues today as Grazella Shepherd Lecture Day, and a program of non-credit courses that began in 1940 is now known as Living Room Learning.
The subcommittee developed a survey of non-degree course and other offerings in order to gather information about existing continuing education efforts and gain a better understanding of the issues and factors involved in developing such activities. The survey was sent to the university's eight schools and colleges as well as to selected centers that offer continuing education programs. Results of the survey are included as an appendix to this report.
Below is a brief summary of activities in each of the university's schools. Detailed examples of offerings are included in the materials provided for review by the NCA visiting team.
Continuing education in the College of Arts and Sciences consists primarily of non-credit enrichment courses offered through the university's Office of Continuing Education:
The Senior Scholars Program offers seminars in the arts and sciences, usually taught by CWRU faculty (often emeriti) to adults 50 or over. Fall 1993 seminars dealt with the diverse topics of 'Peoples of the Balkans'; 'The Novels of E.M. Forster'; and 'Ethics and the Environment.' Classes are generally held on campus, and field trips take the scholars all over Cleveland. A Senior Scholars Council helps administer and plan the program.
Living Room Learning is a series of discussion courses in the humanities, offered once a week for eight weeks at off-campus locations throughout Cleveland (homes, libraries, museums). Living Room Learning courses can be scheduled during the day, evenings, or on weekends, depending on the needs of individual groups. In fall 1993, there were 95 courses available for selection by a group; 31 were offered.
Other programs include Grazella Shepherd Lecture Day every fall, which involves 15 colleges that provide lecturers on a rotating basis, and Discussion Day, offered in the spring, which centers on a book of current interest. The Summer in the Country program involves courses, workshops, and lectures held at Squire Valleevue Farm for four weeks in June. Scholars on the Circle is jointly sponsored by CWRU and Cleveland cultural organizations. Participating institutions in fall 1993 included the Great Lakes Theater Festival, Cleveland Center for Contemporary Art, Cleveland Museum of Art, and the Cleveland Orchestra. CWRU also participates in the national Elderhostel program through the Office of Continuing Education.
The faculty of the College of Arts and Sciences may also participate in continuing education efforts not sponsored or coordinated by Case Western Reserve. Faculty in the Department of Psychology, for example, teach seminars open to practitioners, and efforts of other faculty may not be reflected in CWRU's array of offerings.
Many of the faculty in the Case School of Engineering are involved in continuing education as part of their individual professional activities rather than as an organized effort by the school or by any department.
Although not falling within our definition, it may be worth noting that the Case School of Engineering does offer degree programs in alternative formats. For more than 20 years, students have been able to take courses toward a graduate degree in engineering at their workplace through CWRU's Instructional Television Network (ITN). Selected courses are videotaped and distributed to participating organizations, along with homework assignments and exams. The Case School of Engineering also offers an on-site M.S. in Systems Engineering program at the Bailey Controls Company training center in Willoughby Hills, Ohio. In addition, the school has begun a new practice-oriented evening master's program for the industrial community in Northeast Ohio. Future plans are to offer the program via distance-learning mechanisms using two-way video, audio, and data capabilities.
The Mandel School of Applied Social Sciences has a well-organized program of activities and offers more than 100 full-day and half-day continuing education courses to human service practitioners throughout the year. Programs are held both on campus and at selected off-campus sites, primarily in Northeast Ohio. Courses are designed to provide information that addresses current social issues and practical problems; basic principles and concepts applicable to a wide range of services; and innovative approaches to direct services, staff development, management, and planning.
Both Mandel School faculty and social work practitioners teach the school's continuing education courses; full-time faculty receive additional compensation for continuing education. Social workers take Mandel School courses not only for licensing purposes but for their own interest, since there are few advanced practice courses available in the regular curriculum. The continuing education program keeps alumni involved and helps the school build its network of field instructors by encouraging continuing education instructors to take M.S.S.A. students for their required field placement.
The Mandel School is approved by the Ohio Counselor and Social Worker Board to provide continuing professional education to social workers and counselors. The school's health-related workshops will also satisfy license renewal requirements for nurses. Other courses have been submitted for approval by the Ohio Board of Examiners of Nursing Home Administrators and the Ohio Credentialing Board for Chemical Dependency Counselors.
In addition to its regular continuing education courses, the Mandel School sponsors the Program for the Advancement of the Public Human Services (PAPHS). PAPHS forms partnerships with public agencies to provide professional development services to agency staff. Professional workshops are offered over a broad range of topics at the agency, on campus, or at convenient local sites. Residential institutes are also sponsored through PAPHS. Topics include stress management, diversity issues, and customer service.
The Mandel School also offers the M.S. in Social Administration in an intensive semester format of concentrated weekend learning at sites in Cleveland, Akron/Canton, Toledo, Dayton, and Erie, Pennsylvania. The program is intended for employed social workers with career experience, and instruction follows an adult learning model.
The School of Dentistry offers a program of continuing dental education to practicing dentists and dental auxiliary personnel, and is designated as a nationally approved sponsor by the Academy of General Dentistry. Courses are offered in both participation and non-participation forms, but emphasis has been placed on presenting courses which offer hands-on participation as well as the opportunity for advanced study in a range of subject areas. The courses are designed to keep practitioners abreast of current procedures and to enrich their knowledge of the newest and most accepted advances in all areas of dentistry.
The School of Law offers a program of continuing legal education designed to meet the needs of practicing lawyers. Instructors include CWRU faculty, practicing attorneys and judges, and professionals in related fields. Some programs are held on campus, others in downtown Cleveland; most are one-time sessions, though some involve a commitment of several days. The courses are accredited in Ohio and many other states to meet mandatory continuing legal education requirements. The School of Law is also designated as a regional training site by the National Institute for Trial Advocacy.
The Weatherhead School's Dively Center for Management Development offers programs that emphasize ongoing, long-term relationships with client organizations and individuals, a 'partnership in lifelong learning.' Some programs are targeted to the individual, others to the firm, often customized to the needs and interests of the organization. Activities are currently held both on campus and in centralized Cleveland locations, though most programs will be offered on campus when construction of the new Dively Center building is completed.
The Partnership with Family Business is designed to facilitate the growth and development of family-controlled companies. It includes seminars, roundtables, an annual conference, ongoing research and study on each firm, and access to Enterprise Development, Inc. and Dively Center programs. The target audience is closely held firms which employ multiple family members.
The Executive Education Program for Affiliate Organizations provides a package of 80 'developmental experiences' to participating organizations. Each group of workshops and seminars - e.g., the CEO series, advanced management series, fast track series, managerial excellence series - is targeted toward different functions and levels of management within the organization. The Affiliates program typically involves a multi-year relationship and is aimed at large organizations (those with $50 million or more in revenues). Offerings are taught by both Weatherhead full-time faculty and outside professionals.
The Program for Growing Enterprises offers a package of 28 developmental experiences, similar to those of the Affiliates Program, involving intensive half-day workshops and dinner seminars but targeted to smaller, more entrepreneurial organizations (those with under $50 million in revenues).
The Weatherhead Professional Fellows Program is a two-semester program directed toward advanced professionals in a range of fields - business, health care, social service, education, public service - who have 15 or more years of experience. The program explores global, economic, managerial, and societal issues and is designed to lead to a life-long learning relationship between Fellows and the Weatherhead School. Offerings are taught by CWRU full-time faculty. Participants receive a certificate at the end of the program, and course credit will be granted toward an M.B.A. degree from the Weatherhead School.
The Corporate University offers company-specific programs targeted to mid- to senior-level executives, priced according to content and duration (from two days to two weeks in length). The programs involves individual assessment of participants and an experiential learning model, and is targeted primarily at larger organizations.
The School of Medicine is authorized by the Accreditation Council for Continuing Medical Education to sponsor continuing medical education (CME) for physicians; its courses may also be recognized as approved activities by the appropriate bodies for other health professionals. A faculty Committee on CME is responsible for establishing policies, monitoring CME activities, and developing requirements for sponsorship by the School of Medicine. Continuing education activities include ongoing rounds, lecture series, seminars, and educational conferences, presented both in traditional and innovative learning formats. All activities are directed by CWRU faculty and reviewed by the Committee on CME; some activities are jointly sponsored with area professional organizations, community hospitals, and national and international organizations.
The CME program's Returning Scholars Project was initiated to help physicians plan and adapt to career transitions and to create continuing education tailored to individual needs. The National Alliance for CME gave the program its Felch Award, providing pilot funding with the expectation that the project will yield information useful to the national CME community.
Frances Payne Bolton School of NursingThe School of Nursing has not had a formal continuing education program, but nurses in Ohio now need 24 contact hours of continuing education in a two-year period for re-licensure. About three years ago the school began to offer week-long intensive semester courses on campus and at professional conferences around the country. As noted above, students in these and other M.S.N. courses earn degree credit while fulfilling state requirements for continuing education hours.
There are number of university-based, semi-independent, and usually interdisciplinary centers that offer programs to the community that fall within the definition of continuing education. Examples of these are the Mandel Center for Nonprofit Organizations, the Center on Aging and Health, Enterprise Development, the Health Systems Management Center, the Center for Regional Economic Issues, the Western Reserve Geriatric Education Center, and the Mental Development Center.
A recurring issue in the subcommittee's discussions was that of expectations for faculty involvement in and responsibility for continuing education activities. Traditionally, faculty were not expected to participate in continuing education and did so only on their own initiative. Faculty willingness to teach in the evenings, on weekends, or in non-traditional formats generally depends on the culture of the discipline: it appears more readily accepted in management and social work, less so in the arts and sciences (although it might be noted that there was a time at this university when evening courses were part of the regular teaching load of every faculty).
As already discussed, however, it is becoming increasingly difficult to separate continuing education from traditional faculty responsibilities. The subcommittee raised the issue of whether faculty participation in continuing education should be part of evaluations for promotion and tenure. The results of the survey indicate that in general it is not, though it may be a minor consideration in judging the citizenship of a faculty member. If participation in continuing education is to be considered in promotion and tenure, there must be means for evaluating the instructor and the program. The survey indicated that nearly all existing programs already incorporate some mechanisms for evaluating instructors and course content, although this is not uniform across the schools.
Other incentives and rewards for faculty involvement in continuing education currently are both direct (in extra income) or indirect (in benefits to the individual, school, or university). In the School of Medicine, for example, continuing education can bring in referrals; in management, it creates networks for consulting and research. In engineering, on the other hand, faculty generally teach continuing education courses outside the university, for additional income.
Given the professional orientation of most of the continuing education programs at CWRU, practitioners play an important role. All programs contract with outside experts to teach at least some of their offerings. If continuing education offerings are to expand, however, full-time faculty participation in planning and evaluation is essential to maintain quality.
What are the responsibilities of faculty relative to different groups of learners? As the demand for lifelong learning and student-centered programs increases, faculty must continually re-examine the balance between commitment to continuing education and to traditional academic programs. The commitment to continuing education will vary among faculties, but will no doubt become more of an issue for all schools with greater institutional involvement in continuing education. University-wide policies governing expectations of faculty must accommodate differences among professions.
The interdisciplinary nature of social problems and issues offers particular opportunities in continuing education. The flexibility of continuing education programs offers the ability to incorporate interdisciplinary collaborations more easily than do traditional university degree programs, which may encounter administrative obstacles in transcending the sometimes rigid discipline-based structure of the institution.
The subcommittee recognizes that the existing decentralized structure of continuing education offerings at CWRU has been successful, leaving the planning of programs to those closest to the market and in the best position to understand the needs of practitioners in their profession. At the same time, there may be some role for central coordination and support within a structure that preserves the decentralized nature of existing programs. Some form of central coordination may make it easier for continuing education programs to take advantage of interdisciplinary opportunities, help avoid duplication of efforts, and provide greater awareness of opportunities, both locally and regionally. It might also provide greater access to these activities by faculty not presently involved or not closely associated with professional schools. There may also be a central role in providing appropriate logistical support for continuing education, including facilities, and in coordinating promotion and marketing efforts.
Because continuing education tends to be more market-driven than traditional curricula, it is important to establish appropriate quality control mechanisms at the school and institutional levels, and to assess how well programs address evolving educational needs. Generally, individual schools are responsible for monitoring the quality of their continuing education offerings. Courses for Continuing Education Units are usually also approved by the appropriate professional bodies (e.g., the Ohio Bar Association, Accreditation Council for Continuing Medical Education), often on a course-by-course basis.
Although primary responsibility for the quality of continuing education will continue to rest with individual schools, the subcommittee suggested that there might also be a university role in quality control, with more uniform evaluation of instructors, format, and content of curriculum. As noted earlier, expansion of continuing education will require greater participation by full-time faculty if an appropriate level of quality is to be maintained.
A number of existing alumni programs - alumni travel, Mini-College, Education Forums - might also be considered continuing education, though the subcommittee did not look in depth at such activities. The university already has a sizable group of alumni in Northeast Ohio with an allegiance to the institution, who would probably be more likely to turn to CWRU than to other institutions (and in many cases already do so) for their continuing education needs, if relevant offerings are available. Alumni are also involved in some program planning for continuing education, at least in the professional schools.
What resources would be available to expand existing continuing education programs, or to invest in new initiatives? Would such expansion require reallocation of resources from existing degree programs? Continuing education programs might be considered by some to be a potential source of significant revenues, but have not necessarily been so for the university's professional schools. The subcommittee suggests that if the university views continuing education as simply a source of income - though it may in fact be profitable - it will fail. Continuing education is a service to alumni, practitioners, and the community. In dentistry, for example, continuing education participants want hands-on, labor-intensive experiences, which are costly. The Continuing Medical Education program is not a money-maker for the School of Medicine, since most of the income goes directly to clinical departments, but the program does build ties that may eventually bring financial rewards, through gifts and grants to the school.
With increasing specialization in many professions, a growing knowledge base, and an aging population that is viable and interested in learning for longer periods of time, the demand for continuing education is expected to grow. Additional information will be needed, however, on specific components of that demand:
Objectives. As already noted, continuing education students may or may not be seeking degrees; they may want to retain certification, upgrade their employment skills, or pursue an area of personal interest outside their professional field. How do market segments differ according to the objectives of the student? What segments look most promising? A common set of characteristics suggests some role for central offices.
Employer needs. What skills and knowledge do employers in Northeast Ohio need, and are those needs being met by existing educational programs at CWRU and elsewhere? What skills and knowledge will be needed a decade from now?
Cost. The cost of continuing education at a private university can be a significant barrier to many who would otherwise be interested in participating. Responses to the survey (as well as the experience of Cleveland College) indicate that the continuing education market is especially cost-sensitive. At the same time, CWRU offers special strengths not likely to be matched by other institutions or organizations in Northeast Ohio, making the university attractive to certain kinds of continuing education consumers. A market study could offer some sense of the potential for further interest in investing in this enterprise by the community.
Delivery. It is self-evident that continuing education must be offered at a time and place convenient to the student: in the evenings, on weekends, in intensive formats, at off-site locations. A market study could help indicate what program delivery methods offer the greatest opportunity for CWRU. Custom-designed, on-site programs appearing to be a growing area.
Changes in communications technology will make it increasingly easy for learners to gain remote access to the resources of the university. Interactive video for distance learning will replace the videotaped courses offered through the ITN. A project now in the development stage, for example, proposes that CWRU provide a master's degree program in engineering via computer networks to employees of Ford Motor Company. With advances in technology, competition in continuing education (as well as degree programs) may come not from local institutions but from universities elsewhere in Ohio, in nearby states, or across the country.
Competition. The level of competition for continuing education in Northeast Ohio depends on the discipline involved. CWRU appears to be the primary area provider of continuing education in medicine, dentistry, and social work, while the School of Law faces consideravble competition from the continuing legal education programs offered by the county bar association. Cleveland State University offers continuing education programs in nursing, engineering, law, and management.
Any effort to respond to market needs and opportunities by expanding the university's continuing education offerings, however, must build on the core academic strengths of the institution.
How can existing services - facilities, other shared resources, technology - be enhanced to support continuing education programs and students? With the exception of the Weatherhead School of Management, whose new Dively Center will provide state-of-the-art facilities for executive and continuing education, a lack of appropriate facilities to support continuing education was a recurring concern in the responses to the survey, particularly from the schools of nursing and medicine.
Other needs such as parking and access to the library - already an issue for some intensive semester courses offered during intersession - must be considered in any expanded programming activity.
In conclusion, the subcommittee was most impressed with the array of continuing education offerings already in place at CWRU. Several schools, e.g., management and MSASS, have built continuing education into the basic fabric of their programs and consider it an expected service. The Case School of Engineering is offering a new master's program to meet the needs of local industry. In several of the professional schools, many of the needed educational resources are already available to meet the growing demand for courses and programs, as continuing education requirements increase for professional practice.
In some areas of professional education, continuing education offers a distinct opportunity to form an important bridge with members of the professional community. The need for short courses, refresher courses, and updates is not always well served by one- and two-day programs, however. The university, through its professional schools, should explore new formats for such courses that offer greater interaction between academics and practitioners.
We envision many opportunities in the future for expanding the continuing education mission at CWRU. The potential benefits for both the university and the community are great. Faculty members may benefit by increased visibility in their field as well as in the community. The university's physical resources could be used more efficiently, with programs offered at times not taken by regularly scheduled classes. The reputation of the institution could be substantially enhanced in the community and beyond by meeting the increasing needs for continuing education by the public.
However, there are issues that should be considered in any attempt to expand current programs. The matter of compensation and other benefits for teaching courses not part of the regular curriculum remains a significant issue at this point. Attention should be given to recognition for faculty involved in continuing education. Access to university resources, such as the library, bookstore, and parking, would have to be resolved. Appropriate facilities and other resources will be primary considerations in moving toward the goal of offering a major continuing education program on the campus - or even at different sites in the community.
If there is to be any concerted effort in the direction of increasing opportunities for continuing education programs across various faculties and schools, some organizing mechanism should be put into place with full faculty and administrative support.
In order to address the issues raised, we suggest the formation of a joint faculty-administration committee, perhaps under the auspices of the Faculty Senate, to explore future possibilities and options. The survey completed as part of this report may serve as a basis for further exploration. Finally, we believe we have made a beginning toward an area of growth and development that could further the mission of this fine institution.
Continuing education is one of several University-wide initiatives identified as a priority in the current five-year plan. While most of the University's professional schools already offer continuing education programs to their graduates and to others, there is currently no central inventory of such activities at CWRU. The charge to the Subcommittee on Continuing Education is to gather information about and then review the existing continuing education efforts in graduate and professional education. What factorssupport services, time, facilitiesneed to be considered for further development of continuing education programs? What are the markets for existing (and new) continuing education programs? Are there opportunities in areas outside the professionsin the disciplines represented in the College of Arts and Sciences, for example?
Part of normal Contract with
workload Remunerated external personnel
A&S no yes yes
Eng no yes1 yes
MSASS no yes2 yes
Law no yes3 yes
Mgt no yes yes
Med sometimes sometimes4 yes
Dent yes n/a yes
Nurs yes no yes
Aging no no yes
(1) Maximum 5 percent of academic year salary
(2) $450 for 6-hour workshop, $225 for 3-hour workshop
(3) Set on case-by-case basis
(4) Highly variable; depends on amount of time required,
funding available, etc.
Director FTE Faculty/Staff
A&S staff 0/2
Eng no 1/0
MSASS staff 0/3
Law staff 0/1
Mgt faculty/staff 2/5
Med staff .25/5
Dent staff 0/1.5
Nurs no 0/1
Aging faculty 0/1
(1) All such activities are the professional responsibility of the
individual and not an organized school or departmental activity.
On Campus County/NEOhio Ohio U.S. Int'l
A&S Elderhostel LRL, Seniors Int'l Study
Eng 25% 25% 25% 25%
MSASS 74% 26%
Law 40% 60%
Mgt 60%1 40%
Med 70%2 15% 5% 8% 2%
Dent 70% 2% 28%
Nurs 100%
Aging 90% 10%
(1) When new Dively Center building is completed, the majority
of programs will be held on campus.
(2) Includes MetroHealth, University Hospitals, Mt. Sinai,
St. Luke's, and VA.
daytime hours in evenings on weekends between semesters
A&S 95% 1% 1% some
Eng 80% 20% 20% 50%
MSASS 100% 4%
Law 50% 10% 30% 10%
Mgt 65% 5% 30%
Med 80% 10% 10%
Dent 88% 12% 65% on occasion
Nurs 100%
Aging 100%
A number of CWRU's programs are accredited by nationally recognized professional accrediting associations:
The Mandel School of Applied Social Sciences is accredited by the Council on Social Work Education. The last site visit was in March 1993; the school received re-accreditation until the year 2001, the maximum period allowed.
The School of Dentistry is accredited by the American Dental Association. The school is currently undergoing self-study for a re-accreditation site visit on November 14 - 17, 1995.
Undergraduate programs in the Case School of Engineering are accredited by the Accreditation Board for Engineering and Technology. A site visit was held on October 31 - November 1, 1994, and the school is currently awaiting a formal report from the visiting team.
The School of Law is accredited by the American Bar Association. It is currently preparing a self-study for re-accreditation, with a site visit scheduled for March 27 and 28, 1995.
The School of Medicine is accredited by the American Medical Association and by the Association of American Medical Colleges, Liaison Committee on Medical Education. A site visit is scheduled for March 13 - 16, 1995.
The Weatherhead School of Management was re-accredited by the American Assembly of Collegiate Schools of Business in 1988 and will be reviewed again in 1998.
The M.S.N. and N.D. programs of the Frances Payne Bolton School of Nursing are accredited by the National League for Nursing; the next review will be in 1998. The B.S.N. program will be reviewed by the NLN on February 14 - 17, 1995, one year after graduating its first class. The school was again approved by the Ohio Board of Nursing in April 1994. The midwifery program is accredited by the American College of Nurse Midwives, and the nurse anesthesia program is accredited by the Council on Accreditation of Nurse Anesthesia Programs.
The graduate programs in speech-language pathology offered through the Department of Communication Sciences are accredited by the American Speech-Language-Hearing Association, and the department is a member of the Council of Graduate Programs in Communication Sciences and Disorders. The next review will be in spring 1995.
The doctoral program in clinical psychology is accredited by the American Psychological Association. A site visit took place on October 31 - November 1, 1994, and the department is awaiting a formal report from the visiting team.
Programs in music are accredited by the National Association of Schools of Music on a ten-year cycle. The last review at CWRU was in April 1990.
The programs in art education, music education, and speech pathology were last accredited by the Ohio Department of Education, Division of Teacher Education and Certification in 1989. The standard period between evaluations has been, in the past, approximately every five years; however, due to many legislative and personnel changes at the Ohio Department of Education, the date for CWRU's next evaluation has not yet been determined.
The M.S. in public health nutrition/professional practice program in dietetics was approved by the American Dietetic Association in 1991 for a period of ten years.
The Department of Chemistry is accredited by the American Chemical Society. Its last review was in fall 1991; the next will take place some time in 1996.
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