Members of the Task Force
Chair:

• Alan Fox, Associate Professor, Philosophy 

• Ann Ardis, Director, University Honors Program 
• Stephen Craig Cary, Associate Professor, Marine Studies 
• Araya Debessay, Professor, Accounting and Management Information Systems 
• Ardeshir Faghri, Associate Professor, Civil and Environmental Engineering 
• Judith Hough-Goldstein, Professor and Chair, Entomology and Applied Ecology 
• Michael Keefe, Associate Professor, Mechanical Engineering; also member, Middle States Steering Committee member 
• Leila Lyons, Director, IT-User Services; also member, Middle States Steering Committee
• James O'Neill, Professor, Economics 
• Cynthia Okolo, Associate Professor, Education 
• Jack Smith, Professor and Chair, Nutrition and Dietetics 

• Karen DeMonte, Institutional Research Analyst, Institutional Research and Planning 
• Marcia Watson-Whitmyre, Assistant Director, Academic Programs and Planning

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This task force will focus on the ongoing relationship of the University's curriculum with the attainment and realization of our institutional mission and goals. Specific attention will be focused on procedures for continuous and systematic review and assessment of academic programs and related course content. Specific attention will be focused on the following issues:

• In what ways have technological advances impacted the structure, composition, and delivery systems for the University's educational programs and curricula?
• What is the relationship of general education to specialized and professional curricula throughout the University?
• How has the University defined the role of graduate education in its various curricula? The role of research? Cooperative education and internships?
• To what extent do "non-traditional" educational delivery systems exist at the University of Delaware, particularly distance learning and web-based courses? What are the University's long term plans and commitments with regard to incorporating these delivery systems into its curricula?
• What evidence is there that students are achieving their learning goals and objectives? To what extent do students understand their curriculum, and how well can they articulate how their courses connect to each other?
• What evidence exists that students are successful in finding employment in their field of study following graduation? To what extent do the University's colleges, departments, and programs actively seek the advice of external stakeholders in curricular design?
• What are the specific institutional roles of Academic Program Review and Faculty Senate Review for Permanent Status in adoption and on-going assessment of curricula across the University?