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AUGUST 2010Edition
GUIDE TO EVALUATING
INSTITUTIONSA PUBLICATION OF THE
ACCREDITING COMMISSION FOR COMMUNITY AND JUNIOR COLLEGES
Western Association of Schools and Colleges
2
3TableofContents
Table of Contents
Introduction 5
General Information About Accreditation 6
Dialogue 7
Themes 8InstitutionalCommitments 8Evaluation,Planning,andImprovement 9StudentLearningOutcomes 9Organization 9Dialogue 10InstitutionalIntegrity 10
Evolution of the Standards 10
Characteristics of Evidence 11
Questions to Use in Institutional Evaluation 15
Standard I: Institutional Mission and Effectiveness 16A.Mission 16B.ImprovingInstitutionalEffectiveness 17Sources of Evidence: Examples for Standard I 20
Standard II: Student Learning Programs and Services 22A.InstructionalPrograms 22B.StudentSupportServices 33C.LibraryandLearningSupportServices 36Sources of Evidence: Examples for Standard II 39
Standard III: Resources 46A.HumanResources 46B.PhysicalResources 51C.TechnologyResources 54
4 TableofContents
D.FinancialResources 56Sources of Evidence: Examples for Standard III 60
Standard IV: Leadership and Governance 66A.Decision-MakingRolesandProcesses 66B.BoardandAdministrativeOrganization 68Sources of Evidence: Examples for Standard IV 76
List of Policies Referenced in the Standards 79
5Introduction
Introduction
ThisGuide to Evaluating InstitutionsisdesignedtobeusedbyinstitutionspreparingtheirSelfStudyReportaswellasbyteamsconductingacomprehensiveevaluationvisit.TheGuideismeanttoprovokesomethoughtfulconsiderationaboutwhethertheinstitutionmeetstheAccreditationStandardsatadeeperlevelthanmerecompliance–itisintendedtoalsoprovidesomeguidanceforaholisticviewofaninstitutionanditsquality.ThecommonguideispredicatedonthebeliefthatbothinstitutionalmembersandpeerevaluatorsusetheStandardstoassesstheinstitution,andthattheyoughttobeusingthesametoolstoconductthatassessment.
TheGuidebeginswith“GeneralInformationonAccreditation,”adescriptionofthepurposeandgeneralprocessofaccreditation.Readersshouldreviewthissectioneachtimetheyengageinactivitiesassociatedwithacomprehensiveaccreditationvisit.Itisimportanttobeclearonthethingsaccreditationseekstoaccomplish,andthethingsitdoesnot.
Thenextsectiondescribes“Dialogue,”akeycomponentofaqualityinstitutionandanecessaryattributeforaninstitutionthatistryingtofocusprimaryattentiononstudentlearning.Thekindofdialoguedescribedwillbeusefulasinstitutionsstrivetosupportandimprovestudentlearning,asinstitutionplanninggroupstrytobeself-reflectiveandself-evaluativeinanefforttoimprove,andasteamsconsiderthequalityofcolleges.
Thenextsection,“ThemesofAccreditation,”describesthesixthemesofqualitythatpervadetheAccreditationStandards.WhiletheindividualStandardsarethekeybenchmarksorcriteriaaninstitutionmustmeet,theStandardsthemselvesareinterlocking.AcarefulreadoftheStandardswillrevealseveralthemesthatpervadetheStandards’definitionofaqualityinstitution.ThissectionoftheGuidehasarticulatedsixofthosethemes;theycanprovideabasisforasummativeassessmentofhowwelltheinstitutionisworkingasawhole.
Asectionentitled“CharacteristicsofEvidence”hasbeenincludedtoprovidesomeguidanceonthenatureofgoodevidencethatselfstudyteamsandevaluationteamswillusetoevaluateaninstitution.Thereareseveraldifferentkindsofevidencerequiredduringanaccreditationreview–evidenceofstructure,evidenceofresources,evidenceofprocess,evidenceofstudentachievement,andevidenceofstudentlearning–andeachrequirescarefulconsideration.Personsevaluatingacollegewillwanttobethoughtfulaboutthekindsofevidencetheyconsider,andthedegreetowhichtheirconclusionsarebackedbytheappropriateevidence.
ThemainbodyoftheGuideiscontainedin“QuestionstoUseinInstitutionalEvaluation.”Herethereaderwillfindthe2002Standardsfollowedbysamplequestionsabouttheirapplicationataninstitution.Thequestionsaredesignedtoguideathoughtfulexamination
6 GeneralInformationAboutAccreditation
ofinstitutionalquality.Therearemanyotherquestionsthatinstitutionscoulddeveloptostimulatethoroughself-reflection.Likewise,therearemanyotherquestionsteammemberscanandshouldasktodeterminethedegreetowhichtheinstitutionismeetingtheStandardsandensuringinstitutionalqualityandimprovement.ThequestionsshouldnotbeusedasasubstitutefortheStandardsorassubstitutesforthoroughintrospectionandexamination.AttheendofeachStandard,thereisalistofpotentialsourcesofevidence.Thisnon-exhaustivelistisnotmeanttoindicatethateachofthedocumentsmustbepresent,butthatthesemightbesourcesoftheevidence.Theremaybemanyothersourcesthatinstitutionsshouldprovideandteamsshouldlookfor.
General Information About Accreditation
Accreditationasasystemofvoluntary,non-governmentalselfregulationandpeerreviewisuniquetoAmericaneducationalinstitutions.Itisasystembywhichaninstitutionevaluatesitselfinaccordancewithstandardsofgoodpracticeregardinggoalsandobjectives;theappropriateness,sufficiency,andutilizationofresources;theusefulness,integrity,andeffectivenessofitsprocesses;andtheextenttowhichitisachievingitsintendedoutcomes.Itisaprocessbywhichaccreditorsprovidestudents,thepublic,andeachotherwithassurancesofinstitutionalintegrity,quality,andeffectiveness.Accreditationisintendedtoencourageinstitutionstoplanforinstitutionalimprovementinqualityandeffectiveness.
EachinstitutionaffiliatedwiththeAccreditingCommissionforCommunityandJuniorCollegesacceptstheobligationtoundergoacycleofperiodicevaluationthroughinstitutionalselfstudyandprofessionalpeerreview.TheheartofthisobligationisconductingarigorousselfstudyduringwhichaninstitutionappraisesitselfagainsttheAccreditationStandardsintermsofitsstatedinstitutionalpurposes.Thecycleofevaluationrequiresacomprehensiveselfstudyeverysixyearsfollowinginitialaccreditationandavisitbyateamofpeers.ThecycleincludesamandatorymidtermreportinthethirdyearaswellasanyotherreportsrequestedbytheCommission.AllreportsbeyondthecomprehensiveselfstudymaybefollowedbyavisitbyCommissionrepresentatives.
TeamsconductareviewfollowingcompletionofaselfstudyinordertodeterminetheextenttowhichaninstitutionmeetstheStandards.Teammembers,selectedfortheirexpertisefrommemberinstitutions,makerecommendationstomeetStandards,makerecommendationsforimprovementtoaninstitution,commendexemplarypractices,andprovideboththecollegeandtheCommissionwithareportoftheirfindings.
Itistheresponsibilityofthenineteen-memberCommissiontodeterminetheaccreditedstatusofaninstitution.Indeterminingthisstatus,theCommissionusestheinstitutional
7Dialogue
SelfStudyReport,thevisitingteamreport,andtheaccreditationhistoryoftheinstitution.TheCommissiondecisioniscommunicatedtotheinstitutionviaanactionletterandismadepublicthroughCommissionannouncements.
Dialogue
AstheCommissionwasdevelopingthecurrentStandards,itbecameevidentthatifaninstitutionistoensurethatitsresourcesandprocessessupportstudentlearninganditscontinuousassessment,aswellasthepursuitofinstitutionalexcellenceandimprovement,an“ongoing,self-reflectivedialogue”mustbecomecentraltoinstitutionalprocesses.Thisdialogue,itwasthought,shouldservetoprovideacollegecommunitywiththemeanstointegratealloftheelementsoftheStandards,resultinginacomprehensiveinstitutionalperspectivethatwouldservetoverifyintegrityand“promotequalityandimprovement.”Accordingly,thesubtitleoftheIntroductiontotheAccreditationStandardsis“ShapingtheDialogue.”
Adialogueisagroupdiscussionamong“colleagues,”oftenfacilitated,thatisdesignedtoexplorecomplexissues,creategreatergroupintelligenceandfacilitategrouplearning.Theideaof“colleagues”isimportant;dialogueoccurswhereindividualsseethemselvesascolleagues.Inorderforthegrouptoengageindialogue,individualsmustsuspendtheirownviewstolistenfullytooneanotherinordertounderstandeachother’sviewpoints.Groupsengagedindialoguedevelopgreaterinsights,sharedmeaningsandultimately,collectiveunderstandingofcomplexissuesandhowbesttoaddressthem.
Dialogueimprovescollectivethinking.Apracticeofdialoguecanhavebenefitsfortheindividualaswellastheinstitution.Dialoguecanhelpbuildself-awareness,improvecommunicationskills,strengthenteams,andstimulateinnovationthatfosterseffectivechange.Dialoguearepowerful,transformationalexperiencesthatleadtobothpersonalandcollaborativeaction.Dialoguealsoallowscontroversialtopicsthatmayhaveinthepastbecomesourcesofdisagreementanddivisiontobeexploredinamoreusefulcontextthatcanleadtogreatergroupinsight.
TheStandardsemphasizedialogueasameansforaninstitutiontocometocollectiveunderstandingofwhatitmeanstobelearning-focusedinthecontextofaparticularinstitution’shistoryandmission,ofwhatthemeaningfulstudentlearningoutcomesattheprogramanddegreelevelshouldbe,andonhowinstitutionalresourcesandprocessesmightbestructuredtosupporttheimprovementofstudentlearning.
Unlikedebate,inwhichmostacademiciansaretrainedtoseektoscorepointsandtopersuade,thegoalofdialogueismutualunderstandingandrespect.Dialogueinvolvesactive
8 Themes
listening,seekingtounderstand,givingeveryonetheopportunitytotalk,andtryingnottointerrupt.Aconsciouscommitmenttoengageindialogueensuresthatagroupwelcomesarangeofviewpointsduringitssearchforeffectivewaysofaddressingimportantissues.Retainingtheuseofafacilitatorcanhelpensurethatthegroundrulesaremaintainedandcanhelpclarifythemesandideas.
Whiledialoguemaynotleadtoaresolutionofaconflict,itcanleadtoamakeoverofthewayinwhichtheconflictispursuedfromonewhichisdestructiveanddivisivetoonewhichisconstructiveandleadstopersonalandinstitutionalgrowth.Toooftenoncampus,constituentgroupsavoidcertaincontroversialtopicsortakeaperspectivethatleavestheminaboutthesameplacetheystarted,withlittletonoadditionalunderstandingoftheissue.Byassistinginthediscoveryofcommongroundandbydevelopingincreasedwillingnesstoworkcollegiallytoilluminateandsolveproblems,dialoguehasthepotentialtoimproveaninstitution’sabilitytodealwiththeinevitabledisagreementsthatariseinthelifeofaninstitution.
The2002Standards’focusonstudentlearningcallsforhighereducationinstitutionstodealwithaverycomplexissue,improvingstudentlearning.Italsocallsoninstitutionstochange–andtolearn.Dialoguecanbeapowerfulstrategyforgeneratingthecreativediscussionsandcollectivewisdomthatcanenableinstitutionalchange.
Themes
SeveralthemesthreadthroughouttheseStandards.Thesethemescanprovideguidanceandstructuretoself-reflectivedialogueandevaluationofinstitutionaleffectiveness.Thethemesareasfollows:
Institutional CommitmentsTheStandardsaskinstitutionstomakeacommitmentinactiontoprovidinghighqualityeducationcongruentwithinstitutionalmission.ThefirstexpressionofthisisinStandardI,whichcallsforaninstitutionalmissionstatementthatreflectstheintendedstudentpopulationandtheinstitution’scommitmenttostudentlearning.ThroughouttheStandards,theCommissionasksthatinstitutionsinsuretheconsistencybetweenmissionandinstitutionalgoalsandplansandinsurethatthemissionismorethatastatementofintention—thatitguidesinstitutionalaction.TheStandardsalsoaskthataninstitutioncommittosupportingstudentlearningasitsprimarymission.
ThenumberofreferencestostudentlearningoutcomesthroughouttheStandardsaredesignedtoguidethisinstitutionalcommitmenttostudentlearning.TheStandards’requirementthattheentireinstitutionparticipateinreviewinginstitutionalperformanceanddevelopingplans
9Themes
forimprovementofstudentlearningoutcomesisintendedtohelptheinstitutionsustainitscommitmenttostudentlearning.Finally,therequirementthataninstitutionregularlyreviewitsmissionstatementasksthattheinstitutionperiodicallyreflectonitsmissionstatement,adaptitasneeded,andrenewcommitmenttoachievingthemission.
Evaluation, Planning, and ImprovementTheStandardsrequireongoinginstitutionalevaluationandimprovementtohelpservestudentsbetter.Evaluationfocusesonstudentachievement,studentlearning,andtheeffectivenessofprocesses,policies,andorganization.Improvementisachievedthroughanongoingandsystematiccycleofevaluation,integratedplanning,implementation,andre-evaluation.Theplanningcyclebeginswithevaluationofstudentneedsandcollegeprogramsandservices.Thisevaluationinturninformscollegedecisionsaboutwhereitneedstoimprove,andthecollegeidentifiesimprovementgoalscampus-wide.Resourcesaredistributedinordertoimplementthesegoals.Whenresourcesareinsufficienttosupportimprovementgoals,thecollegeadjustsitsresourcedecisionstoreflectitsprioritiesorseeksothermeansofsupplyingresourcestomeetitsgoals.Onceimprovementplanshavebeenfullyimplemented,evaluationofhowwellthegoalshavebeenmetensues.Thus,theplanningcycleiscomprisedofevaluation,goalsetting,resourcedistribution,implementation,andreevaluation.
Student Learning OutcomesThedevelopmentofStudentLearningOutcomesisoneofthekeythemesinTheStandards.Thethemehastodowiththeinstitutionconsciouslyandrobustlydemonstratingtheeffectivenessofitseffortstoproduceandsupportstudentlearningbydevelopingstudentlearningoutcomesatthecourse,program,anddegreelevel.Thisdemonstrationofeffectivenessrequiresthatlearningoutcomesbemeasuredandassessedtodeterminehowwelllearningisoccurringsothatchangestoimprovelearningandteachingcanbemade.Itrequiresthatfacultyengageindiscussionsofwaystodeliverinstructiontomaximizestudentlearning.Itrequiresthatthoseprovidingstudentsupportservicesdevelopstudentlearningoutcomesandevaluatethequalityoftheirpolicies,processes,andproceduresforprovidingstudentsaccessandmovementthroughtheinstitution.Anditrequiresthatstudentlearningoutcomesbeatthecenteroftheinstitution’skeyprocessesandallocationofresources.Ultimately,thisthemerequiresthataninstitutionengageinself-analysisleadingtoimprovementofallthatitdoesregardinglearningandteaching.
OrganizationTheStandardsrequirecollegestohaveinclusive,informedandintentionaleffortstodefinestudentlearning,provideprogramstosupportthatlearning,andtoevaluatehowwelllearningisoccurring.Thisrequirementmeansthattheinstitutionmusthaveinplacetheorganizationalmeanstoidentifyandmakepublicthelearningoutcomes,toevaluatethe
10 EvolutionoftheStandards
effectivenessofprogramsinproducingthoseoutcomes,andtomakeimprovements.Thisrequirementforadequatestaff,resourcesandorganizationalstructure(communicationanddecisionmakingstructures)isnotnewtoaccreditationstandards,butthenewexpectationisthatthesebeorientedtoproduceandsupportstudentlearning.Consequently,theywillbeevaluatedinpartbyhowwelltheysupportlearning.
DialogueTheStandardsaredesignedtofacilitatecollegeengagementininclusive,informed,andintentionaldialogueaboutinstitutionalqualityandimprovement.Thedialogueshouldpurposefullyguideinstitutionalchange.Allmembersofthecollegecommunityshouldparticipateinthisreflectionandexchangeaboutstudentachievement,studentlearning,andtheeffectivenessofitsprocesses,policies,andorganization.Forthedialoguetohaveitsintendedeffect,itshouldbebasedonreliableinformationaboutthecollege’sprogramsandservicesandevidenceonhowwelltheinstitutionismeetingstudentneeds.Informationshouldbequantitativeandqualitative,responsivetoaclearinquiry,meaningfullyinterpreted,andbroadlycommunicated.Theinstitutionaldialogueshouldresultinongoingself-reflectionandconsciousimprovement.
Institutional IntegrityThisthemedealswiththeinstitution’sdemonstratedconcernwithhonesty,truthfulness,andthemanneritwhichitrepresentsitselftoallstakeholders,internalandexternal.Thisthemespeakstotheintentionsofaninstitutionaswellastohowitcarriesthemout.Itpromptsinstitutionalassessmentoftheintegrityofitspolicies,practices,andproceduresandtohowittreatsstudents,employees,anditspublics.Itasksthattheinstitutionconcernitselfwiththeclarity,understandability,accessibility,andappropriatenessofitspublications;thatitsfacultyprovideforopeninquiryintheirclassesaswellasstudentgradesthatreflectanhonestappraisalofstudentperformanceagainstfacultystandards.Ithasanexpectationofacademichonestyonthepartofstudents.Itrequiresthattheinstitutiondemonstrateregardforissuesofequityanddiversity.ItencouragestheinstitutiontolookatitshiringandemploymentpracticesaswellastoitsrelationshipwiththeCommissionandotherexternalagencies.Finally,itexpectsthataninstitutionbeself-reflectiveandhonestwithitselfinallitsoperations.
Evolution of the Standards
Intheearly1960sinitialaccreditationrequiredevidencethatbasicstructuresandprocesseswereinplaceandminimalresourceswereavailabletooperateaninstitution.Forexample,theexistenceofmissionstatement,apresident,agoverningboard,etc.,providedevidenceofstructures,whilesufficientfull-timefacultywithappropriatetraining,sufficientfunds,anadequatelibrary,etc.,providedevidenceofresourcessufficienttorunacollege.In
11CharacteristicsofEvidence
additionevidenceofprocessesforsupportingacademicfreedom,curriculumdevelopment,governance,decisionmakingwasalsorequired.
Beginninginthe1990s,accreditationaddedarequirementthatcollegesprovideevidencethatstudentshadactuallymovedthroughcollegeprogramsandwerecompletingthem.Thisstudent achievement dataprovidedevidencethatstudentswerecompletingcourses,persistingsemestertosemester,completingdegreesandcertificates,graduating,transferring,andgettingjobs.Thestandardsofthiseraalsospecifiedthatinstitutionsprovideevidencethatprogramreviewwasbeingconductedandthatplanstoimproveeducationwerebeingdevelopedandimplemented.
Theinitialfocusonstructures,resources,andprocesseswasanapproachtoqualitythatwasbuiltonwhatanygoodorganizationneededtosurvive.Itwasnotparticularlyeducation-oriented,butitwasnecessarytosupporteducation.Thesecondfocusonstudentsmovingthroughtheinstitutionbegantoaddresstheresultsofcollegeeffortsconcerningstudentachievement.
These2002StandardsofAccreditationaddanotherelementtoaccreditation’sfocusofattention.Theyfocusonwhatstudentshavelearnedasaresultofattendingcollege—student learning outcomes.Thisfocusrequiresthattheinstitutionprovideevidenceofaconsciouseffortto:
• makelearningtheinstitution’scoreactivity;• supportandproducestudentlearning;• measurethatlearning;• assesshowwelllearningisoccurring;• makechangestoimprovestudentlearning;• organizeitskeyprocessestoeffectivelysupportstudentlearning;• allocateitsresourcestoeffectivelysupportstudentlearning;and• improvelearningasanimportantmeanstoinstitutionalimprovement.
Characteristics of Evidence
Evidenceisthedatauponwhichajudgmentorconclusionmaybebased.Assuch,itispresentedinanswertoquestionsthathavebeendeliberatelyposedbecauseaninstitutionregardsthemasimportant.Evidencetellsallstakeholdersthataninstitutionhasinvestigateditsquestionsandknowssomethingaboutitself—itknowswhatitachieves.
Forevidencetobeuseful,itmusthaveundergoneanalysisandreflectionbythecollegecommunity.Thedialoguerequiredforanalysisandreflectionisanintegralpartofthecapacityaninstitutionhasforusingtheevidenceithasaccruedtomakeimprovements.
12 CharacteristicsofEvidence
Goodevidence,then,isobviouslyrelatedtothequestionsthecollegehasinvestigatedanditcanbereplicated,makingitreliable.Goodevidenceisrepresentativeofwhatis,notjustanisolatedcase,anditisinformationuponwhichaninstitutioncantakeactiontoimprove.Itis,inshort,relevant,verifiable,representative,andactionable.
Evidence on Student Achievement and Student LearningTheevidencetheinstitutionpresentsshouldbeaboutstudentachievements(studentmovementthroughtheinstitution)andshouldincludedataonthefollowing:
• Studentpreparednessforcollege,includingperformanceonplacementtestsand/orplacement,
• Studenttraining,needs,includinglocalemploymenttrainingneeds,transfereducationneeds,basicskillsneeds,etc.,
• Coursecompletiondata,• Retentionofstudentsfromtermtoterm,• Studentprogressiontothenextcourse/nextlevelofcourse,• Studentprogram(major)completion,• Studentgraduationrates,• Studenttransferratestofour-yearinstitutions,• Studentjobplacementrates,• Studentscoresonlicensureexams.
Theevidencetheinstitutionpresentsshouldalsobeaboutstudentlearningoutcomes(masteryoftheknowledge,skills,abilities,competenciesattitudes,beliefs,opinions,andvaluesatthecourse,program,anddegreelevelsinthecontextofeachcollege’smissionandpopulation)andshouldincludedataonthefollowing:
• Developmentanddisseminationofstudentlearningoutcomes• Samplesofstudentwork/performance(recitals,projects,capstonecourses,etc.),• Summarydataonmeasuredstudentlearningoutcomes,• Measurementandanalysisofstudentattainmentofstudentlearningoutcomesusedas
partoftheinstitution’sselfevaluationandplanningprocesses,• Improvementoftheteaching/learningprocessasaresultoftheaboveanalysis.
Selfstudyshouldbeonlyonephaseofon-goinginstitutionalevaluation,andanevaluatingteamshouldbeabletoseehowtheinstitutiondevelopsandusesevidenceofeffectivenessaspartofitsongoingevaluativeprocesses.Institutionsshouldgatherandusebothqualitativeandquantitativeevidence,andoftenmustuseindirectaswellasdirectmeasurestoassessinstitutionaleffectiveness.Goodevidenceusedinevaluationshasthefollowingcharacteristics:
• Itisintentional,andadialogueaboutitsmeaningandrelevancehastakenplace.• Itispurposeful,designedtoanswerquestionstheinstitutionhasraised.
13CharacteristicsofEvidence
• Ithasbeeninterpretedandreflectedupon,notjustofferedupinitsraworunanalyzedform.
• Itisintegratedandpresentedinacontextofotherinformationabouttheinstitutionthatcreatesaholisticviewoftheinstitutionorprogram.
• Itiscumulativeandiscorroboratedbymultiplesourcesofdata.• Itiscoherentandsoundenoughtoprovideguidanceforimprovement.
Itisimportanttonotethatevidencepersedoesnotleadtoconfirmationsofvalueandquality.Rather,themembersofthecollegecommunity,orofthehighereducationcommunity,mustarriveatthedecisionsaboutvalueandqualitythroughactivejudgments.Thepurposeofgoodevidenceistoencourageinformedinstitutionaldialoguethatengagesthecollegecommunityandleadstoimprovementofitsprocesses,procedures,policies,relationships,ultimatelywiththeeffectofimprovingstudentlearning.Goodevidenceshouldprovidethemeansforinstitutionsorevaluatorstomakesoundjudgmentsaboutqualityandfuturedirection,butatthesametime,itwillprobablystimulatefurtherinquiryaboutinstitutionalquality.
Institutionsreportorstoregoodevidenceinmanyformats,andinstitutionsengagedinselfstudyorevaluativeteamsmayfindgoodevidenceinanumberofsources,includinginstitutionaldatabases;documentssuchasfacultyhandbooks,catalogues,studenthandbooks,policystatements,programreviewdocuments,planningdocuments,minutesofimportantmeetings,syllabi,courseoutlines,andinstitutionalfactbooks;fromsurveyresults;fromassessmentsofstudentworkonexaminations,classassignments,capstoneprojects,etc;fromfacultygradingrubricsandanalysesofstudentlearningoutcomes;andfromspecialinstitutionalresearchreports.
14 CharacteristicsofEvidence
15QuestionstoUseinInstitutionalEvaluation
Questions to Use in Institutional Evaluation
ThisGuideisdesignedtoprovokethoughtfuldialogueandjudgmentaboutinstitutionalqualitybycollegecommunitiesengagedinselfstudyandbypeerevaluationteamsassignedtoaffirmthequalityofinstitutions.Aseithergroupseekstoevaluateaninstitution’sabilitytomeasureuptotheStandardsofAccreditation,inquiry—askingquestionsandseekinganswers—isnecessarybeforejudgmentismade.Thefollowingquestionsaredesignedtoprovokethoughtfulreflectionaboutinstitutionalquality.Thesequestionsaredesignedtobeaskedbyeithertheinstitutionengagedinself-reflectionaspartofselfstudy,orbythepeerevaluationteamthatvisitsthecampus.TheGuidealsoprovidesalistofpossiblesourcesofevidencethatcanbeusedtodevelopanswerstothequestionsraisedthroughtheprocessofinquiry.
Thequestions,andlistsofpossibleevidence,aredesignedtoinformdiscussionsofstudent achievement,suchasnumberofgraduates,numberoftransferstudents,retentionrates,coursecompletionrates,jobplacementrates;institutional performance suchasthepresenceandeffectiveuseofinstitutionalresources,structures,andpolicies,toachievetheinstitutionseducationalmission;andstudent learning outcomessuchastheacquisitionofknowledge,skills,abilitiesandattitudesthattheinstitutionintendedstudentstolearnandwhicharedefinedbytheinstitutionastheintendedlearningoutcomes.Remember,theremaybemanyotherquestionsthatinstitutionsandteammemberscanandshouldaskinordertoassessinstitutionalqualityandeffectiveness.
16 StandardI:InstitutionalMissionandEffectiveness
Standard I: Institutional Mission and Effectiveness
Theinstitutiondemonstratesstrongcommitmenttoamissionthatemphasizesachievementofstudentlearningandtocommunicatingthemissioninternallyandexternally.Theinstitutionusesanalysesofquantitativeandqualitativedataandanalysisinanongoingandsystematiccycleofevaluation,integratedplanning,implementation,andre-evaluationtoverifyandimprovetheeffectivenessbywhichthemissionisaccomplished.
A Mission Theinstitutionhasastatementofmissionthatdefinestheinstitution’sbroadeducationalpurposes,itsintendedstudentpopulation,anditscommitmenttoachievingstudentlearning.
� Whatdoestheinstitution’smissionstatementsayaboutitseducationalpurposes?Arethesepurposesappropriatetoaninstitutionofhigherlearning?
� Whoarethecollege’sintendedstudents?Howdoestheinstitutiondetermineitsintendedpopulation?Istheidentifiedpopulationareasonablematchfortheinstitution’slocation,resources,androleinhighereducation?
� Whatprocessesdoestheinstitutionusetofostercollege-widecommitmenttostudentlearning?Doesthemissionstatementexpressthiscommitment?
1.Theinstitutionestablishesstudentlearningprogramsandservicesalignedwithitspurposes,itscharacter,anditsstudentpopulation.
� Havediscussionsbeenheldamongkeyconstituentsregardingtherelevanceofthemissionstatementtostudentlearning?
� Whatstatementsaboutstudentlearningareincludedinthemissionstatement?Howdothesestatementsmakeexplicitthepurposesoftheinstitution?
� Howdoestheinstitutionknowthatitisaddressingtheneedsofitsstudentpopulation?
� Whatassessmentsofinstitutionaleffectivenessareundertaken?
2.Themissionstatementisapprovedbythegoverningboardandpublished.
� Whenwasthecurrentmissionstatementapprovedbytheboard?
17StandardI:InstitutionalMissionandEffectiveness
3.Usingtheinstitution’sgovernanceanddecision-makingprocesses,theinstitutionreviewsitsmissionstatementonaregularbasisandrevisesitasnecessary.
� Howeffectiveistheinstitution’sprocessforperiodicreviewofthemissionstatement?Doestheprocessallowforincorporatingtheinterestsoftheinstitutions’stakeholders?
� Howdoestheinstitutionknowthatthewaythemissionstatementisdeveloped,approvedandcommunicatedtoallstakeholdersiseffective?Whatcircumstancespromptchangestothestatement?
4.Theinstitution’smissioniscentraltoinstitutionalplanninganddecisionmaking.
� Howeffectivelydoesthemissionstatementpromptplanninganddecisionmaking?Towhatextentisthemissionstatementcentraltothechoicesthecollegemakes?
B Improving Institutional Effectiveness Theinstitutiondemonstratesaconsciousefforttoproduceandsupportstudentlearning,measuresthatlearning,assesseshowwelllearningisoccurring,andmakeschangestoimprovestudentlearning.Theinstitutionalsoorganizesitskeyprocessesandallocatesitsresourcestoeffectivelysupportstudentlearning.Theinstitutiondemonstratesitseffectivenessbyproviding1)evidenceoftheachievementofstudentlearningoutcomesand2)evidenceofinstitutionandprogramperformance.Theinstitutionusesongoingandsystematicevaluationandplanningtorefineitskeyprocessesandimprovestudentlearning.
1.Theinstitutionmaintainsanongoing,collegial,self-reflectivedialogueaboutthecontinuousimprovementofstudentlearningandinstitutionalprocesses
� Howhasthecollegestructureditsdialogue?Howwelldoesthecollegeembraceandunderstandthepurposeofthedialogue?
� When,how,andaboutwhatsubjectshasthecollegeengagedindialogue?Whatimpacthasthedialoguehadonstudentlearning?
� Doesthedialogueleadtoacollectiveunderstandingofthemeaningofdataandresearchusedinevaluationofstudentlearning?
18 StandardI:InstitutionalMissionandEffectiveness
2.Theinstitutionsetsgoalstoimproveitseffectivenessconsistentwithitsstatedpurposes.Theinstitutionarticulatesitsgoalsandstatestheobjectivesderivedfromtheminmeasurabletermssothatthedegreetowhichtheyareachievedcanbedeterminedandwidelydiscussed.Theinstitutionalmembersunderstandthesegoalsandworkcollaborativelytowardtheirachievement.
� Whatcriteriadoesthecollegeusetodetermineitspriorities(setgoals)?
� Istherebroad-basedunderstandingofthegoalsandtheprocessestoimplementthem?Isthereinstitutionalcommitmenttoachieveidentifiedgoals?
� Howwelldoesthecollegeimplementitsgoals?
� Aregoalsarticulatedsothattheinstitutioncanlaterdeterminethedegreetowhichtheyhavebeenmet?
� Towhatextentdoesthecollegeachieveitsgoals?
3.Theinstitutionassessesprogresstowardachievingitsstatedgoalsandmakesdecisionsregardingtheimprovementofinstitutionaleffectivenessinanongoingandsystematiccycleofevaluation,integratedplanning,resourceallocation,implementation,andre-evaluation.Evaluationisbasedonanalysesofbothquantitativeandqualitativedata.
� Towhatextentdoestheinstitutionunderstandandembracethenotionofongoingplanning?
� Doesthecollegehaveaplanningprocessinplace?Isitcyclical,i.e.,doesitincorporatesystematicevaluationofprogramsandservices,improvementplanning,implementation,andre-evaluation?Howdoescollegebudgetingofresourcesfollowplanning?Howisplanningintegrated?
� Towhatextentareinstitutionaldataavailableandusedforplanning?Aredataanalyzedandinterpretedforeasyunderstandingbythecollegecommunity?
4.Theinstitutionprovidesevidencethattheplanningprocessisbroad-based,offersopportunitiesforinputbyappropriateconstituencies,allocatesnecessaryresources,andleadstoimprovementofinstitutionaleffectiveness.
� Whatmechanismsexistforparticipationincollegeplanning?
19StandardI:InstitutionalMissionandEffectiveness
� Howisbroadinvolvementguaranteed?
� Towhatextentdoesthecollegeallocateresourcestofulfillitsplans?
� Whenresourcestofulfillplansarenotavailable,doesthecollegeidentifyandfollowstrategiestoincreaseitscapacity,i.e.,seekalternatemeansforsecuringresources?
� Whatchangeshaveoccurredasaresultofimplementedplans?
5.Theinstitutionusesdocumentedassessmentresultstocommunicatemattersofqualityassurancetoappropriateconstituencies.
� Whatassessmentdatadoesthecollegecollect?
� Bywhatmeansdoesthecollegemakepublicitsdataandanalysesinternallyandexternally?
� Howdoesthecollegeassesswhetheritiseffectivelycommunicatinginformationaboutinstitutionalqualitytothepublic?
6. Theinstitutionassurestheeffectivenessofitsongoingplanningandresourceallocationprocessesbysystematicallyreviewingandmodifying,asappropriate,allpartsofthecycle,includinginstitutionalandotherresearchefforts.
� Whatprocessesdoestheinstitutionusetoassesstheeffectivenessofitscycleofevaluation,integratedplanning,resourceallocationimplementation,andre-evaluation?
� Howeffectiveisthecollegeplanningprocessforfosteringimprovement?
7. Theinstitutionassessesitsevaluationmechanismsthroughasystematicreviewoftheireffectivenessinimprovinginstructionalprograms,studentsupportservices,andlibraryandotherlearningsupportservices.
� Whatmechanismsdoestheinstitutionusetogatherevidenceabouttheeffectivenessofprogramsandservices?
� Howeffectivelydoevaluationprocessesandresultscontributetoimprovementinprogramsandservices?
20 StandardI:InstitutionalMissionandEffectiveness
Sources of Evidence: Examples for Standard I
ListedbelowareexamplesofpotentialsourcesofevidenceforStandardI.Theremaybemanyothersourcesthatinstitutionsshouldprovideandteamsshouldaskfor.
Standard I: Institutional Mission and Effectiveness
A Mission Evidencethatanalysisofhowinstitutionalgoalsandobjectivesarelinkedtotheneedsofthestudentpopulationhastakenplace.
❑ Evidenceofanalysisofhowthemissionstatementisdeveloped,approvedandcommunicatedtoallstakeholders.
❑ Evidenceofanalysisoftheprocessusedfortheperiodicreviewoftheinstitution’smission;evidencethattheprocessisinclusive.
❑ Evidencethatthemissionstatementprovidesthepreconditionsforsettinginstitutionalgoals.
❑ Evidenceofanalysisofhowthecycleofevaluation,integratedplanning,implementation,andre-evaluationrelatestothemissionandisusedforinstitutionalimprovement.
B Improving Institutional Effectiveness
❑ Evidencethattheinstitutionhasdevelopedprocessesbywhichcontinuousdialogueaboutbothstudentlearningandinstitutionalprocessescantakeplace.
❑ Evidenceofbroad-basedparticipationinthedialogue.
❑ Evidencethatclearly-stated,measurablegoalsandobjectivesguidethecollegecommunityinmakingdecisionsregardingplanningandallocationofresourcesaswellascurriculumandprogramdevelopment.
❑ Written,currentinstitutionalplansthatdescribewaysinwhichtheinstitutionwillachieveitsgoals.
21StandardI:InstitutionalMissionandEffectiveness
❑ Evidencethattheprocessesusedinplanningandinstitutionalimprovementarecommunicatedandthattheyprovidethemeansbywhichthecollegecommunitycanparticipateindecision-making.
❑ Evidencethatgoalsaredevelopedwiththeknowledgeandunderstandingofthecollegecommunity.
❑ Evidencethatthereexistsacurrentcycleinwhichevaluationresultsareutilizedinintegratingplanning,resourceallocation,implementation,andre-evaluation.
❑ Evidencethatdataisbothquantitativeandqualitative.
❑ Evidencethatwell-defined,decision-makingprocessesandauthorityservetofacilitateplanningandinstitutionaleffectiveness.
❑ Evidenceofperiodicandsystematicassessmentoftheeffectivenessofallinstitutionalservicesandprocesses.
❑ Evidencethattheresultsaredisseminatedtoandunderstoodbythecollegecommunity.
❑ Evidencethatresultsofperiodicandsystematicassessmentareutilizedforimprovement.
❑ Evidenceofcurrent,systematicprogramreviewandimplementationofresults.
❑ Evidencethatprogramreviewprocessesaresystematicallyevaluated.
22 StandardII:StudentLearningProgramsandServices
Standard II: Student Learning Programs and Services
Theinstitutionoffershigh-qualityinstructionalprograms,studentsupportservices,andlibraryandlearningsupportservicesthatfacilitateanddemonstratetheachievementofstatedstudentlearningoutcomes.Theinstitutionprovidesanenvironmentthatsupportslearning,enhancesstudentunderstandingandappreciationofdiversity,andencouragespersonalandcivicresponsibilityaswellasintellectual,aesthetic,andpersonaldevelopmentforallofitsstudents.
A Instructional Programs Theinstitutionoffershigh-qualityinstructionalprogramsinrecognizedandemergingfieldsofstudythatculminateinidentifiedstudentoutcomesleadingtodegrees,certificates,employment,ortransfertootherhighereducationinstitutionsorprogramsconsistentwithitsmission.Instructionalprogramsaresystematicallyassessedinordertoassurecurrency,improveteachingandlearningstrategies,andachievestatedstudentlearningoutcomes.Theprovisionsofthisstandardarebroadlyapplicabletoallinstructionalactivitiesofferedinthenameoftheinstitution.
1.Theinstitutiondemonstratesthatallinstructionalprograms,regardlessoflocationormeansofdelivery,addressandmeetthemissionoftheinstitutionandupholditsintegrity.1
� Howdoestheinstitutionensurethatallinstitutionalofferingsfitthestatedmissionoftheinstitution?
� Howdoestheinstitutionensurethatitsprogramsandservicesarehighqualityandappropriatetoaninstitutionofhighereducation?
� Howdoestheinstitutionchoosethefieldsofstudyinwhichitoffersprograms?Whatarethestudentachievementoutcomesoftheinstitution’sprograms;i.e.,towhatextentdostudentsprogressthroughandcompletedegreesandcertificates,gainemployment,ortransfertofour-yearinstitutions?Bywhatmeansareprogramsassessedforcurrency,teachingandlearningstrategies,andstudentlearningoutcomes?
� Howdoestheinstitutionensurethatitsprogramsandcurriculaarecurrent?
23StandardII:StudentLearningProgramsandServices
a. Theinstitutionidentifiesandseekstomeetthevariededucationalneedsofitsstudentsthroughprogramsconsistentwiththeireducationalpreparationandthediversity,demographics,andeconomyofitscommunities.Theinstitutionreliesuponresearchandanalysistoidentifystudentlearningneedsandtoassessprogresstowardachievingstatedlearningoutcomes.
� Whatresearchisconductedtoinformwhatstudentlearningneedsare?Whatmeansdoestheinstitutionusetoassessstudents’educationalpreparedness?
� Howisthisinformationincorporatedintoprogramplanning?
� Whatkindofresearchisbeingconductedtodetermineifstudentsareachievingstatedlearningoutcomes?
b. Theinstitutionutilizesdeliverysystemsandmodesofinstructioncompatiblewiththeobjectivesofthecurriculumandappropriatetothecurrentandfutureneedsofitsstudents.1
� Howdoestheinstitutiondeterminethatdeliveryofinstructionfitstheobjectivesandcontentofitscourses?
� Howaredeliverymethodsevaluatedfortheireffectivenessinmeetingstudentneeds?
� Whatdialogueistakingplaceaboutdeliverysystemsandmodesofinstruction?
� Howeffectivelyaredeliverysystemsandmodesofinstructionfacilitatingstudentlearning?
c. Theinstitutionidentifiesstudentlearningoutcomesforcoursesprograms,certificates,anddegrees;assessesstudentachievementofthoseoutcomes;andusesassessmentresultstomakeimprovements.
� Whatstudentlearningoutcomeshastheinstitutionidentifiedforitscourses,itsprograms,itscertificates,itsdegrees?
� Howandbywhomarestudentlearningoutcomesandstrategiesforattainingthemcreated?Howandbywhomarestudentlearningoutcomesandprogramoutcomesassessed?Howaretheresultsusedforimprovement?
24 StandardII:StudentLearningProgramsandServices
� Arestudentlearningoutcomesverifiablyatthecollegiatelevel?Whatassessmentsareinplaceformeasuringtheseoutcomes?Howeffectivelyaretheassessmentsworking?
� Whatdialoguehasoccurredaboutusingassessmentresultstoguideimprovementstocourses,programs,etc.?Whatimprovementshaveresulted?
2.Theinstitutionassuresthequalityandimprovementofallinstructionalcoursesandprogramsofferedinthenameoftheinstitution,includingcollegiate,developmental,andpre-collegiatecoursesandprograms,continuingandcommunityeducation,studyabroad,short-termtrainingcoursesandprograms,programsforinternationalstudents,andcontractorotherspecialprograms,regardlessoftypeofcreditawarded,deliverymode,orlocation.1,2
� Bywhatcriteriaandprocessesdoestheinstitutiondecidetoofferdevelopmental,pre-collegiate,continuingandcommunityeducation,studyabroad,short-termtraining,internationalstudent,orcontracteducationprograms?
� Whichofthese(orother)categoriesofcoursesandprogramsdoestheinstitutionoffer?
� Bywhatmeansdoestheinstitutionensurethatallofitsinstructionalcoursesandprogramsareofhighquality?Aretheyallofhighquality?
� Whatistheprocessforestablishingandevaluatingeachtypeofcourseandprogram?Howdoesthecollegedeterminetheappropriatecredittype,deliverymode,andlocationofitscoursesandprograms?
� Isthequalityofallinstructionalcoursesandprogramsofferedinthenameoftheinstitutionensured?Doestheinstitutionuseevaluationofcoursesandprogramseffectivelyforimprovement?
a. Theinstitutionusesestablishedprocedurestodesign,identifylearningoutcomesfor,approve,administer,deliver,andevaluatecoursesandprograms.Theinstitutionrecognizesthecentralroleofitsfacultyforestablishingqualityandimprovinginstructionalcoursesandprograms.
� Whatestablishedpoliciesandinstitutionalprocessesguidethedevelopmentandevaluationofcoursesandprograms?Whatistheroleoffaculty?
25StandardII:StudentLearningProgramsandServices
� Dotheseproceduresleadtoassessmentofqualityandimprovement?Whoisresponsibleforidentifyingappropriatestudentlearningoutcomes?
� Arestudentlearningoutcomesestablishedforeachcourseandprogram?Howisthis“fit”evaluated?
� Whatprocessesexisttoapproveandadministercoursesandprograms?Aretheprocesseseffective?
� Howarecoursesandprogramsevaluated?Howoften?Whataretheresultsoftheevaluations?
� Whatimprovementstocoursesandprogramshaveoccurredasaresultofevaluation?Howdoestheinstitutionassurethatitreliesonfacultydisciplineexpertiseforestablishingthequalityofitscoursesandprograms?
b. Theinstitutionreliesonfacultyexpertiseandtheassistanceofadvisorycommitteeswhenappropriatetoidentifycompetencylevelsandmeasurablestudentlearningoutcomesforcourses,certificates,programsincludinggeneralandvocationaleducation,anddegrees.Theinstitutionregularlyassessesstudentprogresstowardsachievingthoseoutcomes.
� Howarecompetencylevelsandmeasurablestudentlearningoutcomesdetermined?Whatistheroleoffaculty?Whatistheroleofadvisorycommittees?
� Howhastheinstitutionstructuredtherelationshipbetweenstudentlearningoutcomes,competencylevelsfordegrees,certificates,programs,andcourses?
� Dostudentshaveaclearpathtoachievingthestudentlearningoutcomesrequiredofacourse,programdegree,certificate?Howwelldoestheinstitutionachieveandevaluatetheeffectivenessoflearningateachlevel?
c. High-qualityinstructionandappropriatebreadth,depth,rigor,sequencing,timetocompletion,andsynthesisoflearningcharacterizeallprograms.
� Howdoestheinstitutiondemonstratethequalityofitsinstruction?Whatevidenceexiststhatallprogramsarecharacterizedbythevariablescitedinthisstandard?
26 StandardII:StudentLearningProgramsandServices
� Whatinstitutionaldialoguehasoccurredtoenhanceunderstandingandagreementaboutthequalityandlevelofitsprograms?
� Whatcriteriadoesthecollegeuseindecidingonthebreadth,depth,rigor,sequencing,timetocompletion,andsynthesisoflearningbreadthofeachprogramitoffers?
� Whatroledofacultyplayinthesedecisions?Howdoesthecollegeusethesequalities(breadth,depth,etc.)todeterminethataprogramiscollegiateorpre-collegiatelevel?
d. Theinstitutionusesdeliverymodesandteachingmethodologiesthatreflectthediverseneedsandlearningstylesofitsstudents.1
� Whatassessmentofstudentlearningstyleshasthecollegeperformed?
� Howdoestheinstitutiondemonstratethatitismeetingtheneedsandlearningstylesofitsstudents?Whatdofacultyandstaffknowaboutlearningneedsandpedagogicalapproaches?
� Docoursesincludemultiplewaysofassessingstudentlearning?Howdoesthecollegedeterminewhatdeliverymodesareappropriateforitsstudents?
� Whatteachingmethodologiesarecommonlyused?Howaremethodologiesselected?Havefacultydiscussedtherelationshipbetweenteachingmethodologiesandstudentperformance?Whateffortshasthecollegemadetomatchmethodologieswithparticularneedsofstudentswithlearningstyles?
� Hasthecollegeinvestigatedtheeffectivenessofitsdeliverymodes?Howeffectivearedeliverymodesandinstructionalmethodologiesthatthecollegeusesinproducinglearning?
e. Theinstitutionevaluatesallcoursesandprogramsthroughanongoingsystematicreviewoftheirrelevance,appropriateness,achievementoflearningoutcomes,currency,andfutureneedsandplans.
� Howdoesthecollegeevaluatetheeffectivenessofitscoursesandprograms?
� Docriteriausedinprogramreviewincluderelevancy,appropriateness,
27StandardII:StudentLearningProgramsandServices
achievementofstudentlearningoutcomes,currency,planningforthefuture?Isthisprocessconsistentlyfollowedforallcollegeprograms,regardlessofthetypeofprogram(collegiate,developmental,etc.)?
� Whattypesofdataareavailableforprogramevaluation?Doestheevaluationincludeacurricularreview?Doestheevaluationincludeacomprehensivereviewoftheroleoftheprogramintheoverallcollegecurriculum?
� Howistherelevancyofaprogramdetermined?Havestudentlearningoutcomesfortheprogrambeenidentified?Howwellarestudentachievingtheseoutcomes?
� Howareresultsofprogramevaluationusedininstitutionalplanning?Whatchanges/improvementsinprogramshaveoccurredasaresultoftheconsiderationofprogramevaluations?
f. Theinstitutionengagesinongoing,systematicevaluationandintegratedplanningtoassurecurrencyandmeasureachievementofitsstatedstudentlearningoutcomesforcourses,certificates,programsincludinggeneralandvocationaleducation,anddegrees.Theinstitutionsystematicallystrivestoimprovethoseoutcomesandmakestheresultsavailabletoappropriateconstituencies.
� Towhatextentdoestheinstitutionunderstandandembracethenotionofongoingplanning?
� Doesthecollegehaveaplanningprocessinplace?Isitcyclical,i.e.,doesitincorporatesystematicevaluationofprogramsandservices,improvementplanning,implementation,andre-evaluation?Howdoescollegebudgetingofresourcesfollowplanning?
� Towhatextentareinstitutionaldataavailableandusedforplanning?Aredataanalyzedandinterpretedforeasyunderstandingbythecollegecommunity?
g. Ifaninstitutionusesdepartmentalcourseand/orprogramexaminations,itvalidatestheireffectivenessinmeasuringstudentlearningandminimizestestbiases.
� Howdoestheinstitutionensuretheuseofnon-biasedvalidmeasuresofstudentlearning?
28 StandardII:StudentLearningProgramsandServices
h. Theinstitutionawardscreditbasedonstudentachievementofthecourse’sstatedlearningoutcomes.Unitsofcreditawardedareconsistentwithinstitutionalpoliciesthatreflectgenerallyacceptednormsorequivalenciesinhighereducation.4
� Arestudentlearningoutcomesthebasisforcreditawardedforcourses?Arecreditsawardedconsistentwithacceptednormsinhighereducation?
i. Theinstitutionawardsdegreesandcertificatesbasedonstudentachievementofaprogram’sstatedlearningoutcomes.
� Bywhatmeansdoestheinstitutionensurethatachievementofstatedprogrammaticlearningoutcomesarethebasisforawardingdegreesandcertificates?
� Whatinstitutionaldialoguehasoccurredaboutthelearningexpectedofstudentsinorderforthemtoearnadegreeorcertificate?
� Howhasthecollegeidentifiedstudentlearningoutcomesforitsdegreesandcertificates?
3.Theinstitutionrequiresofallacademicandvocationaldegreeprogramsacomponentofgeneraleducationbasedonacarefullyconsideredphilosophythatisclearlystatedinitscatalogue.Theinstitution,relyingontheexpertiseofitsfaculty,determinestheappropriatenessofeachcourseforinclusioninthegeneraleducationcurriculumbyexaminingthestatedlearningoutcomesforthecourse.
� Whatevidenceisfoundinthecatalogueofafaculty-developedrationaleforgeneraleducationthatservesasthebasisforinclusionofcoursesingeneraleducation?
� Howarestudentlearningoutcomesusedtoanalyzecoursesforinclusionasgeneraleducation?
� Howistherationaleforgeneraleducationcommunicatedtoallstakeholders?
� Howisthegeneraleducationphilosophyreflectedinthedegreerequirements?
Generaleducationhascomprehensivelearningoutcomesforthestudentswhocompleteit,includingthefollowing:
29StandardII:StudentLearningProgramsandServices
a. Anunderstandingofthebasiccontentandmethodologyofthemajorareasofknowledge:areasincludethehumanitiesandfinearts,thenaturalsciences,andthesocialsciences.
� Howarethebasiccontentandmethodologyoftraditionalareasofknowledgeingeneraleducationdetermined?
� Whatprocessisusedtoensurethatgeneraleducationcoursesincludethiscontentandmethodology?
� Dogeneraleducationcoursesdemonstratestudentachievementofcomprehensivestudentlearningoutcomes?
� Dostudentlearningoutcomesforgeneraleducationcoursesrequirestudentstounderstandthebasiccontentandmethodologyinthemajorareasofknowledge?Isthereaconsistentprocessforassuringthatthecontentandmethodologyareincludedincourseoutlines?
� Howwellarestudentsabletoapplytheirunderstandingtosubsequentcoursework,employment,orotherendeavors?
b. Acapabilitytobeaproductiveindividualandlifelonglearner:skillsincludeoralandwrittencommunication,informationcompetency,computerliteracy,scientificandquantitativereasoning,criticalanalysis/logicalthinking,andtheabilitytoacquireknowledgethroughavarietyofmeans.
� Whatcriteriahavebeendevelopedtodetermineifgeneraleducationstudentshaveattainedthesegoals?
� Whatcriteriadoesthecollegeusetoassurethattherequiredskilllevelmeetscollegiatestandards?Isthereaconsistentprocessforassuringthatexpectedskilllevelsareincludedincourseoutlines?Whatmeasuresofstudentskillareemployed?Isthecollegesatisfiedthatthesemeasuresareeffective?
� Howwellarestudentsachievingtheseoutcomes?Howwellarestudentsabletoapplytheseskillstosubsequentcoursework,employment,orotherendeavors?
30 StandardII:StudentLearningProgramsandServices
c. Arecognitionofwhatitmeanstobeanethicalhumanbeingandeffectivecitizen:qualitiesincludeanappreciationofethicalprinciples;civilityandinterpersonalskills;respectforculturaldiversity;historicalandaestheticsensitivity;andthewillingnesstoassumecivic,political,andsocialresponsibilitieslocally,nationally,andglobally.
� Howarestudentlearningoutcomesdevelopedtoaddressconcernsaboutethicsandeffectivecitizenship?Howisitdeterminedwheretoincludestudentlearningleadingtodevelopmentofthesequalities?
4.Alldegreeprogramsincludefocusedstudyinatleastoneareaofinquiryorinanestablishedinterdisciplinarycore.
� Dodegreeprogramsincludeatleastoneareaoffocusedstudyorinterdisciplinarycore?
5.Studentscompletingvocationalandoccupationalcertificatesanddegreesdemonstratetechnicalandprofessionalcompetenciesthatmeetemploymentandotherapplicablestandardsandarepreparedforexternallicensureandcertification.
� Whatevidenceexiststhatstudentswhocompletevocationalandoccupationaldegreesandcertificatesmeetemploymentcompetencies?Arepreparedforlicensure?Arepreparedforcertificationbyexternalagencies?
� Howdoesthecollegeacquirereliableinformationaboutitsstudents’abilitytomeettheserequirements?
6.Theinstitutionassuresthatstudentsandprospectivestudentsreceiveclearandaccurateinformationabouteducationalcoursesandprogramsandtransferpolicies.4Theinstitutiondescribesitsdegreesandcertificatesintermsoftheirpurpose,content,courserequirements,andexpectedstudentlearningoutcomes.Ineveryclasssectionstudentsreceiveacoursesyllabusthatspecifieslearningoutcomesconsistentwiththoseintheinstitution’sofficiallyapprovedcourseoutline.
� Howdoestheinstitutionassurethatinformationaboutitsprogramsisclearandaccurate?Aredegreesandcertificatesclearlydescribed?Arestudentlearningoutcomesincludedindescriptionsofcoursesandprograms?
� Howdoestheinstitutionverifythatstudentsreceiveacoursesyllabusthatincludesstudentlearningoutcomes?
31StandardII:StudentLearningProgramsandServices
� Howdoesthecollegeverifythatindividualsectionsofcoursesadheretothecourseobjectives/learningoutcomes?
a. Theinstitutionmakesavailabletoitsstudentsclearlystatedtransfer-of-creditpoliciesinordertofacilitatethemobilityofstudentswithoutpenalty.Inacceptingtransfercreditstofulfilldegreerequirements,theinstitutioncertifiesthattheexpectedlearningoutcomesfortransferredcoursesarecomparabletothelearningoutcomesofitsowncourses.Wherepatternsofstudentenrollmentbetweeninstitutionsareidentified,theinstitutiondevelopsarticulationagreementsasappropriatetoitsmission.4
� Whatpoliciesdoestheinstitutionhavetoaddresstransferofcourseworkinandoutoftheinstitutionandhowaretheycommunicatedtostudents?Arethesepoliciesregularlyreviewed?
� Howdoestheinstitutiondevelop,implement,andevaluatearticulationagreements?
b. Whenprogramsareeliminatedorprogramrequirementsaresignificantlychanged,theinstitutionmakesappropriatearrangementssothatenrolledstudentsmaycompletetheireducationinatimelymannerwithaminimumofdisruption.3
� Whatpolicydoestheinstitutionhavetoaddresseliminationoformajorchangesinprograms?
� Arestudentsadvisedonhowtocompleteeducationalrequirementswhenprogramsareeliminatedormodified?
c. Theinstitutionrepresentsitselfclearly,accurately,andconsistentlytoprospectiveandcurrentstudents,thepublic,anditspersonnelthroughitscatalogs,statements,andpublications,includingthosepresentedinelectronicformats.Itregularlyreviewsinstitutionalpolicies,procedures,andpublicationstoassureintegrityinallrepresentationsaboutitsmission,programs,andservices.7
� Howdoestheinstitutionconductregularreviewsofitspoliciesandpracticesregardingpublicationstoensuretheirintegrity?Areelectronicrepresentationsoftheinstitutionregularlyreviewed?
� Doestheinstitutionprovideinformationonstudentachievementtothepublic?Isthatinformationaccurate?Current?
32 StandardII:StudentLearningProgramsandServices
7.Inordertoassuretheacademicintegrityoftheteaching-learningprocess,theinstitutionusesandmakespublicgoverningboard-adoptedpoliciesonacademicfreedomandresponsibility,studentacademichonesty,andspecificinstitutionalbeliefsorworldviews.Thesepoliciesmakecleartheinstitution’scommitmenttothefreepursuitanddisseminationofknowledge.
� Doboard-approvedpoliciesonacademicfreedomexistandaretheymadepublic?Doboard-approvedpoliciesonstudentacademichonestyexistandaretheymadepublic?
a. Facultydistinguishesbetweenpersonalconvictionandprofessionallyacceptedviewsinadiscipline.Theypresentdataandinformationfairlyandobjectively.
� Whatpoliciesdemonstrateinstitutionalcommitmenttofreepursuitanddisseminationofknowledge?
� Howdoesthecollegecommunicateitsexpectationthatfacultydistinguishbetweenpersonalconvictionandprofessionallyacceptedviewsinadiscipline?Inwhatdiscussionshavefacultyengagedtodeepenunderstandingofthisexpectation?Howsuccessfullydoesthefacultymakethisdistinctionintheclassroom?Whatmechanismsdoesthecollegehavefordetermininghoweffectivelyitismeetingthisexpectation?
b. Theinstitutionestablishesandpublishesclearexpectationsconcerningstudentacademichonestyandconsequencesfordishonesty.
� Whatmechanismdoestheinstitutionhaveforinformingstudentsandfacultyabout,andenforcing,itspoliciesonacademichonesty?
c. Institutionsthatrequireconformitytospecificcodesofconductofstaff,faculty,administrators,orstudents,orthatseektoinstillspecificbeliefsorworldviews,giveclearpriornoticeofsuchpolicies,includingstatementsinthecatalogand/orappropriatefacultyorstudenthandbooks.
� Howarerequirementsofconformitytocodesofconductcommunicated?
� Ifacollegeseekstoinstillspecificbeliefsorworldviews,whatpoliciesdoesithaveinplacetodetailthesegoals?Howarethepoliciescommunicatedtoappropriateconstituencies?
33StandardII:StudentLearningProgramsandServices
8.InstitutionsofferingcurriculainforeignlocationstostudentsotherthanU.S.nationalsoperateinconformitywithstandardsandapplicableCommissionpolicies.2
� Howwelldocurriculaofferedinforeignlocationstonon-U.S.studentsconformtothespecificationsofCommissionpolicyPrinciplesofGoodPracticeinOverseasInternationalEducationProgramsforNon-U.S.Nationals?
B Student Support Services Theinstitutionrecruitsandadmitsdiversestudentswhoareabletobenefitfromitsprograms,consistentwithitsmission.Studentsupportservicesaddresstheidentifiedneedsofstudentsandenhanceasupportivelearningenvironment.Theentirestudentpathwaythroughtheinstitutionalexperienceischaracterizedbyaconcernforstudentaccess,progress,learning,andsuccess.Theinstitutionsystematicallyassessesstudentsupportservicesusingstudentlearningoutcomes,facultyandstaffinput,andotherappropriatemeasuresinordertoimprovetheeffectivenessoftheseservices.
� Howdoestheinstitutiondeterminethatadmittedstudentsareabletobenefitfromitsprograms?Howisthisinformationappliedtoadmissionspoliciesandprocedures?
� Whatcollege-widediscussionshaveoccurredabouthowstudentaccess,progress,learning,andsuccessareconsistentlysupported?
1.Theinstitutionassuresthequalityofstudentsupportservicesanddemonstratesthattheseservices,regardlessoflocationormeansofdelivery,supportstudentlearningandenhanceachievementofthemissionoftheinstitution.1,2
� Bywhatmeansdoestheinstitutionassurethequalityofitsstudentsupportservices?Howdoestheinstitutiondemonstratethattheseservicessupportstudentlearning?
2.Theinstitutionprovidesacatalogforitsconstituencieswithprecise,accurate,andcurrentinformationconcerningthefollowing:
a. GeneralInformation• OfficialName,Address(es),TelephoneNumber(s),andWebSite• AddressoftheInstitution• EducationalMission• Course,Program,andDegreeOfferings• AcademicCalendarandProgramLength• AcademicFreedomStatement
34 StandardII:StudentLearningProgramsandServices
• AvailableStudentFinancialAid• AvailableLearningResources• NamesandDegreesofAdministratorsandFaculty• NamesofGoverningBoardMembers
b. Requirements• Admissions• StudentFeesandOtherFinancialObligations• Degree,Certificates,GraduationandTransfer
c. MajorPoliciesAffectingStudents• AcademicRegulations,includingAcademicHonesty• Nondiscrimination• AcceptanceofTransferCredits• GrievanceandComplaintProcedures• SexualHarassment• RefundofFees
d. LocationsorPublicationsWhereOtherPoliciesMaybeFound
� Isthecatalogcurrent,complete,clear,easytounderstand,easytouse,well-structured?
� Howisthecatalogreviewedforaccuracyandcurrency?Whatprocessdoesthecollegeusetoensurethattheinformationinitspublicationsiseasilyaccessibletostudents,prospectivestudents,andthepublic?
� Whenpoliciesarenotincludedinthecatalog,arethepublicationsinwhichtheyarefoundeasilyaccessible?
� Doestheinstitutionmaintainrecordsofstudentcomplaints/grievancesandmakethemavailabletotheteam?
3.Theinstitutionresearchesandidentifiesthelearningsupportneedsofitsstudentpopulationandprovidesappropriateservicesandprogramstoaddressthoseneeds.
� Bywhatmeansdoestheinstitutiondeterminethesupportneedsofitsstudents?Howwelldoesitaddresstheseneeds?
35StandardII:StudentLearningProgramsandServices
a. Theinstitutionassuresequitableaccesstoallofitsstudentsbyprovidingappropriate,comprehensive,andreliableservicestostudentsregardlessofservicelocationordeliverymethod.1
� Whatevidenceisprovidedthattheinstitutionassessesstudentneedsforservicesregardlessoflocationandprovidesforthem?
� Howareon-lineservicesandservicesatoff-sitelocationsevaluated?Howwellareservicesmeetingtheneedsofstudents?
b. Theinstitutionprovidesanenvironmentthatencouragespersonalandcivicresponsibility,aswellasintellectual,aesthetic,andpersonaldevelopmentforallofitsstudents.
� Whatistheinstitutiondoingtoprovidealearningenvironmentthatpromotesthesepersonalattributes?Whatdialoguehastheinstitutionengagedinconcerningwhatconstitutesagoodlearningenvironment?
� Whatprogramsorserviceshastheinstitutiondeterminedcontributetothisenvironment?Whatareashavebeenidentifiedforimprovement?Howdoesthecollegeevaluateitseffortsinthisarea?Howaretheresultsoftheevaluationsusedtoimprovetheenvironment?
c. Theinstitutiondesigns,maintains,andevaluatescounselingand/oracademicadvisingprogramstosupportstudentdevelopmentandsuccessandpreparesfacultyandotherpersonnelresponsiblefortheadvisingfunction.
� Doestheinstitutiondevelop,implement,andevaluatecounselingand/oracademicadvising?
� Doestheevaluationofcounselingand/oracademicadvisingincludehowitenhancesstudentdevelopmentandsuccess?
� Arethoseresponsibleforcounseling/advisingtrained?
d. Theinstitutiondesignsandmaintainsappropriateprograms,practices,andservicesthatsupportandenhancestudentunderstandingandappreciationofdiversity.
36 StandardII:StudentLearningProgramsandServices
� Whatdoestheinstitutiondotopromotestudentunderstandingandappreciationofdiversity?Whatmeasuresdoestheinstitutionusetodeterminetheeffectivenessofservices?
e. Theinstitutionregularlyevaluatesadmissionsandplacementinstrumentsandpracticestovalidatetheireffectivenesswhileminimizingbiases.
� Whatprocessesareusedtoevaluatetheeffectivenessofpracticesandtoolsofadmissions?Whatevaluationsofplacementprocessesareusedtoensuretheirconsistencyandeffectiveness?Howareculturalandlinguisticbiasintheinstrumentsandprocessesminimized?
f. Theinstitutionmaintainsstudentrecordspermanently,securely,andconfidentially,withprovisionforsecurebackupofallfiles,regardlessoftheforminwhichthosefilesaremaintained.Theinstitutionpublishesandfollowsestablishedpoliciesforreleaseofstudentrecords.
� Whatinstitutionalpoliciesgovernthemaintenanceofstudentrecords?Arerecordssecure?Doestheinstitutionhaveapolicyforreleaseofstudentrecords?
4.Theinstitutionevaluatesstudentsupportservicestoassuretheiradequacyinmeetingidentifiedstudentneeds.Evaluationoftheseservicesprovidesevidencethattheycontributetotheachievementofstudentlearningoutcomes.Theinstitutionusestheresultsoftheseevaluationsasthebasisforimprovement.
� Howdoestheinstitutionprovideforsystematicandregularreviewofitsstudentsupportservices?Howaretheresultsused?
� Doestheevaluationassesshowstudentsupportservicescontributetotheachievementofstudentlearningoutcomes?Howareevaluationresultsusedtoimproveservices?
C Library and Learning Support Services Libraryandotherlearningsupportservicesforstudentsaresufficienttosupporttheinstitution’sinstructionalprogramsandintellectual,aesthetic,andculturalactivitiesinwhateverformatandwherevertheyareoffered.Suchservicesincludelibraryservicesandcollections,tutoring,learningcenters,computerlaboratories,andlearningtechnologydevelopmentandtraining.Theinstitutionprovidesaccessandtrainingtostudentssothatlibraryandotherlearningsupportservicesmaybeusedeffectivelyand
37StandardII:StudentLearningProgramsandServices
efficiently.Theinstitutionsystematicallyassessestheseservicesusingstudentlearningoutcomes,facultyinput,andotherappropriatemeasuresinordertoimprovetheeffectivenessoftheservices.
1.Theinstitutionsupportsthequalityofitsinstructionalprogramsbyprovidinglibraryandotherlearningsupportservicesthataresufficientinquantity,currency,depth,andvarietytofacilitateeducationalofferings,regardlessoflocationormeansofdelivery.1
a. Relyingonappropriateexpertiseoffaculty,includinglibrariansandotherlearningsupportservicesprofessionals,theinstitutionselectsandmaintainseducationalequipmentandmaterialstosupportstudentlearningandenhancetheachievementofthemissionoftheinstitution.
� Whatinformationaboutstudentlearningneedsisprovidedbyotherinstructionalfacultyandstafftoinformselectionoflibraryresources?
� Howdoestheinstitutionassesstheeffectivenessofitsownlibrarycollectionintermsofquantity,quality,depthandvariety?
� Whatisthequalitydeterminedasnecessarybytheinstitution?
� Howdoestheinstitutionknowithassufficientdepthandvarietyofmaterialstomeetthelearningneedsofitsstudents?
� Whatinformationdoesthelibraryusetodeterminewhetheritisenhancingstudentachievementofidentifiedlearningoutcomes?
b. Theinstitutionprovidesongoinginstructionforusersoflibraryandotherlearningsupportservicessothatstudentsareabletodevelopskillsininformationcompetency.
� Whataretheinformationcompetenciesthattheinstitutionpurportstoteachallstudents?Whatistheevidencethattheinstitutionactspurposefullytoteachthesecompetencies?
� Howdoestheinstitutionassessthecompetenciesininformationretrieval/usethatitteachesstudents?Howdoestheinstitutionevaluateitsteachingeffectivenessandsetgoalsforimprovement?
38 StandardII:StudentLearningProgramsandServices
c. Theinstitutionprovidesstudentsandpersonnelresponsibleforstudentlearningprogramsandservicesadequateaccesstothelibraryandotherlearningsupportservices,regardlessoftheirlocationormeansofdelivery.1
� Whatarethehoursofoperationofthelibrary?
� Whatistheavailabilityofelectronicaccesstolibrarymaterials?
� Areallcampuslocations/alltypesofstudents/allcollegeinstructionalprogramsequallysupportedbylibraryservicesandaccessibility?
d. Theinstitutionprovideseffectivemaintenanceandsecurityforitslibraryandotherlearningsupportservices.
e. Whentheinstitutionreliesonorcollaborateswithotherinstitutionsorothersourcesforlibraryandotherlearningsupportservicesforitsinstructionalprograms,itdocumentsthatformalagreementsexistandthatsuchresourcesandservicesareadequatefortheinstitution’sintendedpurposes,areeasilyaccessible,andutilized.Theperformanceoftheseservicesisevaluatedonaregularbasis.Theinstitutiontakesresponsibilityforandassuresthereliabilityofallservicesprovidedeitherdirectlyorthroughcontractualarrangement.
� Whatcontracts,ifany,existfortheprovisionoflibraryandlearningsupportservices?Whatprocessesdoestheinstitutionhaveforevaluatingandensuringthequalityofthosecontractedservices?Howdoestheinstitutiongatherinformationtoassesswhethertheservicesarebeingused?
2.Theinstitutionevaluateslibraryandotherlearningsupportservicestoassuretheiradequacyinmeetingidentifiedstudentneeds.Evaluationoftheseservicesprovidesevidencethattheycontributetotheachievementofstudentlearningoutcomes.Theinstitutionusestheresultsoftheseevaluationsasthebasisforimprovement.
� Whatmethodsdoestheinstitutionusetoevaluateitslibraryandotherlearningsupportservices?Doestheevaluationassessuse,access,andrelationshipoftheservicestointendedstudentlearning?Doestheevaluationincludeinputbyfaculty,staffandstudents?
39StandardII:StudentLearningProgramsandServices
Sources of Evidence: Examples for Standard II
ListedbelowareexamplesofpotentialsourcesofevidenceforStandardII.Theremaybemanyothersourcesthatinstitutionsshouldprovideandteamsshouldaskfor.
Standard II: Student Learning Programs and Services
A Instructional Programs
❑ Evidencethatallinstructionalofferingsareinkeepingwiththeinstitution’smissionregardlessofwhereandhowtheyaretaught.
❑ Evidencethatthequalityofallprogramsisconsistentlydeterminedtomeetahighstandard.
❑ Evidenceofanalyticalreviewsdemonstratingthatinstructionalprogramsarerelevanttotheinterest,needs,goals,andaspirationsofthestudentsservedbytheinstitution.
❑ Evidencethatstudentsareachievingstatedlearningoutcomes.
❑ Evidencethattheinstitutionconsidershowinstructionisdeliveredandhowitassessesthatdeliveryisbothappropriateandcurrent.
❑ Evidenceofthedevelopmentofstudentlearningoutcomesandstrategiesforattainingthoseoutcomesatthecourse,program,certificateanddegreelevel.
❑ Evidenceofassessmentofstudentlearningandprogramoutcomes.
❑ Evidenceofassessmentofstudentachievementdata.
❑ Evidenceofreviewofassessmentresultsandutilizationforimprovementofstudentlearning.
❑ Evidencethataninstitutionalprocessexistsfordeterminingthequalityofallcoursesandprograms.
❑ Evidencethatestablishedproceduresareusedtodevelopcoursesandprogramsandthatfacultyplayamajorroleinthisendeavor.
40 StandardII:StudentLearningProgramsandServices
❑ Evidenceforafaculty-drivenassessmentplanthatincludessystematicevaluationandintegratedplanningofstudentlearningoutcomesforallcourses,certificates,programs,anddegrees.
❑ Evidencethatsystematicevaluationandreviewofstudentprogresstowardachievinglearningoutcomestakeplace.
❑ Evidenceoftheroleplayedbyadvisorycommittees.
❑ Evidencethatinstructionalofferingsareinappropriateareasofacademicstudygiventheinstitution’smission.
❑ Evidencethatprogramsareappropriatelysequencedtoprovidethebasesforsubsequentcourses.
❑ Evidencethatcoursesareofsufficientcontent,breadth,andlengthtopermitthestudenttolearnandpracticeexpectedknowledge,skills,andabilities.
❑ Evidencethattheinstitutionconcernsitselfwithpedagogythataddressesstudentneedsandlearningstyles.
❑ Evidencethatdiversemethodsofinstructionareusedandthatstudentsareexposedtoavarietyofpointsofview.
❑ Evidenceofregular,systematicevaluationandreviewofinstructionalcoursesandprograms,usingconsistentandvalidresearchstrategies.
❑ Evidencethatevaluationresultsareusedforimprovement.
❑ Evidencethatelementsassessedincludemeasuresofstudentlearning.
❑ Evidenceforanassessmentplanthatincludessystematicevaluationandintegratedplanningofstudentlearningoutcomesforallcourses,certificates,programs,anddegrees.
❑ Evidencethatresultsofevaluationaredisseminated.
❑ Evidencethatresultsofevaluationareusedforimprovement.
41StandardII:StudentLearningProgramsandServices
❑ Evidenceofaprocessforvalidatingtheeffectivenessofexaminationsinassessingstudentlearning.
❑ Evidencethatplacementtestsareexaminedforbiases.
❑ Evidencethattheinstitutionhasdevelopedameansforawardingcreditbasedonstudentlearningoutcomes.
❑ Evidencethatcreditsawardedareconsistentwithacceptedhighereducationpractices.
❑ Evidencethatthecollegeusesstudentachievementofstatedlearningoutcomesinawardingcreditfordegreesandcertificates.
❑ Evidencethataconsistentprocessforexaminingstudentlearningoutcomesisusedtoanalyzecoursesforinclusionasgeneraleducation.
❑ Evidencethattherationaleforgeneraleducationiscommunicatedtostudents,employers,andotherconstituencies.
❑ Evidencethatcontentandmethodologyisdeterminedbyappropriatedisciplinefaculty.
❑ Evidencethattheinstitutionhasdeterminedstandardsfortheskillsingeneraleducation.
❑ Evidencethatstudentswhocompletegeneraleducationprogramsareproficientinthesegeneraleducationskills.
❑ Evidencethattheprogramofgeneraleducationincludesstudentlearningoutcomesconcerningvalues,ethics,civicresponsibility,anddiverseperspectives.
❑ Evidencethatstudentswhocompletevocationalandoccupationaldegreesandcertificatesmeetemploymentcompetencies,arepreparedforcertificationbyexternalagencies,arepreparedforlicensure.
❑ Evidencethatclearandcompleteinformationaboutdegreesandcertificatesismadeavailabletostudentsinpublicationsandcoursesyllabi.
❑ Evidencethattransferpoliciesaremadeavailabletostudents.
42 StandardII:StudentLearningProgramsandServices
❑ Evidencethattransferredcoursesacceptedarecomparabletothecollege’sstudentlearningoutcomesforcourses.
❑ Evidencethatarticulationagreementsexistandareregularlyevaluated.
❑ Evidencethatstudentsareabletocompleteprogramsthatundergochangeorareeliminated.
❑ Evidencethatstudentsareadvisedonwhattheymustdotocompletesuchprograms.
❑ Evidencethatpublicationsandotherrepresentationsofthecollegeareregularlyreviewedforclarityandaccuracy.
❑ Evidencethatinstitutionalpoliciesareregularlyreviewedtoensureintegrity.
❑ Evidencethattheinstitutionprovidesthepublicwithinformationaboutstudentachievement.
❑ Evidenceofboard-approvedanddistributedpoliciesonacademicfreedomandstudentacademichonesty.
❑ Evidencethatthesepoliciesarefollowed.
❑ Evidenceoffacultyawarenessandcommitmenttofairandobjectivepresentationofknowledge.
❑ Evidencethatacollegesespousingspecificworldviewsorcodesofconductmakepoliciesclearinpublicationsprovidedinadvanceofenrollmentoremployment.
B Student Support Services
❑ Evidencethattheinstitutionsystematicallyevaluatesitsstudentsupportservicesinlightofitsstatedmission.
❑ Evidencethatstudentsupportservicessupportlearning.
❑ EvidencethatthecatalogcontainsitemsspecifiedinStandardsIIB.2.a,IIB.2.bandIIB.2.c,IIB.2.d.
43StandardII:StudentLearningProgramsandServices
❑ Evidencethattheinstitutionassessesstudentneedsforservicesandprovidesforthem.
❑ Evidencethattheinstitutionassessesstudentneedsforservicesregardlessoflocationandprovidesthem.
❑ Evidencethatactivitiesencouragingpersonaldevelopmentaremadeavailabletostudents.
❑ Evidencethattheinstitutiondevelops,implements,andevaluatescounselingand/oracademicadvising.
❑ Evidencethatevaluationofcounselingand/oracademicadvisingincludeshowitenhancesstudentdevelopmentandsuccess.
❑ Evidencethatthoseresponsibleforcounseling/advisingaretrained.
❑ Evidencethattheinstitutiondevelops,implements,andevaluatestheeffectivenessofservicesinenhancingstudentunderstandingandappreciationofdiversity.
❑ Evidencethatadmissionspracticesandplacementinstrumentsareregularlyevaluated.
❑ Evidencethatplacementinstrumentsarevalidandminimizebias.
❑ Evidencethatstudentrecordsarekeptconfidentialandsecure.
❑ Evidenceforhowstudentrecordsarereleased.
❑ Evidencethatreviewofstudentserviceprogramsisregularlyconductedandthattheresultsareusedforimprovement.
❑ Evidencethatanalysisofreviewofstudentserviceprogramsincludesverificationthatservicescontributetostudentlearningoutcomes.
❑ Evidencethattheinstitutionmaintainsafileofstudentcomplaints/grievances.
C Library and Learning Support Services
❑ Evidencethatincludestheevaluationinstruments,theiranalysis,conclusionsandplansforimprovementofthelibraryandlearningsupportservices,evidencethatimprovementsareplannedandimplemented.
44 StandardII:StudentLearningProgramsandServices
❑ Evidencethatshowsquantity,quality,depthandvariety:• Description of quantity:Numberofvolumes,numberofperiodicals,description
ofnumberandkindsoftechnologicalresourcesorequipment,includingcomputers,microfichemachines,videoequipment,audiotapes,CDROM’sandotherdatasource,numberof“seats”availableinlibraryandlearningresourcecenter(LRC).
❑ Evidencethatshowsongoinginstruction:• Listofcourses,workshopsandothertrainingheldeachacademicyearandattendance.• Courseorworkshopoutlines,materialsusedintraining,includingidentified
learningoutcomes.
❑ Evidencethatthelibraryevaluatestheeffectivenessofstudentlearningduringcourses,workshopsoninformationcompetencyanduseofthelibraryandlearningsupportservices(LLSS).
❑ EvidencethatdatalinkingpurchasestoeducationalprogramsandSLOsdefinedbyeducationalprogramsandbyassessmentsofstudentlearning.
❑ Adescriptionoflibraryacquisitionplansrelatedtoeducationalplans.• Dataandanalysesoftheinstitutionalevaluationsoflibraryholdingsbyfaculty(or
disciplinesorprograms),students,andanyexternalreviewers.• Otheranalysesshowingrelationshipbetweenlibraryuseandstudentlearning.
❑ Evidencethatincludesadescriptionofhoursofoperationoraccess,descriptionofremoteaccesstolibraryandLRCholdings,capacityoftheremotemeansofdelivery,anycontingenciesonturnaroundtime,limitstoaccessrelativetoon-campusstudents.
❑ Evidencethatholdingsarerelatedtoeducationalprogramsandthatalleducationalprogramneedshaveadequatematerialsinthelibrary.
❑ EvidencethatthereisaccesstolibraryandLSSforremotestudents/staffinstitutionalpoliciesonremoteaccess,includingpersonnelpoliciesthatdescribeaccessprovidedtoeducationalstaff.• Descriptionofremoteaccesspractice—computerbased,circulationofvolumes,
etc.,foreachremotesiteorpopulation.• DescriptionofuseoflibraryandLSSbyremoteusers–students,faculty.
45StandardII:StudentLearningProgramsandServices
❑ Evidencethatincludesinstitutionalmaintenanceschedules,capitalimprovementplans.Descriptionofsecurityprovisionsforlibraryholdings.Anyinstitutionalself-assessmentsofadequacyofsame.• InstitutionalplansforimprovementoflibraryandLSS.
❑ Evidencethatincludestheformalagreementsorcontractsthemselves,andevidencethereinoftheaccreditedinstitution’sexpectationsforservices.• Descriptionofthecontracted/collaboratedservicesquantity,quality,depthand
currency,asina,b,candd,above.• Resultsofevaluationofthecontracted/collaboratedlibraryandLSS.• Provisionsofthecontractthatprovideforaccreditedinstitution’scontrolof
qualityorabilitytoinfluencequalityofcontracted/collaboratedservice.
46 StandardIII:Resources
Standard III: Resources
Theinstitutioneffectivelyusesitshuman,physical,technology,andfinancialresourcestoachieveitsbroadeducationalpurposes,includingstatedstudentlearningoutcomes,andtoimproveinstitutionaleffectiveness.
A Human Resources Theinstitutionemploysqualifiedpersonneltosupportstudentlearningprogramsandserviceswhereverofferedandbywhatevermeansdelivered,andtoimproveinstitutionaleffectiveness.Personnelaretreatedequitably,areevaluatedregularlyandsystematically,andareprovidedopportunitiesforprofessionaldevelopment.Consistentwithitsmission,theinstitutiondemonstratesitscommitmenttothesignificanteducationalroleplayedbypersonsofdiversebackgroundsbymakingpositiveeffortstoencouragesuchdiversity.Humanresourceplanningisintegratedwithinstitutionalplanning.
1.Theinstitutionassurestheintegrityandqualityofitsprogramsandservicesbyemployingpersonnelwhoarequalifiedbyappropriateeducation,training,andexperiencetoprovideandsupporttheseprogramsandservices.
� Whatmethodsdoestheinstitutionusetoassurethatqualificationsforeachpositionarecloselymatchedtospecificprogrammaticneeds?Whatanalysesanddiscussionshaveledtheinstitutiontoagreeonthoseneeds?
� Aretheinstitution’spersonnelsufficientlyqualifiedtoguaranteetheintegrityofprogramsandservices?
a. Criteria,qualifications,andproceduresforselectionofpersonnelareclearlyandpubliclystated.Jobdescriptionsaredirectlyrelatedtoinstitutionalmissionandgoalsandaccuratelyreflectpositionduties,responsibilities,andauthority.Criteriaforselectionoffacultyincludeknowledgeofthesubjectmatterorservicetobeperformed(asdeterminedbyindividualswithdisciplineexpertise),effectiveteaching,scholarly,andpotentialtocontributetothemissionoftheinstitution.Institutionalfacultyplayasignificantroleinselectionofnewfaculty.DegreesheldbyfacultyandadministratorsarefrominstitutionsaccreditedbyrecognizedU.S.accreditingagencies.Degreesfromnon-U.S.institutionsarerecognizedonlyifequivalencehasbeenestablished.4
� Howdoestheinstitutiondecideonhiringcriteria?
47StandardIII:Resources
� Howarefacultyinvolvedintheselectionofnewfaculty?
� Howdoesthecollegedecideanapplicantiswell-qualified?
� Howdoesthecollegeknowthatthefacultyselectedhaveknowledgeoftheirsubjectmatter?
� Bywhatmethodsdoesthecollegedefineandevaluate“effectiveteaching”initshiringprocesses?Howisthateffectivenessjudged?
� Howdoesthecollegedefineandjudgescholarshipinacandidate,andbywhatmeansdoesitjudgeacandidate’spotentialtocontributetoacollegemission?
� Howarejobsadvertised?
� Bywhatmeansdoestheinstitutionverifythequalificationsofapplicantsandnewlyhiredpersonnel?
� Howdoesthecollegechecktheequivalencyofdegreesfromnon-U.S.institutions?
� Whatevidenceistherethathiringprocessesyieldhighlyqualifiedemployees?
� Whatsafeguardsareinplacetoassurethathiringproceduresareconstantlyapplied?
b. Theinstitutionassurestheeffectivenessofitshumanresourcesbyevaluatingallpersonnelsystematicallyandatstatedintervals.Theinstitutionestablisheswrittencriteriaforevaluatingallpersonnel,includingperformanceofassigneddutiesandparticipationininstitutionalresponsibilitiesandotheractivitiesappropriatetotheirexpertise.Evaluationprocessesseektoassesseffectivenessofpersonnelandencourageimprovement.Actionstakenfollowingevaluationsareformal,timely,anddocumented.
� Howdoesthecollegedecideonappropriateinstitutionalresponsibilitiesforpersonnelparticipation?Howisparticipationjudged?
� Whatprocessisinplacetoassurethatevaluationsleadtoimprovementofjobperformance?
� Whatistheconnectionbetweenpersonnelevaluationsandinstitutionaleffectivenessandimprovement?
48 StandardIII:Resources
� Doevaluationcriteriameasuretheeffectivenessofpersonnelinperformingtheirduties?
c. Facultyandothersdirectlyresponsibleforstudentprogresstowardachievingstatedstudentlearningoutcomeshave,asacomponentoftheirevaluation,effectivenessinproducingthoselearningoutcomes.
� Whataretherolesofteachers,tutors,andothersinproducingstudentlearningoutcomes?
� Whatdeepthinkinghavefaculty,asindividualsandcollectively,engagedinabouthowwellstudentsarelearningintheircoursesandprograms?Whatmeasureshavethey,againasindividualsandcollectively,createdorselectedtomeasurethatlearning?
� Whatdiscussionshavefacultyhadabouthowtoimprovelearning?Whatplanshavebeenmade?
� Whatchangeshavefacultymadeinteachingmethodologiestoimprovelearning?
� Whatchangesincoursecontentorsequencinghaveresultedfromanalysesofhowwellstudentsaremasteringcoursecontent?
� Whatmethodshastheinstitutiondevelopedtoevaluateeffectivenessinproducingstudentlearningoutcomes?Arethesemethodsyieldingmeaningfulandusefulresults?
� Howdoestheinstitutionuseanalysisoftheresultsofassessmenttoimprovestudentlearningoutcomes?
� Howhasstaffdevelopmentsupportedfacultyperformanceinsatisfactorydevelopmentandassessmentofstudentlearningoutcomes?
d. Theinstitutionupholdsawrittencodeofprofessionalethicsforallofitspersonnel.
� Howdoestheinstitutionfosterethicalbehaviorinitsemployees?
� Doestheinstitutionhaveawrittencodeofprofessionalethicsforallitspersonnel?
49StandardIII:Resources
2.Theinstitutionmaintainsasufficientnumberofqualifiedfacultywithfull-timeresponsibilitytotheinstitution.Theinstitutionhasasufficientnumberofstaffandadministratorswithappropriatepreparationandexperiencetoprovidetheadministrativeservicesnecessarytosupporttheinstitution’smissionandpurposes.
� Bywhatmeansdoestheinstitutiondetermineappropriatestaffinglevelsforeachprogramandservice?
� Howdoestheinstitutiondecideontheorganizationofadministrativeandsupportstaffing?
� Howeffectivelydoesthenumberandorganizationoftheinstitution’spersonnelworktosupportitsprogramsandservices?Howdoestheinstitutionevaluatethiseffectiveness?
3.Theinstitutionsystematicallydevelopspersonnelpoliciesandproceduresthatareavailableforinformationandreview.Suchpoliciesandproceduresareequitablyandconsistentlyadministered.
� Whatprocessesdoestheinstitutionusetodevelopandpublicizeitspersonnelpolicies?
� Howdoestheinstitutionensurethatitadministersitspersonnelpoliciesandproceduresconsistentlyandequitably?Dothesepoliciesandprocessesresultinfairtreatmentofpersonnel?
a. Theinstitutionestablishesandadherestowrittenpoliciesensuringfairnessinallemploymentprocedures.
b. Theinstitutionmakesprovisionforthesecurityandconfidentialityofpersonnelrecords.Eachemployeehasaccesstohis/herpersonnelrecordsinaccordancewithlaw.
� Whataretheinstitution’sprovisionsforkeepingpersonnelrecordssecureandconfidential?
� Howdoestheinstitutionprovideemployeesaccesstotheirrecords?
4.Theinstitutiondemonstratesthroughpoliciesandpracticesanappropriateunderstandingofandconcernforissuesofequityanddiversity.
50 StandardIII:Resources
� Inwhatwaysdoestheinstitutionfosteranappreciationfordiversity?
� Howeffectivearetheinstitution’spoliciesandpracticesinpromotingunderstandingofequityanddiversityissues?Howdoestheinstitutionknowthesepoliciesandpracticesareeffective?
a. Theinstitutioncreatesandmaintainsappropriateprograms,practices,andservicesthatsupportitsdiversepersonnel.
� Howdoestheinstitutiondeterminewhatkindsofsupportitspersonnelneed?
� Howdoestheinstitutiondesignprogramsandservicesthatprovidefortherangeofdiversepersonnelattheinstitution?
� Whatprogramsandservicesdoestheinstitutionhavetosupportitspersonnel?Howeffectivearetheseprograms?
b. Theinstitutionregularlyassessesthatitsrecordinemploymentequityanddiversityisconsistentwithitsmission.
� Whatistheinstitution’srecordonemploymentequityanddiversity?
� Howdoestheinstitutiontrackandanalyzeitsemploymentequityrecord?Howdoesitusethisinformation?
c. Theinstitutionsubscribesto,advocates,anddemonstratesintegrityinthetreatmentofitsadministration,faculty,staffandstudents.
� Whatpoliciesandproceduresaboutthetreatmentofpersonneldoestheinstitutionhaveinplace?
� Howdoestheinstitutionensurethatitspersonnelandstudentsaretreatedfairly?
5.Theinstitutionprovidesallpersonnelwithappropriateopportunitiesforcontinuedprofessionaldevelopment,consistentwiththeinstitutionalmissionandbasedonidentifiedteachingandlearningneeds.
a. Theinstitutionplansprofessionaldevelopmentactivitiestomeettheneedsofitspersonnel.
51StandardIII:Resources
b. Withtheassistanceoftheparticipants,theinstitutionsystematicallyevaluatesprofessionaldevelopmentprogramsandusestheresultsoftheseevaluationsasthebasisforimprovement.
� Whatprofessionaldevelopmentprogramsdoestheinstitutionsupport?
� Howdoestheinstitutionidentifyteachingandlearningneedsofitsfacultyandotherpersonnel?
� Whatprocessesensurethatprofessionaldevelopmentopportunitiesaddressthoseneeds?
� Howdoesthecollegeensuremeaningfulevaluationofprofessionaldevelopmentactivities?
� Whatimpactdoprofessionaldevelopmentactivitieshaveontheimprovementofteachingandlearning?Howdoestheinstitutionevaluatethatimprovement?
6.Humanresourceplanningisintegratedwithinstitutionalplanning.Theinstitutionsystematicallyassessestheeffectiveuseofhumanresourcesandusestheresultsoftheevaluationasthebasisforimprovement.
� Bywhatprocessdoestheinstitutionassesstheuseofitshumanresources?
� Howdoestheinstitutionensurethathumanresourcedecisionsemanatefrominstitutionalneedsandplansforimprovement?Specifically,whatevidenceistherethattheinstitutionbasesitshumanresourcedecisionsontheresultsofevaluationofprogramandserviceneeds?
� Howdoestheinstitutiondeterminethathumanresourceneedsinprogramandserviceareasaremeteffectively?
B Physical Resources Physicalresources,whichincludefacilities,equipment,land,andotherassets,supportstudentlearningprogramsandservicesandimproveinstitutionaleffectiveness.Physicalresourceplanningisintegratedwithinstitutionalplanning.
1.Theinstitutionprovidessafeandsufficientphysicalresourcesthatsupportandassuretheintegrityandqualityofitsprogramsandservices,regardlessoflocationormeansofdelivery.
52 StandardIII:Resources
� Againstwhatcriteriaandbywhatprocessesdoestheinstitutionevaluatethesafetyofitsfacilities?
� Uponwhatdatahastheinstitutiondeterminedthesufficiencyofitsclassrooms,lecturehalls,laboratories,andotherfacilities?Whatmechanismsdoesthecollegeemploytoevaluatehoweffectivelyfacilitiesmeettheneedsofprogramsandservices?
� Howwelldoestheinstitutionmeetitsfacilitiesneeds?Doestheinstitutionusethesamecriteriaandprocessesfordeterminingsafetyandsufficiencyoffacilitiesatoff-campussites?Towhatextentareoff-campussitessafeandsufficient?
� Howdoesthecollegeusetheresultsoffacilitiesevaluationstoimprovethem?Doesthecollegeemploysimilarprocessestoassurethesafetyandsufficiencyofitsequipment?
� Howdoestheinstitutionsupporttheequipmentneedsofthedistancedeliverymodesitoffers?Areinstitutionalneedsforequipmentmet?
a. Theinstitutionplans,builds,maintains,andupgradesorreplacesitsphysicalresourcesinamannerthatassureseffectiveutilizationandthecontinuingqualitynecessarytosupportitsprogramsandservices.
� Howdoestheinstitutionconsidertheneedsofprogramsandserviceswhenplanningitsbuildings?
� Whatprocessesensurethatprogramandserviceneedsdetermineequipmentreplacementandmaintenance?
� Howdoestheinstitutionevaluateeffectivenessoffacilitiesandequipmentinmeetingtheneedsofprogramsandservices?
� Howeffectivelydoestheinstitutionuseitsphysicalresources?
b. Theinstitutionassuresthatphysicalresourcesatalllocationswhereitofferscourses,programs,andservicesareconstructedandmaintainedtoassureaccess,safety,security,andahealthfullearningandworkingenvironment.
� Howdoestheinstitutionassureaccesstoitsfacilities?
53StandardIII:Resources
� Howdoestheinstitutionensurethatitmaintainssufficientcontroloveroff-sitefacilitiestoensuretheirquality?
2.Toassurethefeasibilityandeffectivenessofphysicalresourcesinsupportinginstitutionalprogramsandservices,theinstitutionplansandevaluatesitsfacilitiesandequipmentonaregularbasis,takingutilizationandotherrelevantdataintoaccount.
� Bywhatprocessdoestheinstitutionassesstheuseofitsfacilities?Howoftendoestheevaluationoccur?
� Howdoesthecollegeusetheresultsoftheevaluationtoimprovefacilitiesorequipment?
a. Long-rangecapitalplanssupportinstitutionalimprovementgoalsandreflectprojectionsofthetotalcostofownershipofnewfacilitiesandequipment.
� Whatprocessdoestheinstitutionfollowtomakecapitalplans?Howarelong-rangecapitalprojectslinkedtoinstitutionalplanning?
� Whatelementscomprisethedefinitionof“totalcostofownership”theinstitutionuseswhenmakingdecisionsaboutfacilitiesandequipment?
� Howdoplanningprocessesensurethatcapitalprojectssupportcollegegoals?Howeffectivelyislong-rangecapitalplanninghelpingthecollegetoachieveimprovementgoals?
b. Physicalresourceplanningisintegratedwithinstitutionalplanning.Theinstitutionsystematicallyassessestheeffectiveuseofphysicalresourcesandusestheresultsoftheevaluationasthebasisforimprovement.
� Howdoestheinstitutionensurethatfacilitiesdecisionsemanatefrominstitutionalneedsandplansforimprovement?
� Whatevidenceistherethattheinstitutionbasesitsphysicalresourcedecisionsontheresultsofevaluationofprogramandserviceneeds?Howdoestheinstitutionprioritizeneedswhenmakingdecisionsaboutequipmentpurchases?
� Howdoestheinstitutiondeterminethatphysicalresourceneedsinprogramandserviceareasaremeteffectively?Howeffectivelyarethoseneedsmet?
54 StandardIII:Resources
C Technology Resources Technologyresourcesareusedtosupportstudentlearningprogramsandservicesandtoimproveinstitutionaleffectiveness.Technologyplanningisintegratedwithinstitutionalplanning.
1.Theinstitutionassuresthatanytechnologysupportitprovidesisdesignedtomeettheneedsoflearning,teaching,college-widecommunications,research,andoperationalsystems.
� Howdoestheinstitutionmakesurethatitsvarioustypesoftechnologyneedsareidentified?
� Ifthecollegeisnotsupportedbytechnology,howdidthecollegemakethatdecision?
� Howdoestheinstitutionevaluatetheeffectivenessofitstechnologyinmeetingitsrangeofneeds?Howeffectivelyarethoseneedsmet?
a. Technologyservices,professionalsupport,facilities,hardware,andsoftwarearedesignedtoenhancetheoperationandeffectivenessoftheinstitution.
� Howdoestheinstitutionmakedecisionsabouttechnologyservices,facilities,hardware,andsoftware?
� Howwelldoestechnologyaccommodatethecollege’scurricularcommitmentsfordistancelearningprogramsandcourses?Whethertechnologyisprovideddirectlybytheinstitutionorthroughcontractualarrangements,arethereprovisionsforreliability,disasterrecovery,privacy,andsecurity?
b. Theinstitutionprovidesqualitytrainingintheeffectiveapplicationofitsinformationtechnologytostudentsandpersonnel.
� Howdoestheinstitutionassesstheneedforinformationtechnologytrainingforstudentsandpersonnel?
� Whattechnologytrainingdoestheinstitutionprovidetostudentsandpersonnel?Howdoestheinstitutionensurethatthetrainingandtechnicalsupportitprovidesforfacultyandstaffareappropriateandeffective?Howeffectiveisthetrainingprovided?
55StandardIII:Resources
c. Theinstitutionsystematicallyplans,acquires,maintains,andupgradesorreplacestechnologyinfrastructureandequipmenttomeetinstitutionalneeds.
� Howhastheinstitutionprovidedforthemanagement,maintenance,andoperationofitstechnologicalinfrastructureandequipment?
� Doesthecollegeprovideappropriatesystemreliabilityandemergencybackup?
d. Thedistributionandutilizationoftechnologyresourcessupportthedevelopment,maintenance,andenhancementofitsprogramsandservices.
� Howdoestheinstitutionmakedecisionsaboutuseanddistributionofitstechnologyresources?
� Whatprovisionshastheinstitutionmadetoassurearobustandsecuretechnicalinfrastructure,providingmaximumreliabilityforstudentsandfaculty?
� Whatpoliciesorproceduresdoestheinstitutionhaveinplacetokeeptheinfrastructurereasonablyup-to-date?
� Doestheinstitutiongivesufficientconsiderationtoequipmentselectedfordistanceprograms?Howeffectivelyistechnologydistributedandused?
2.Technologyplanningisintegratedwithinstitutionalplanning.Theinstitutionsystematicallyassessestheeffectiveuseoftechnologyresourcesandusestheresultsofevaluationasthebasisforimprovement.
� Howdoestheinstitutionensurethatfacilitiesdecisionsemanatefrominstitutionalneedsandplansforimprovement?
� Whatevidenceistherethattheinstitutionbasesitstechnologydecisionsontheresultsofevaluationofprogramandserviceneeds?
� Howdoestheinstitutiondeterminethattechnologyneedsinprogramandserviceareasaremeteffectively?
� Howdoestheinstitutionprioritizeneedswhenmakingdecisionsabouttechnologypurchases?Howeffectivelyarethoseneedsmet?
56 StandardIII:Resources
D Financial Resources Financialresourcesaresufficienttosupportstudentlearningprogramsandservicesandtoimproveinstitutionaleffectiveness.Thedistributionofresourcessupportsthedevelopment,maintenance,andenhancementofprogramsandservices.Theinstitutionplansandmanagesitsfinancialaffairswithintegrityandinamannerthatensuresfinancialstability.Theleveloffinancialresourcesprovidesareasonableexpectationofbothshort-termandlong-termfinancialsolvency.Financialresourcesplanningisintegratedwithinstitutionalplanning.
� Whatistheinstitution’soverallbudget?
� Doesithavesufficientrevenuestosupporteducationalimprovements?
� Doestheresourceallocationprocessprovideameansforsettingprioritiesforfundinginstitutionalimprovements?
1.Theinstitutionreliesuponitsmissionandgoalsasthefoundationforfinancialplanning.
a. Financialplanningisintegratedwithandsupportsallinstitutionalplanning.
� Doestheinstitutionreviewitsmissionandgoalsaspartoftheannualfiscalplanningprocess?
� Doestheinstitutionidentifygoalsforachievementinanygivenbudgetcycle?
� Doestheinstitutionestablishprioritiesamongcompetingneedssothatitcanpredictfuturefunding?Doinstitutionalplansexist,andaretheylinkedclearlytofinancialplans,bothshorttermandlongrange?
� Doesthefinancialplanningprocessrelyprimarilyoninstitutionalplansforcontentandtimelines?
� Cantheinstitutionprovideevidencethatpastfiscalexpenditureshavesupportedachievementofinstitutionalplans?
� Doestheboardandotherinstitutionalleadershipreceiveinformationaboutfiscalplanningthatdemonstratesitslinkstoinstitutionalplanning?
b. Institutionalplanningreflectsrealisticassessmentoffinancialresourceavailability,developmentoffinancialresources,partnerships,andexpenditurerequirements.
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� Doindividualsinvolvedininstitutionalplanningreceiveaccurateinformationaboutavailablefunds,includingtheannualbudgetshowingongoingandanticipatedfiscalcommitments?
� Doestheinstitutionestablishfundingprioritiesinsomefashionthathelpstheinstitutionachieveitsgoalsinreasonablefashion?Areitemsfocusedonstudentlearninggivenappropriatepriority?Whatotherdocumentsdescribingfundingprioritiesareusedbyinstitutionalplanners?
c. Whenmakingshort-rangefinancialplans,theinstitutionconsidersitslong-rangefinancialprioritiestoassurefinancialstability.Theinstitutionclearlyidentifiesandplansforpaymentofliabilitiesandfutureobligations.
� Whatevidenceoflong-termfiscalplanningandprioritiesexits?
� Doestheinstitutionhaveplansforpaymentsoflong-termliabilitiesandobligations,includingdebt,healthbenefits,insurancecosts,buildingmaintenancecosts,etc?Isthisinformationusedinshort-termorannualbudgetandotherfiscalplanning?
d. Theinstitutionclearlydefinesandfollowsitsguidelinesandprocessesforfinancialplanningandbudgetdevelopmentwithallconstituencieshavingappropriateopportunitiestoparticipateinthedevelopmentofinstitutionalplansandbudgets.
� Whereorhowaretheprocessesforfinancialplanningandbudgetrecordedandmadeknowntocollegeconstituents?
2.Toassurethefinancialintegrityoftheinstitutionandresponsibleuseoffinancialresources,thefinancialmanagementsystemhasappropriatecontrolmechanismsandwidelydisseminatesdependableandtimelyinformationforsoundfinancialdecisionmaking.
a. Financialdocuments,includingthebudgetandindependentaudit,reflectappropriateallocationanduseoffinancialresourcestosupportstudentlearningprogramsandservices.Institutionalresponsestoexternalauditfindingsarecomprehensive,timely,andcommunicatedappropriately.
� Arefundsallocated,asshowninthebudget,inamannerthatwillrealisticallyachievetheinstitution’sstatedgoalsforstudentlearning?
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� Whatdotheauditstatementssayaboutfinancialmanagement?
� Doestheinstitutionprovidetimelycorrectionstoauditexceptionsandmanagementadvice?
b. Appropriatefinancialinformationisprovidedthroughouttheinstitution.
� Whatinformationaboutbudget,aboutfiscalconditions,aboutfinancialplanningandaboutauditresultsisprovidedthroughoutthecollege?Isthisinformationsufficientincontentandtimingtosupportinstitutionalandfinancialplanningandfinancialmanagement?
c. Theinstitutionhassufficientcashflowandreservestomaintainstability,strategiesforappropriateriskmanagement,andrealisticplanstomeetfinancialemergenciesandunforeseenoccurrences.
� Whatistheendingbalanceofunrestrictedfundsfortheinstitution’simmediatepastthreeyears.Isthisamountsufficienttomaintainareserveneededforemergencies?
� Doestheinstitutionhaveanyotheraccesstocashshouldtheneedarise?
� Howdoestheinstitutionreceiveitsrevenues?Doesthisreceiptposecashflowdifficultiesforthecollege?Ifso,howdoesthecollegeaddresscashflowdifficulties?(e.g.,COPS,loans)?
� Hastheinstitutionsufficientinsurancetocoveritsneeds?Istheinstitutionself-fundedinanyinsurancecategories?Ifso,doesithavesufficientreservestohandlefinancialemergencies?
d. Theinstitutionpracticeseffectiveoversightoffinances,includingmanagementoffinancialaid,grants,externallyfundedprograms,contractualrelationships,auxiliaryorganizationsorfoundations,andinstitutionalinvestmentsandassets.
� Whataretheinstitution’sproceduresforreviewingfiscalmanagement?Arethoseregularlyimplemented?
� Whatevidenceaboutfiscalmanagementisprovidedbyexternalauditsandfinancialprogramreviews?
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� Hastheinstitutionreceivedanyauditfindingsornegativereviewsduringthelastsixyears?
e. Allfinancialresources,includingthosefromauxiliaryactivities,fund-raisingefforts,andgrantsareusedwithintegrityinamannerconsistentwiththemissionandgoalsoftheinstitution.
� Aretheinstitution’sspecialfundsauditedorreviewedbyfundingagenciesregularly?
� Dotheauditsdemonstratetheintegrityoffinancialmanagementpractices?
f. Contractualagreementswithexternalentitiesareconsistentwiththemissionandgoalsoftheinstitution,governedbyinstitutionalpolicies,andcontainappropriateprovisionstomaintaintheintegrityoftheinstitution.5
� Whatcontractualagreementsexist,andaretheyconsistentwithinstitutionalmissionandgoals?
� Doestheinstitutionhaveappropriatecontroloverthesecontracts?Canitchangeorterminatecontractsthatdon’tmeetitsrequiredstandardsofquality?
g. Theinstitutionregularlyevaluatesitsfinancialmanagementprocesses,andtheresultsoftheevaluationareusedtoimprovefinancialmanagementsystems.
� Doestheinstitutionhaveanannualexternalaudittoprovidefeedbackonitsprocesses?
� Doestheinstitutionreviewtheeffectivenessofitspastfiscalplanningaspartofplanningforcurrentandfuturefiscalneeds?
3.Theinstitutionsystematicallyassessestheeffectiveuseoffinancialresourcesandusestheresultsoftheevaluationasthebasisforimprovement.
� Whatprocessesdoestheinstitutionusetoassessitsuseoffinancialresources?
� Howdoestheinstitutionensurethatitassessesitsuseoffinancialresourcessystematicallyandeffectively?
� Howdoestheinstitutionuseresultsoftheevaluationasthebasisforimprovement?
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Sources of Evidence: Examples for Standard III
ListedbelowareexamplesofpotentialsourcesofevidenceforStandardIII.Theremaybemanyothersourceswhichinstitutionsshouldprovideandteamsshouldaskfor.
Standard III: Resources
A Human Resources
❑ Evidenceabouthowtheinstitutiondetermineshumanresourceneedsofprogramsandservices.
❑ Evidencethattheinstitutionusesanalysesindetermininghiringpriorities.
❑ Evidence,suchasplanningmeetingminutes,thattheinstitutionsystematicallyconsidersandreliesonneedsofprogramsandservicesindetermininghiringpriorities.
❑ Evidencethattheinstitutionhasareasonablemeansfordecidingwhatemployeequalificationsareneededforeachposition.
❑ Evidencethattheinstitutionusesaclearandreasonableprocessfordeterminingpersonnelselectioncriteria.
❑ Evidencethathiringproceduresarewrittenandconsistentlyapplied.
❑ Evidencethattheinstitutionverifiesemployeedegrees,experience,andreferencesofnewlyhiredpersonnel.
❑ Evidenceofasystematicprocessfordeterminingpersonnelevaluationcriteria.
❑ Evidencethatevaluationcriteriaarebasedonjobresponsibilities.
❑ Evidencethatevaluationprocessesarewrittenandfollowed.
❑ Evidencethatevaluationsareconductedregularly.
❑ Evidencethattheinstitutionusestheresultsofpersonnelevaluationsforimprovement.
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❑ Evidencethattheinstitutionevaluatestheeffectivenessinproducingstudentlearningoutcomesofteachers,tutors,andothersinvolvedintheteaching-learningprocess.
❑ Evidencethattheinstitutionappliesanethicsdocumentordocumentsforallpersonnel.
❑ Evidencethattheinstitutionemploysacoreoffull-timefaculty.
❑ Evidencethattheinstitutionemploysqualifiedadministratorsandsupportstaffinsufficientnumbers.
❑ Evidencethattheinstitutionadministersitspersonnelpoliciesconsistentlyandfairly.
❑ Evidencethattheinstitutionmaintainspersonnelrecordssafely.
❑ Evidenceabouthowtheinstitutionprovidesemployeesaccesstotheirrecords.
❑ Evidencethattheinstitutionhaswrittenpoliciesonequityanddiversity.
❑ Evidencethattheinstitutionissensitivetoissuesofequityanddiversity.
❑ Evidencethatprogramsandservicesaredesignedtoprovidefortherangeofpersonnelneedsattheinstitution.
❑ Evidenceabouthowtheinstitutiontracks,analyzes,andusesitsemploymentequityrecord.
❑ Evidenceabouthowtheinstitutiontreatsitspersonnelandstudents.
❑ Evidenceabouthowtheinstitutionusesidentifiedteachingandlearningneedstodetermineprofessionaldevelopmentopportunities.
❑ Evidencethattheinstitutionevaluatesprofessionaldevelopmentneedsofitspersonnel.
❑ Evidencethattheinstitutionbasesitsprogramsonidentifiedneeds.
❑ Evidenceabouthowparticipantsareinvolvedintheprograms’evaluation.
❑ Evidencethattheinstitutionassessestheuseofitshumanresources.
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❑ Evidencethatinstitutionalplansdeterminehumanresourceallocationpriorities.
❑ Evidencethathumanresourcedecisionsarebasedontheresultsofevaluationofprogramandserviceneeds.
B Physical Resources
❑ Evidenceabouthowtheinstitutionevaluatesthesafetyandsufficiencyofitsfacilities.
❑ Evidencethattheinstitutionprovidesadequatefacilitiesforitsprogramsandservices.
❑ Evidencethatoff-campussitesareadequatetosupportprogramsconductedatthosesites.
❑ Evidencethatequipmentsupportstheneedsofitsprogramsandservices.
❑ Evidencethatequipmentsupportstheneedsofthedistancemodesofdeliverythecollegeoffers.
❑ Evidenceabouthowtheinstitutionplansandmaintainsitsfacilities.
❑ Evidencethattheinstitutionhasconsideredthetotalcostofownershipwhenmakingdecisionsaboutfacilitiesandequipment.
❑ Evidencethattheinstitution’sbasesitsbuildingplansontheneedsofprogramsandservices.
❑ Evidencethattheinstitutionhasreplacementandmaintenanceplansforequipment.
❑ Evidencethattheinstitutionusesitsfacilitiesandequipmenteffectively.
❑ Evidenceabouthowtheinstitutionconstructsandmaintainsitsfacilitiesatalllocations.
❑ Evidenceabouthowtheinstitutionevaluatesitsfacilities.
❑ Evidenceabouthowtheinstitutionevaluatesthephysicalre-sourcesneedsofitsprogramsandservices.
❑ Evidenceabouthowtheinstitutionplansitsfacilities.
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❑ Evidenceabouthowtheinstitutionmakesdecisionsaboutequipmentpurchases.
❑ Evidencethatlong-rangecapitalprojectsarebasedoninstitutionalplanning.
❑ Evidencethattheinstitutionassessestheuseofitsphysicalresources.
❑ Evidencethatinstitutionalplansdeterminephysicalresourcepriorities.
❑ Evidencethatphysicalresourcedecisionsarebasedontheresultsofevaluationofprogramandserviceneeds.
C Technology Resources
❑ Evidenceabouthowtheinstitutionevaluateshowwellitstechnologymeetstheneedsofitsprogramsandservices.
❑ Evidenceabouthowtheinstitutionevaluateshowwellitstechnologymeetstheneedforcollege-widecommunications,research,andoperationalsystems.
❑ Evidenceabouthowtheinstitutionmakesdecisionsabouttechnologyservices,facilities,hardware,andsoftware.
❑ Evidenceabouthowtheinstitutionevaluatestheeffectivenessofitstechnology.
❑ Evidencethattheinstitutionassessestheneedforinformationtechnologytrainingforstudentsandpersonnel.
❑ Evidencethattrainingisdesignedtomeettheneedsofstudentsandpersonnel.
❑ Evidenceabouthowtheinstitutionplansandmaintainsitstechnology,infrastructure,andequipment.
❑ Evidencethattheinstitutionbasesitstechnologyplansontheneedsofprogramsandservices.
❑ Evidencethattheinstitutionhasreplacementandmaintenanceplansforitstechnology.
❑ Evidenceabouthowtheinstitutionusesanddistributesitstechnologyresources.
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❑ Evidenceabouthowtheinstitutionassessesthetechnologyneedsofitsprogramsandservices.
❑ Evidencethattheinstitutionassessestheuseofitstechnologyresources.
❑ Evidencethatinstitutionalplansdeterminetechnologyresourcepriorities.
❑ Evidencethattechnologyresourcedecisionsarebasedontheresultsofevaluationofprogramandserviceneeds.
D Financial Resources
❑ Evidencethatincludescopiesofannualbudget,auditsforpastthreeyears,financialplansassociatedwithinstitutionalplans,budgetdocumentspreparedtograntandotherexternalfunding,datashowingfinancialplanningisregularlyevaluatedandtheresultsofthatevaluation,documentsshowinginstitutionalfiscalcommitmentsforforeseeablefuture,includingcontractsforservices,employeeagreements,loansandotherdebt.
❑ Evidencethatthemissionandgoalsareusedinshortandlong-rangefinancialplanning,suchasalistoffinancialgoals,agridshowingfinancialcontributionstomeetinggoals,oranintroductorytexttofiscaldocumentssuchasannualbudgets,long-rangecapitalplans,long-rangefinancialplans,etc.,thatshowrelationshiptoeducationalgoalsasidentifiedthroughinstitutionalassessmentandplanning.
❑ Evidenceshowingthefiscalplanningfollowsinstitutionalplanningintimesequence,andthatfundsareusedtoachieveinstitutionalplans.
❑ Evidencethatfiscalplanningisevaluatedonthebasisofitscontributiontoachievementofinstitutionalgoals,notsolelyonthebasisofaccountingprinciplesofgoodpractice.Evidencethatthefinancialplans,includingannualbudget,capitalplans,longtermfiscalplansundergoperiodicreviewandevaluation.
❑ Evidenceofafiscalplanningprocessanddocumentsdescribingthefinancialplanningandbudgetingprocessesandminutesorotherrecordsshowingtheinstitutionhasfollowedthoseprocesses.
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❑ Evidencethatthereisanannualindependentauditreportandauditedfinancialstatements.
❑ Evidenceofactuarialstudies,bargainingagreements,andotherobligationsthatreflectlong-termliabilitiesandplanstomeetthesefiscalliabilities.
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Standard IV: Leadership and Governance
Theinstitutionrecognizesandutilizesthecontributionsofleadershipthroughouttheorganizationforcontinuousimprovementoftheinstitution.Governancerolesaredesignedtofacilitatedecisionsthatsupportstudentlearningprogramsandservicesandimproveinstitutionaleffectiveness,whileacknowledgingthedesignatedresponsibilitiesofthegoverningboardandthechiefadministrator.
A Decision-Making Roles and Processes Theinstitutionrecognizesthatethicalandeffectiveleadershipthroughouttheorganizationenablestheinstitutiontoidentifyinstitutionalvalues,setandachievegoals,learn,andimprove.
1.Institutionalleaderscreateanenvironmentforempowerment,innovation,andinstitutionalexcellence.Theyencouragestaff,faculty,administrators,andstudents,nomatterwhattheirofficialtitles,totakeinitiativeinimprovingthepractices,programs,andservicesinwhichtheyareinvolved.Whenideasforimprovementhavepolicyorsignificantinstitution-wideimplications,systematicparticipativeprocessesareusedtoassureeffectivediscussion,planning,andimplementation.
� Whatdothestatementsaboutinstitutionalgoalstellyouabouttheinstitution’scommitmenttoexcellence?
� Aretheinstitution’sgoalsandvaluesclearlyarticulatedandunderstoodbyall?Cancollegestafftellyouwhatthosegoalsandvaluesare?
� Canstaffdescribetheirownrolesinhelpingtheinstitutionachieveitsgoals?
� Whatinformationaboutinstitutionalperformanceiscirculatingandavailabletostaffandstudents?Istheinformationkeptcurrent?Isiteasilyaccessed,isitunderstandable?Isitregularlyusedininstitutionaldiscussionsanddecision-makingsessions?
� Dotheinstitution’sprocessesforinstitutionalevaluationandreview,andplanningforimprovements,providevenueswheretheevaluationsoftheinstitution’sperformancearemadeavailabletoallstaff?
� Doinstitutionalplanningeffortsprovideopportunityforappropriatestaffparticipation?
� Howdoindividualsbringforwardideasforinstitutionalimprovement?
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� Howdoestheinstitutionarticulatetheresponsibilitiesofindividualstodevelopideasforimprovementsintheirareasofresponsibility?
� Howdoindividualsandgroupsattheinstitutionusethegovernanceprocesstoenhancestudentlearning?
2.Theinstitutionestablishesandimplementsawrittenpolicyprovidingforfaculty,staff,administrator,andstudentparticipationindecision-makingprocesses.Thepolicyspecifiesthemannerinwhichindividualsbringforwardideasfromtheirconstituenciesandworktogetheronappropriatepolicy,planning,andspecial-purposebodies.
a. Facultyandadministratorshaveasubstantiveandclearlydefinedroleininstitutionalgovernanceandexerciseasubstantialvoiceininstitutionalpolicies,planning,andbudgetthatrelatetotheirareasofresponsibilityandexpertise.Studentsandstaffalsohaveestablishedmechanismsororganizationsforprovidinginputintoinstitutionaldecisions.
� Whatdoinstitutionalpoliciesandproceduresdescribeastherolesforeachgroupingovernance,includingplanningandbudgetdevelopment?
b. Theinstitutionreliesonfaculty,itsacademicsenateorotherappropriatefacultystructures,thecurriculumcommittee,andacademicadministratorsforrecommendationsaboutstudentlearningprogramsandservices.
� Whatdocumentsdescribetheofficialresponsibilitiesandauthorityofthefacultyandofacademicadministratorsincurricularandothereducationalmatters?
3.Throughestablishedgovernancestructures,processes,andpractices,thegoverningboard,administrators,faculty,staff,andstudentsworktogetherforthegoodoftheinstitution.Theseprocessesfacilitatediscussionofideasandeffectivecommunicationamongtheinstitution’sconstituencies.
� Dothewrittenpoliciesongovernanceproceduresspecifyappropriaterolesforallstaffandstudents?Dothesepoliciesspecifytheacademicrolesoffacultyinareasofstudenteducationalprogramsandservicesplanning?
� Arestaffandstudentswellinformedoftheirrespectiveroles.Dostaffparticipateasencouragedbythesepolicies?Dothevariousgroupsworkincollaborativeeffortonbehalfofinstitutionalimprovements?Istheresultofthiseffortactualinstitutionalimprovement?
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� Isthereeffectivecommunicationatthecollege–clear,understood,widelyavailable,currentcommunication?
� Dostaffatthecollegeknowessentialinformationaboutinstitutionaleffortstoachievegoalsandimprovelearning?
4.Theinstitutionadvocatesanddemonstrateshonestyandintegrityinitsrelationshipswithexternalagencies.ItagreestocomplywithAccreditingCommissionstandards,policies,andguidelines,andCommissionrequirementsforpublicdisclosure,self-study,andotherreports,teamvisits,andpriorapprovalofsubstantivechanges.TheinstitutionmovesexpeditiouslytorespondtorecommendationsmadebytheCommission.
� Whatdoesdocumentationoftheinstitution’spastaccreditationhistoryshowaboutintegrityinitsrelationshipwiththeCommission–hasitrespondedexpeditiouslyandhonestlytorecommendations,aretherecitationsindicatingdifficulty,etc.?
� Aretheinstitution’scommunicationsofinstitutionalqualitiesoreffectivenesstothepublicaccurate?
� Whatistheinstitution’strackrecordinitsrelationshipwiththeU.S.DepartmentofEducation?
5.Theroleofleadershipandtheinstitution’sgovernanceanddecision-makingstructuresandprocessesareregularlyevaluatedtoassuretheirintegrityandeffectiveness.Theinstitutionwidelycommunicatestheresultsoftheseevaluationsandusesthemasthebasisforimprovement.
� Whatprocessdoestheinstitutionusetoevaluateitsgovernanceanddecision-makingstructures?Aretheresultscommunicatedwithinthecampuscommunity?
� Howdoestheinstitutionuseidentifiedweaknessestomakeneededimprovements?
B Board and Administrative Organization Inadditiontotheleadershipofindividualsandconstituencies,institutionsrecognizethedesignatedresponsibilitiesofthegoverningboardforsettingpoliciesandofthechiefadministratorfortheeffectiveoperationoftheinstitution.Multi-collegedistricts/systemsclearlydefinetheorganizationalrolesofthedistrict/systemandthecolleges.6
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1.Theinstitutionhasagoverningboardthatisresponsibleforestablishingpoliciestoassurethequality,integrity,andeffectivenessofthestudentlearningprogramsandservicesandthefinancialstabilityoftheinstitution.Thegoverningboardadherestoaclearlydefinedpolicyforselectingandevaluatingthechiefadministratorforthecollegeorthedistrict/system.
� Doestheinstitutionhaveapolicymanualorothercompilationofpolicydocumentsthatshowtheboard’sroleinestablishingsaidpolicyandreviewingitonaregularbasis?
� Whatstatementsaboutqualityofprogram,integrityofinstitutionalactions,andabouteffectivenessofstudentlearningprogramsandservicesaretobefoundintheinstitution’sboard-establishedpolicies,missionstatement,visionorphilosophystatement,planningdocuments,orotherstatementsofdirection?
� Whatisthewrittenpolicydescribingselectionofthechiefadministrator?Hastheboardfolloweditoranotherprocess?
a. Thegoverningboardisanindependentpolicy-makingbodythatreflectsthepublicinterestinboardactivitiesanddecisions.Oncetheboardreachesadecision,itactsasawhole.Itadvocatesforanddefendstheinstitutionandprotectsitfromundueinfluenceorpressure.
� Isthegoverningboardappropriatelyrepresentativeofthepublicinterestandlackingconflictofinterest?Doesthecompositionofthegoverningboardreflectpublicinterestintheinstitution?
� Arelessthanhalfoftheboardmembersownersoftheinstitution?Areamajorityofgoverningboardmembersnon-ownersoftheinstitution?
b. Thegoverningboardestablishespoliciesconsistentwiththemissionstatementtoensurethequality,integrity,andimprovementofstudentlearningprogramsandservicesandtheresourcesnecessarytosupportthem.
� Whatpolicies,institutionalgoalsorotherformalstatementsexistthatdescribeboardexpectationsforquality,integrityandimprovementofstudentlearningprogramsandservices?
c. Thegoverningboardhasultimateresponsibilityforeducationalquality,legalmatters,andfinancialintegrity.
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� Isthegoverningboardindependent–areitsactionsfinal,notsubjecttotheactionsofanyotherentity?
d. Theinstitutionorthegoverningboardpublishestheboardbylawsandpoliciesspecifyingtheboard’ssize,duties,responsibilities,structure,andoperatingprocedures.
e. Thegoverningboardactsinamannerconsistentwithitspoliciesandbylaws.Theboardregularlyevaluatesitspoliciesandpracticesandrevisesthemasnecessary.
� Dotherecordsofboardactions(minutes,resolutions)indicatethatitactsconsistentwithitspoliciesandbylaws?
� Doestheboardhaveasystemforevaluatingandrevisingitspoliciesonaregularbasis?Isthissystemimplemented?
f. Thegoverningboardhasaprogramforboarddevelopmentandnewmemberorientation.Ithasamechanismforprovidingforcontinuityofboardmembershipandstaggeredtermsofoffice.
� Whatistheboard’sprogramfordevelopmentandorientation?
� Doestheboarddevelopmentprogramaddresstheboard’sneedtolearnaboutaccreditationstandardsandexpectations?
� Doestheboardhaveaformal,writtenmethodofprovidingforcontinuingmembershipandstaggeredtermsofoffice?
g. Thegoverningboard’sself-evaluationprocessesforassessingboardperformanceareclearlydefined,implemented,andpublishedinitspoliciesorbylaws.
� Whatistheboardself-evaluationprocessasdefinedinitspolicies?Doesthatprocessasdescribedlikelytobeaneffectivereview?
� Doesthepolicycallforregularself-evaluation?Doestheinstitution’sboardregularlyevaluateitsownperformance?
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h. Thegoverningboardhasacodeofethicsthatincludesaclearlydefinedpolicyfordealingwithbehaviorthatviolatesitscode.
� Whatistheboard’sstatedprocessfordealingwithboardbehaviorthatisunethical?Isthereanytrackrecordoftheboardimplementingthisprocess?Whatwastheresult?
i. Thegoverningboardisinformedaboutandinvolvedintheaccreditationprocess.
� Whatkindsoftrainingareprovidedtotheboardabouttheaccreditationprocess,andCommissionstandards?
� Howdoestheboardparticipateappropriatelyininstitutionalself-studyandplanningefforts?
� Howdoboardactions,includingplanningandresourceallocation,indicateacommitmenttoimprovementsplannedaspartofinstitutionalself-evaluationandaccreditationprocesses?
� HowdoboardactionsreflectthecommitmenttosupportingandimprovingstudentlearningoutcomesasreflectedintheAccreditationStandardsandexpectationsforinstitutionalimprovement?
� IstheboardinformedofinstitutionalreportsduetotheCommission,andofCommissionrecommendationstotheinstitution?
� IstheboardknowledgeableaboutAccreditationStandards,includingthosethatapplytotheboard?
� DoestheboardassessitsownperformanceusingAccreditationStandards?
j. Thegoverningboardhastheresponsibilityforselectingandevaluatingthedistrict/systemchiefadministrator(mostoftenknownasthechancellor)inamulti-collegedistrict/systemorthecollegechiefadministrator(mostoftenknownasthepresident)inthecaseofasinglecollege.Thegoverningboarddelegatesfullresponsibilityandauthoritytohim/hertoimplementandadministerboardpolicieswithoutboardinterferenceandholdshim/heraccountablefortheoperationofthedistrict/systemorcollege,respectively.Inmulti-collegedistricts/systems,thegoverningboardestablishesaclearlydefinedpolicyforselectingandevaluatingthepresidentsofthecolleges.
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� Whatistheestablishedboardprocessforconductingsearchandselectionprocessesforthechiefadministrator?Arethoseprocesseswritten?
� Hastheboardusedtheseprocessesinitsmostrecentsearches?
� Howistheboarddelegationofadministrativeauthoritytothechiefadministratordefined?Inpolicydocuments?Inacontractwiththechiefadministrator?
� Isthisdelegationcleartoallparties?
� Howeffectiveistheboardinremainingfocusedatthepolicylevel?
� Whatmechanismsdoestheboarduseinitsevaluationofthechiefadministrator’sperformanceonimplementationofboardpoliciesandachievementofinstitutionalgoals?
� Howdoestheboardsetclearexpectationsforregularreportsformthechiefadministratoroninstitutionalperformance?
� Howdoestheboardsetexpectationsforsufficientinformationoninstitutionalperformancetoinsurethatitcanfulfillitsresponsibilityforeducationalquality,legalmatters,andfinancialintegrity?
2.Thepresidenthasprimaryresponsibilityforthequalityoftheinstitutionhe/sheleads.He/sheprovideseffectiveleadershipinplanning,organizing,budgeting,selectinganddevelopingpersonnel,andassessinginstitutionaleffectiveness.
a. Thepresidentplans,oversees,andevaluatesanadministrativestructureorganizedandstaffedtoreflecttheinstitution’spurposes,size,andcomplexity.He/shedelegatesauthoritytoadministratorsandothersconsistentwiththeirresponsibilities,asappropriate.
b. Thepresidentguidesinstitutionalimprovementoftheteachingandlearningenvironmentbythefollowing:
1.establishingacollegialprocessthatsetsvalues,goals,andpriorities;2.ensuringthatevaluationandplanningrelyonhighqualityresearchandanalysis
onexternalandinternalconditions;
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3.ensuringthateducationalplanningisintegratedwithresourceplanninganddistributiontoachievestudentlearningoutcomes;AND
4.establishingprocedurestoevaluateoverallinstitutionalplanningandimplementationefforts.
� Whatdoesthepresidentdotocommunicateinstitutionalvalues,goalsanddirection?
� Howfamiliaristhepresidentwithdataandanalysesofinstitutionalperformance?
� Howdoesthepresidentcommunicatetheimportanceofacultureofevidenceandafocusonstudentlearning?
� Wheredoestheresearchofficereportintheinstitution–doesithaveeasyaccesstothepresident’soffice?
� Whatmechanismshasthepresidentputinplacetolinkinstitutionalresearch,particularlyresearchonstudentlearning,institutionalplanningprocesses,resourceallocationprocesses?
� Howdoesthedistrictchiefexecutiveofficerfollowthecomponentpartsofthisstandardintheroleofprovidingeffectivedistrictleadership?
c. Thepresidentassurestheimplementationofstatutes,regulations,andgoverningboardpoliciesandassuresthatinstitutionalpracticesareconsistentwithinstitutionalmissionandpolicies.
d. Thepresidenteffectivelycontrolsbudgetandexpenditures.
e. Thepresidentworksandcommunicateseffectivelywiththecommunitiesservedbytheinstitution.
3.Inmulti-collegedistrictsorsystems,thedistrict/systemprovidesprimaryleadershipinsettingandcommunicatingexpectationsofeducationalexcellenceandintegritythroughoutthedistrict/systemandassuressupportfortheeffectiveoperationofthecolleges.Itestablishesclearlydefinedrolesofauthorityandresponsibilitybetweenthecollegesandthedistrict/systemandactsastheliaisonbetweenthecollegesandthegoverningboard.6
a. Thedistrict/systemclearlydelineatesandcommunicatestheoperationalresponsibilitiesandfunctionsofthedistrict/systemfromthoseofthecollegesandconsistentlyadherestothisdelineationinpractice.
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� Doesthedistrict/systemhaveawrittendelineationofresponsibilities?Areinstitutionalanddistrict/systemstaffknowledgeableofthisdelination?
� Isthedelineationofresponsibilitiesevaluatedforeffectiveness?
b. Thedistrict/systemprovideseffectiveservicesthatsupportthecollegesintheirmissionsandfunctions.
� Whatfeedbackmechanismsdoesthedistrict/systemhaveinplacetoallowassessmentoftheeffectivenessofdistrict/systemservices?
� Istheassessmentofdistrict/systemservicesdatadriven?Doesitreflecttheneedsandprioritiesoftheinstitutions?
� Aredistrict/systemservicesregularlyevaluatedwithregardtotheirsupportforinstitutionalmissionsandfunctions?
c. Thedistrict/systemprovidesfairdistributionofresourcesthatareadequatetosupporttheeffectiveoperationsofthecolleges.
� Whatisthedistrict/system’smethodofdistributingresourcestoitsinstitutions?Isthedistrict/systembasedinarealisticassessmentofneedsofeachinstitution?Isiteven-handed?
� Isthedistrict/system’sresourcedistributionmethoddatadriven?Doesitreflecttheneedsandprioritiesoftheinstitutions?
d. Thedistrict/systemeffectivelycontrolsitsexpenditures.
� Whataretheinstitution’sfinancialcontrolmechanisms?Doestheinstitutionfollowstandardgoodpracticeinfiscalmanagement?
� Doestheinstitutionconsistentlyendthefiscalyearwithanpositiveendingbalance?
� Whatdotheinstitution’smostrecentannualindependentauditreportsandauditedfinancialstatementsrevealaboutcontrolofexpenditures?
75StandardIV:LeadershipandGovernance
e. Thechancellorgivesfullresponsibilityandauthoritytothepresidentsofthecollegestoimplementandadministerdelegateddistrict/systempolicieswithouthis/herinterferenceandholdsthemaccountablefortheoperationofthecolleges.
f. Thedistrict/systemactsastheliaisonbetweenthecollegesandthegoverningboard.Thedistrict/systemandthecollegesuseeffectivemethodsofcommunication,andtheyexchangeinformationinatimelymanner.
� Whatarethemethodsofworkingjointlythatthedistrict/systemandtheinstitutionsuse?
� Dothesemethodsresultinclearandtimelycommunicationsinalldirections?
� Aretheinstitutionswell-informedaboutdistrict/systemissues,boardactionsandintereststhathaveanimpactontheiroperations,educationalquality,stabilityorabilitytoprovidehighqualityeducation?
g. Thedistrict/systemregularlyevaluatesdistrict/systemroledelineationandgovernanceanddecision-makingstructuresandprocessestoassuretheirintegrityandeffectivenessinassistingthecollegesinmeetingeducationalgoals.Thedistrict/systemwidelycommunicatestheresultsoftheseevaluationsandusesthemasthebasisforimprovement.
� Whatarethedistrict/system’smethodsforevaluatingitseffectiveness?
� Doesitconductregularassessments?Howdoesitcommunicatetheresults?
76 StandardIV:LeadershipandGoverness
Sources of Evidence: Examples for Standard IV
ListedbelowareexamplesofpotentialsourcesofevidenceforStandardIV.Theremaybemanyothersourceswhichinstitutionsshouldprovideandteamsshouldaskfor.
Standard IV: Leadership and Governess
A Decision-Making Roles and Processes
❑ Evidencethatshowsboardandothergovernancepoliciesanddescriptionsoftheparticipationofconstituenciesindecision-makingbodies.
❑ Evidencethatincludesdocumentsshowingthetransmissionofrecommendationsfromfacultyandacademicadministratorstodecision-makingbodies,anddescriptionsoftheinstitution’sinformationanddecision-makingprocess.
❑ Evidencethatincludescopiesofgovernancepoliciesandprocedures,thecompositionofgovernancebodies,minutesofmeetings,anddocumentsshowingtherolesacademicstaffplaninreviewingandplanningstudentlearningprogramsandservices.
❑ Evidencethatincludesevaluationsandanalysestheinstitutionconductsofitsgoverninganddecision-makingprocesses,andtheformofcommunicationofsametothecommunity.
❑ EvidencethatincludesthePolicyManual,institutionalstatementofmission,visionorphilosophy,andinstitutionalplanningdocuments.
B Board and Administrative Organization
❑ Evidencethatincludespublishedstatementsofinstitutionalgoalsthatreferencetheboard’sexpectationsforstudentlearningandqualityofeducation.
❑ Evidencethatincludesdocumentsdescribingtheauthorityoftheboard;theabsenceofanyexternal,higherauthoritythantheboard;descriptionsoftheboardappointmentandreplacementprocess.
❑ Evidencethatincludesthepublishedbylaws.
❑ Evidencethatincludesboardminutesorascheduleshowingboardevaluationofpolicies.
77StandardIV:LeadershipandGoverness
❑ Evidencethatincludesthematerialsfromboardtrainingworkshops.
❑ Evidencethatincludesthepolicyonboardmembership,appointmentandreplacement.
❑ Evidencethatincludestheboard’spolicyandinstrumentsusedforselfevaluation,analysesandreportsonthelastfewself-evaluationscompleted.
❑ Evidencethatincludestheboardpolicystatementofethics.
❑ Evidencethatincludesboardminutes,statementstocollegeconstituentsonthisdelegationofauthority,theboardpolicymanual,anycontractswithadministratorsthatspecifydelegationofauthority,boardagreementswithfacultybodiesregardingdelegationofauthority.
❑ Evidencethatincludesbudgetdocumentsandindependentauditreportsandauditedfinancialstatementsshowingendingyearbalances,auditexceptions(ifany).
❑ Evidencethatincludestheresultsofsurveys,otherevaluationsofthepresident’sactivitiesdirectedtowardthecommunitiesservedbytheinstitutions.
❑ Evidencethatincludessurveysandotherevaluativeinstruments,andtheresultsofevaluation.Evidencethatincludesdescriptionsoffundingrulesorformulas,committeeminutesorotherdocumentsshowingthesystemhasassessedtheneedsofeachinstitution.
❑ Evidencethatincludesfinancialpoliciesandmanuals,thecontentofinternalauditsandreviews,annualindependentexternalaudits,fiscalprogramreviewsconductedbyotheragencies,andtheannualbudgetdocuments.
❑ Evidencethatincludesanyformaldelineationofresponsibilitiesthatmightbefoundindistrict/collegedocuments,includingdescriptionsofjobduties,descriptionscontainedinemploymentcontracts,andthedistrictmappingprovidedtotheinstitutionsandtheCommission.
❑ Evidence:examplesofwrittenorotherrecordedcommunications.
❑ Evidencethatwouldincludeinstitutionalanalysesofperformance,includingfactbooks,reports,webpagedataportfolios,andpublicationsthatdescriberesearchoninstitutionalperformance.
78 StandardIV:LeadershipandGoverness
❑ Evidencethatincludeswritteninformationaboutinstitutionalplanningprocesses,minutesofmeetings,recordsofparticipationininstitutionalevaluationandplanningsessions.
❑ Evidencethatincludesthedistrict/system’sevaluationinstruments,theresultsoftheevaluation,andplansforimprovementincreasing.
❑ Evidencethatmulti-collegedistrict/systemdevelopa“map”ordescriptionofdistrictandcollegefunctionsthatdelineatesanddistinguishesthemclearly.
79ListofPoliciesReferencedintheStandards
List of Policies Referenced in the Standards
1PolicyonDistanceEducationandonCorrespondenceEducation
2PolicyandPrinciplesofGoodPracticeinOverseasInternationalEducationProgramsforNon-U.S.Nationals
3PolicyonClosingandInstitution
4PolicyonTransferofCredit;PolicyonAwardofCredit
5PolicyonContractualRelationshipswithNon-RegionallyAccreditedOrganizations
6PolicyandProceduresfortheEvaluationofInstitutionsinMulti-College/Multi-UnitDistrictsorSystems
7PolicyonInstitutionalAdvertising,StudentRecruitment,andRepresentationofAccreditedStatus