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Roosevelt University
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Individual Members (26)
Last updated: 1/16/2020
Roosevelt University
Member Institutions by Region -- ACBSP Regions: Great Lakes Council - Region 4
General Information
1400 N. Roosevelt Blvd.
60173   [ Map ]
847 619-4852 (Fax)
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United States
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About This Member
  Bacc/Grad Degree
  Independent Non-Profit
  R1 - Reaffirmed with Notes
  10 Years
  Dr. Asghar Sabbaghi
  Dean - Heller College of Business
  Dr. Ganesh Vaidyanathan
  Director of Accreditation
  In all areas of the college there appears to be a state-of-the-art implementation of technology in all college classroom and support areas. The use of multiple displays, discussion enabling furnishings, the Bloomberg terminals, a learning management system, wireless connectivity, and Eno smart board systems provides an engaging teaching and learning environment allowing immeasurable creativity and innovation to faculty members and students alike. The assessment program in the college appears fully deployed, demonstrating a closing of the loop for continuous improvement in the area of student learning objective performance by collecting a minimum of three measurements for each expected outcome and making initial improvement actions. The assessment committee has achieved much of this success by convincing the faculty of the benefits of assessment and obtaining complete buy-in. The two, detailed annual reports allow faculty members to better determine which areas are strong and which require additional improvement and/or support. While interviewing students, they were asked why they chose Roosevelt University to continue their studies. They all responded that during their search process in deciding upon a local college, Roosevelt faculty members and staff were exceptional in welcoming and providing help, consistently going out-of-their way to respond to requests. This was, for many, the deciding factor in ensuring their enrollment at Roosevelt. The Master of Business Administration (MBA) /Real Estate and the Master of Science in Real Estate (MSRE) programs, along with the Graduate Credential in Commercial Real Estate Development, fill a valued, competitive niche in the Chicago market area. The Marshall Bennett Institute of Real Estate provides excellent support to students and faculty members, always working to enhance the relationship between the school and the private sector. This is evidenced by having real estate students mentored throughout the program by Real Estate Advisory Council members, who often assist students in obtaining real estate internships. Only DePaul University has such a program in the Chicago market, and that program is declining. Because of internships and student exposure to industry professionals, Roosevelt real estate students know that they are respected in the industry. This may help the college become the unquestionable leader in Chicago real estate education. The strong leadership of the college has been a key to its continued progress, particularly with external fund raising initiatives to secure necessary resources for the college. This is extremely important in view of the austere financial conditions at the school due to lower enrollments and debt related to the new building in Chicago. The college leadership has developed an excellent process for communicating and deploying many college programs via the Blackboard Learning Management System. Internal stakeholder groups have received monthly newsletters, communications essential to faculty members and staff governance, and other items critical to the operation of the college via the Blackboard site. This has enhanced the engagement of all and ensured that everyone knows the college’s priorities and direction. Consultant Associate Provosts for Financial Aid and Enrollment are in the process of initiating a Customer Resource Management system (BANNER recruiting module) that includes building a 30,000 student prospect database, establishing enrollment/advising counselor territory management, providing a net price calculator on the Roosevelt University website, defining a successful student profile, building robust recruiting pools, tying recruiting with scholarships, and many other enrollment related processes. They will be hiring a business recruiter in the spring and the entire process will be fully staffed and operational by fall 2015. This new system/process will systematically enhance many of the enrollment management processes and practices that address Roosevelt’s most important concerns of enrollment, retention, and graduation.1. The most significant opportunities for improvement are: The college has installed and has very good technology available in the classroom; however, there is little evidence of a proactive process to engage the faculty in developing pedagogies complimentary of the classroom and online environments. The Blackboard Learning Management System provides an excellent framework to deliver course materials and communicate electronically, but there is no systematic method of ensuring that classroom and online courses are meeting an acceptable standard of quality in design and delivery using technology tools. There is no evidence of a comprehensive Human Resource Plan. While the dean of the college has a Hiring Plan, there are elements of a Human Resource Plan not included that may assist the dean and the institution to better plan for promotions, retirements, program adjustments, funding requirements, and many other items associated with managing the human resources of the college. While the college surveys many stakeholders associated with the school, the faculty has not had a satisfaction survey completed in more than five years. A satisfaction survey administered more frequently may enhance management’s ability to identify and address many faculty concerns and improve faculty performance. While the college has an excellent assessment process in place using the Major Field Test and internal assessment methods, one student outcome area significantly lower in comparison tests shows that math and quantification skills are below average. The Common Professional Component (CPC) study shows that 85 percent of these skills are obtained in courses taught out of the control of the college as they are taught in the College of Liberal Arts. Input by the business department chairs into economic and math curriculums may improve the quantitative skills of incoming business students and lessen the need to create math in business courses. This may improve the college’s ability to significantly improve skills in this area. While the college has many full- and part-time faculty members, the qualifications of some full-time faculty members could not be verified as their human resource files did not contain original or copies of terminal degree transcripts. A process of collecting and verifying faculty credentials and qualifications may be essential in ensuring to all stakeholders that the quality of education is as expected and meets ACBSP faculty qualification standards. The hiring of an assistant dean to assist with student advising in business has helped students clearly plan their course of study. Because of the two separate campuses, the implementation of an electronically-based university advising system to replace the existing manual system may improve and ensure the quality of the transition of students from freshman, general education advising, to advising within the student’s major and allow advising a student from either location.