Institutional Accreditation

The University of Alaska Anchorage (UAA) has been accredited by the Northwest Commission on Colleges and Universities (NWCCU) since 1974.  This accreditation applies to all UAA campuses, including Anchorage, Kenai Peninsula College, Kodiak College, Matanuska-Susitna College, and Prince William Sound College, as well as their extended sites.

NWCCU, one of six regional accrediting agencies recognized by the U.S. Department of Education, evaluates and accredits higher education institutions in the U.S. states of Alaska, Idaho, Montana, Nevada, Oregon, Utah, and Washington, as well as the Canadian province British Columbia.  NWCCU holds institutions accountable to a rigorous set of standards and eligibility requirements, with a focus on educational quality and institutional effectiveness, particularly as they relate to student learning and student achievement.  NWCCU recently revised its Standards and Eligibility Requirements, implemented in January 2020.

Mid-Cycle Evaluation Report (May 5, 2021)

Thank you to everyone who provided feedback on the draft Mid-Cycle Evaluation Report!

The report has been updated to reflect that feedback, and the second draft is available here. Comments may be sent to uaa.oaa@alaska.edu.

With appreciation,
The NWCCU Mid-Cycle Report Writing Team

 

  • Mid-Cycle Evaluation Report (February 19, 2021)

    Mid-Cycle Evaluation Report (February 19, 2021)

    We kindly request your feedback on the draft of UAA's Mid-Cycle Evaluation Report. Feedback from all UAA faculty, staff, and students is welcome! 

    Use this survey to provide feedback by March 24. (Survey link is no longer active.)

    A complete proof including additional formatting will be completed at a later point, so we are not asking for proofreading or wordsmithing at this time. Please see the context and questions below.

    QUESTIONS TO CONSIDER

    UAA is in the mid-cycle review period of its seven-year institutional accreditation cycle.

    In October 2021 UAA will host a team of two (2) evaluators, who will assess UAA’s progress in the areas of mission fulfillment, student achievement, and assessment of student learning.

    The visit is intended to be a formative evaluation of the institution, with evaluators providing feedback as to the institution’s progress towards the Year Seven Evaluation of Institutional Effectiveness Report.

    To prepare for this visit, UAA must produce a report that covers:

    1. Mission Fulfillment –   The institution must describe its framework for its ongoing accreditation efforts.
    2. Student Achievement – The institution must provide a brief overview of the student achievement measures it uses as part of its ongoing self-reflection, along with comparative data and information from at least five institutions it uses in benchmarking its student achievement efforts. The report must include the widely published indicators disaggregated by race, ethnicity, age, gender, socioeconomic status, first generation college student, Pell status, and any other institutionally meaningful categories that may help promote student achievement and close equity gaps, i.e., barriers to academic excellence and success amongst students from underserved communities.
    3. Programmatic Assessment – The institution must provide programmatic assessment of at least two programs as evidence of a continuous process of improvement.
    4. Moving Forward – The institution must provide its reflections on any additional efforts or initiatives it plans on undertaking as it prepares for the Year Seven Evaluation of Institutional Effectiveness Report.
    5. Addendums (Where Applicable) – Institutions which have been asked to address prior recommendations or which have been asked to address any transitional efforts to the 2020 Standards may be included in an Addendums section.

    In providing your feedback, please consider the following questions:

    1.  Does the report adequately address the above categories? I.e., does it both describe and demonstrate that UAA is making progress in these areas? Is there enough evidence to back up statements, without getting into too much detail? (The report is meant to be brief.)
    2. Does the report provide a true and accurate picture of where we are in our preparations to demonstrate mission fulfillment as it relates to student learning, achievement and the closing of equity gaps?
    3. Does the report tell the story of UAA relative to where we are, where we want to be, and how we plan to get there as it relates to student learning, achievement, and the closing of equity gaps?
    4. Do you have input relative to the areas marked in red, where we are asking for further input and/or detail?

    With appreciation,

    The NWCCU Mid-Cycle Report Writing Team

 

Mid-Cycle Evaluation Site Visit: October 7-8, 2021

More information forthcoming. Please keep your calendars open!

 

CURRENT CYCLE

UAA's current accreditation cycle includes the following milestones:      

Fall 2021              Mid-Cycle Evaluation (Year Three, Report and Visit)
Fall 2024              Policies, Regulations, and Financial Review (PRFR – Year Six, Report and Review)
Fall 2025              Evaluation of Institutional Effectiveness (EIE – Year Seven, Report and Visit)

Building Up and Moving Forward

Using the results of the comprehensive review and site visit, UAA is building capacity to fulfill its distinctive mission as an open access, metropolitan, multi-campus institution serving diverse populations of students.

UAA continues to build on the strengths noted by NWCCU in four commendations.  These are UAA’s inclusive planning processes, a culture of diversity and inclusivity, engagement with UAA’s communities, and extensive efforts related to the assessment and improvement of student learning.

The new NWCCU Standards and Eligibility Requirements, with their focus on student learning, student success, and equity, reinforce UAA’s efforts in these areas.

In this accreditation cycle and in alignment with UAA's new strategic plan, UAA 2025, UAA must consider:

  • How does UAA continue to build forward in our areas of strength?
  • How does UAA position itself to respond to the changing educational needs of its students, communities, region, and state?
  • How does UAA identify mission fulfillment relative to the above?

STRUCTURE

An Accreditation Advisory Committee, charged in January 2020, supports university-wide engagement with accreditation, particularly around mission fulfillment, student learning, and student achievement.  The committee draws its membership from across the institution, governance groups, and campuses.  Members have been selected for their experience, expertise and areas represented; demonstrated commitment to institutional-level thinking; ability to contribute to a variety of tasks; and willingness to work collaboratively.  The Committee is chaired by two faculty members, Dr. Terry Kelly of the College of Arts and Sciences, and Dr. Carrie King of the College of Health, and by Dr. Susan Kalina, Vice Provost for Academic Affairs.  The accreditation effort is supported by the Office of Academic Affairs, Office of Institutional Research, and the Office of Institutional Effectiveness. 

Accreditation Advisory Committee

Tri-Chairs

Susan Kalina, Vice Provost for Academic Affairs and Institutional Effectiveness, and Professor, Languages
Carrie King, Professor, Dietetics and Nutrition
Terrence Kelly, Associate Professor, Philosophy

Members

Jennifer Brock, Associate Dean, College of Engineering and Professor, Mechanical Engineering
Whitney Brown, Director, Career Services
Ryan Buchholdt, Interim Director, Budget Office
Jennifer Booz, Chief Diversity Officer
Mary Jo Finney, Dean, Graduate School
Larry Foster, Interim Director of Academic Affairs, Matanuska-Susitna College and Professor Emeritus, Mathematics
Rachel Graham, Chair, Faculty Senate Academic Assessment Committee and Associate Professor, Mathematics
Erin Hicks, Associate Professor, Astronomy
Ryan Hill, Director, Residence Life
Jacelyn Keys, Campus Director, Kodiak College
Dan Kline, Director, General Education and Professor, English
Claudia Lampman, Vice Provost for Student Success and Professor, Psychology
John Moore, Research Laboratory Manager, CAS and Past Co-President, Staff Council
Kirstin Olmstead, Director of Public Relations, University Advancement
Paul Ongtooguk, Director, Alaska Native Studies
Steve Rollins, Dean, Consortium Library
Benjamin Shier, Interim Chief Information Officer and Associate Vice Chancellor, Information Technology Services
Cheryl Siemers, Assistant Director, Kenai Peninsula College and Professor, English
Jennifer Stone, Professor, English
Erin Holmes, Associate Vice Provost, Institutional Research (2020-2021)
Monica Kane, Interim Director, Business Services (2020)
Denise Runge, Provost (formerly Dean, Community and Technical College) (2020)

 

 Working Groups

Core Competencies

Carrie King, Professor, Dietetics and Nutrition, Co-Lead
Terrence Kelly, Associate Professor, Philosophy, Co-Lead
Jennifer Brock, Associate Dean, College of Engineering and Professor, Mechanical Engineering 
Larry Foster, Interim Director of Academic Affairs, Matanuska-Susitna College and Professor Emeritus, Mathematics
Rachel Graham, Chair, Faculty Senate Academic Assessment Committee and Associate Professor, Mathematics
Ryan Hill, Director, Residence Life
Dan Kline, Director, General Education and Professor, English
John Moore, Research Laboratory Manager, CAS and Past Co-President, Staff Council
Kristen Ogilvie, Associate Professor, Anthropology
Paul Ongtooguk, Director, Alaska Native Studies
Cheryl Siemers, Assistant Director, Kenai Peninsula College and Professor, English
Erin Holmes, Associate Vice Provost, Institutional Research (2020-2021)


Student Achievement Metrics

Claudia Lampman, Vice Provost for Student Success and Professor, Psychology, Lead
Jennifer Booz, Chief Diversity Officer
Whitney Brown, Director, Career Services
Amber Christensen Fullmer, Director, Native Student Services
Erin Hicks, Associate Professor, Astronomy
Michael Ulroan, Regional Director, ANSEP
Erin Holmes, Associate Vice Provost, Institutional Research (2020-2021)
Andre Thorn, Director, Multicultural Center (2020)


Writing Team

Susan Kalina, Vice Provost for Academic Affairs and Institutional Effectiveness, and Professor, Languages, Lead
Sara Juday, Writer/Editor, Institutional Effectiveness
Jennifer Stone, Professor, English 
Erin Holmes, Associate Vice Provost, Institutional Effectiveness (2020-2021)

  

DELIBERATIVE, TRANSPARENT PROCESS

The institutional accreditation process at UAA is a deliberative, transparent process that works with relevant stakeholders to promote a culture of assessment and continuous improvement.  Accreditation at UAA is not a “check the box” compliance process, but a genuine opportunity for institutional self-reflection and improvement.  Such a process aims to connect with the institutional culture and help better coordinate a variety of planning and review processes on campus.

Working with stakeholders, four institutional core learning competencies were adopted in Spring 2020.  At the same time, metrics for student success and disaggregation of student success data were developed. With standards for student learning and student success in place, UAA will implement mission fulfillment assessment aimed at continuous improvement of student learning and student success.  These efforts will be the heart of the Mid-Cycle Evaluation Year Three Report submitted in Summer 2021. Based on feedback from the mid-cycle site visit from NWCCU and their evaluation of the Mid-Cycle report, student learning and success assessment, as well as institutional interventions to improve learning and success will be refined.  These continuing efforts will be assessed in UAA’s comprehensive self-study process (Fall 2023/Spring 2024), and described in the Evaluation of Institutional Effectiveness Report, which will be drafted in Summer 2024, shared out for feedback over the academic year, and submitted in Summer 2025.  That report, and the NWCCU’s site visit in Fall 2025, will form the basis of NWCCU’s assessment of UAA’s worthiness for accreditation.

  • CORE COMPETENCIES

    Core Competencies

    Effective Communication

    The knowledge and skills necessary to engage in effective communication in diverse contexts and formats.

    Creative and Critical Thinking

    The knowledge and skills necessary for the critical exploration of issues, ideas, artifacts, and events in order to creatively design, evaluate, and implement a strategy to answer complex questions or achieve a desired goal.

    Intercultural Fluency

    The knowledge and skills necessary to promote effective and appropriate interaction in a variety of cultural contexts, particularly in terms of the diverse populations of Alaska.

    Personal, Professional, and Community Responsibility

    The knowledge and skills necessary to promote personal flourishing, professional excellence, and community engagement.

  • STUDENT ACHIEVEMENT METRICS

    Student Achievement Metrics

    Link to website with metrics and disaggregation coming.

Below describes some milestones along the way.

May 6, 2021                   Annual Assessment Retreat

97 Participants. May 6, 2021 Program. | May 6, 2021 Summary. | PowerPoint: "Shift to Core Competencies from Core Themes - Looking in the Rearview Mirror" | PowerPoint: "Engaging the Student Perspective - a Qualitative Approach to Assessing Learning in the Core Competencies"

March 5, 2021                Open Forum on Core Competencies: "Personal, Professional, and Community Responsibility: How does your program or
                                         service help students meet this core competency? How will you know when students have achieved it?"

70 Participants. March 5, 2021 Forum Program. | Forum Exercise Guidance Handout. | Forum PowerPoint: "Where We Have Been and Where We Are: AY21 Open Forums"

November 13, 2020       Open Forum on Core Competencies: "Personal, Professional, and Community Responsibility: Let's collaborate to
                                        tell our story."

39 Participants. | November 13, 2020 Forum Program. | Feedback Survey Link.

October 16, 2020           Open Forum on Core Competencies: "Personal, Professional, and Community Responsibility: What is it? Where do we
                                        promote it? How do we help students develop it?"

82 Participants. October 16, 2020 Program. | Personal, Professional, and Community Responsibility Photo Submission Form for November Forum.

September 18, 2020      Annual Academic Assessment Seminar/Core Competency Kick Off: "Equity Through Transparency in Learning
                                         and Teaching (TILT)"

Keynote Speaker: Suzanne Tapp, co-editor, "Transparent Design in Higher Education Teaching and Leadership: A Guide to Implementing the Transparency Framework Institution-wide to Improve Learning and Retention" (Access Dr. Tapp's book through UAA's Consortium Library)

111 participants. September 18, 2020 Forum Program. Keynote Post-Seminar FAQ. TILT Checklist for Transparent Assignments. Transparent Assignment Template.

May 7, 2020                   Annual Academic Assessment Retreat

83 participants. May 7, 2020 Program. May 7, 2020 Summary.

May 2020                        Endorsement of the Core Competencies

The tri-chairs presented a status update to the Faculty Senate, Staff Council, and USUAA student government, including a written Accreditation 2025 Summary for Academic Year 2020. Faculty Senate Endorsement. Staff Council Endorsement.

April 2020                       Core Competency Final Naming Survey

184 responses, distributed to the UAA Community. Core Competency Final Naming Survey Results.

April 3, 2020                   Open Forum: Naming Our Core Competencies

52 participants. April 3, 2020 Handout. April 3, 2020 Forum PowerPoint with Feedback Summary. 

March 2020                    Core Competency Naming Survey

226 responses, distributed to stakeholder groups and core competency forum participants. Core Competencies Naming Survey Results.

February 7, 2020            Open Forum: Dialing In the Core Competencies

62 participants. February 7, 2020 Program. February 7, 2020 PowerPoint.

January 2020                  Accreditation Advisory Committee

The Accreditation Advisory Committee was established and held its first meeting.  The major tasks for the spring were to finalize the Core Competencies and the student achievement metrics.

December 2019             Status Update

The tri-chairs presented a status update to the Chancellor’s Cabinet and Academic Deans, as well as a written update to the Faculty Senate, Staff Council, and USUAA student government.  The update includes the final list of 31 candidates for UAA’s Core Competencies.

Fall 2019                         Stakeholder Outreach

Over the fall semester, the tri-chairs engaged stakeholders from across the university to lay the foundation for selecting a set of core competencies.  They met with the following groups: Academic Assessment Committee, Administrative Services Senior Executive Team, Advancement Leadership, Alumni Association Board, General Education Advisory Committee, Graduate Academic Board, Staff Council, Student Affairs Leadership Team, Undergraduate Academic Board, and USUAA (student government). Members of these groups also responded to the Taking a Pulse Survey, which was distributed to participants of the October and November forums below.

November 15, 2019       Open Forum: Honoring Your Work and Building Forward

55 participants. November 15, 2019 Program. November 15, 2019 PowerPoint. Follow-up survey distributed to forum participants, 25 responses. Taking a Pulse on Where We Are Now Survey Results (November Forum Participants).

October 4, 2019              Annual Academic Assessment Seminar and Accreditation Kick Off

Broad engagement with the new cycle began with a kick off on October 4, 2019.  Over 100 faculty, staff and students joined Dr. Natasha Jankowski, Director of the National Institute for Learning Outcomes Assessment (NILOA) to explore what moving from Core Themes to Core Competencies means for an institution. 

106 participants. Kick-Off Program. Kick-Off Welcome PowerPoint. Kick-Off Keynote PowerPoint. Follow-up survey distributed to forum participants, 64 responses. Taking a Pulse on Where We Are Now Survey Results (Kick-Off Participants).

Summer 2019                 Accreditation Metrics Team

An Accreditation Metrics Team drafted a set of student achievement metrics, disaggregated by race, ethnicity, age, gender, socioeconomic class, first generation, part time, and transfer. The team also proposed leading indicators for improved retention, persistence, and graduation rates.

PRELIMINARY TIMELINE

Date Activity
YEAR ONE  
Fall 2018 Site Visit
Spring 2019 Reaffirmation
Summer 2019

Draft - Student Achievement Metrics and Disaggregation

Initiate - NWCCU Mission Fulfillment Fellows Project: Community/Employer Interviews

Propose - NWCCU Student Retention, Persistence and Success Academy Project

YEAR TWO  
September 2019

Draft - Student Achievement Metrics and Disaggregation

Provide - Regular Governance Updates

October 2019

Accreditation Kick Off (Oct. 4)

Conduct - Core Competency Stakeholder Outreach

Conduct - NWCCU Mission Fulfillment Fellows Project: Community/Employer Interviews

Conduct - NWCCU Student Success Academy Project: Tier 1 Writing & Math

Provide - Regular Governance Updates

November 2019

Open Forum: Honoring Your Work and Building Forward (Nov. 15)

Conduct - Core Competency Stakeholder Outreach

Conduct - NWCCU Mission Fulfillment Fellows Project: Community/Employer Interviews

Conduct - NWCCU Student Success Academy Project: Tier 1 Writing & Math

Attend - NWCCU Student Retention, Persistence and Success Academy Meeting (Seattle)

Attend - NWCCU Accreditation Liaison Training & Evaluator Team Chair Training (Seattle)

Attend - NWCCU Annual Meeting (Seattle)

Provide - Regular Governance Updates

December 2019

Core Competencies Compilation to Cabinet, Faculty Senate, Staff Council, USUAA

Formalize - Accreditation Advisory Committee

Conduct - Core Competency Stakeholder Outreach

Conduct - NWCCU Mission Fulfillment Fellows Project: Community/Employer Interviews

Conduct - NWCCU Student Success Academy Project: Tier 1 Writing & Math

Provide - Regular Governance Updates

January 2020

Re-Conceptualize - Core Competency List (Accreditation Advisory Committee)

Conduct - Core Competency Stakeholder Outreach

Conduct - NWCCU Mission Fulfillment Fellows Project: Community/Employer Interviews

Conduct - NWCCU Student Success Academy Project: Tier 1 Writing & Math

February 2020

Edit - Core Competency list to incorporate relevant information from the Fellows Project

Reduce - Core Competencies to 9 – Open Forum (Feb. 7)

Conduct - Core Competency Stakeholder Outreach

Conduct - NWCCU Mission Fulfillment Fellows Project: Community/Employer Interviews

Conduct - NWCCU Student Success Academy Project: Tier 1 Writing & Math

Provide - Regular Governance Updates

March 2020

Refine - Core Competencies to 4 - Naming Survey

Conduct - NWCCU Student Success Academy Project: Tier 1 Writing & Math

Submit - Ad Hoc Report on Recommendations 1 & 2 from the previous cycle

Provide - Regular Governance Updates

April 2020

Submit - Draft Core Competency List to Cabinet, Faculty Senate, Staff Council, USUAA, UAA Community

Conduct - Feedback Period - Open Forum (Apr. 3) and Final Naming Survey

May 2020

Review - Draft Core Competency List (Cabinet, Faculty Senate, Staff Council, USUAA, UAA Community)

Decide - Cabinet Approves Final Core Competencies

Summer 2020

Develop - Plan for Piloting the Personal, Professional, and Community Responsibility Core Competency

Develop - Plan to Assess Programs and Services that Support Student Learning and the Closing of Equity Gaps

Develop - Targets for Student Achievement and Leading Indicators

Develop - Process for Identifying First-Year and Gateway Courses

Develop - Mission Fulfillment Data Site (Student Learning, Student Achievement)

Develop - Mission Fulfillment Communication Plan

YEAR THREE  
Fall 2020

Annual Assessment Seminar/Core Competency Kick Off (Sept. 18)

Implement - Plan for Piloting the Personal, Professional, and Community Responsibility Core Competency - Open Forums (Oct. 16 and Nov. 13)

Continue to Develop - Plan to Assess Programs and Services that Support Student Learning and the Closing of Equity Gaps

Continue to Develop - Targets for Student Achievement and Leading Indicators

Continue to Develop - Process for Identifying First-Year and Gateway Courses

Continue to Develop - Mission Fulfillment Data Site (Student Learning, Student Achievement)

Continue to Develop - Mission Fulfillment Communication Plan

Spring 2021

Implement - Mission Fulfillment Assessment and Continuous Improvement

Draft - Mid-Cycle Evaluation Year Three Report

Summer 2021

Implement - Mission Fulfillment Assessment and Continuous Improvement

Submit - Mid-Cycle Evaluation Year Three Report

YEAR FOUR  
Fall 2021

Implement - Mission Fulfillment Assessment and Continuous Improvement

Host - Mid-Cycle Evaluation Site Visit (Oct 7-8)

Spring 2022 Implement - Mission Fulfillment Assessment and Continuous Improvement
Summer 2022 Implement - Mission Fulfillment Assessment and Continuous Improvement
YEAR FIVE  
Fall 2022 Implement - Mission Fulfillment Assessment and Continuous Improvement
Spring 2023 Implement - Mission Fulfillment Assessment and Continuous Improvement
Summer 2023 Implement - Mission Fulfillment Assessment and Continuous Improvement
YEAR SIX  
Fall 2023

Implement - Mission Fulfillment Assessment and Continuous Improvement

Conduct - Evaluation of Institutional Effectiveness Self Study

Spring 2024

Implement - Mission Fulfillment Assessment and Continuous Improvement

Conduct - Evaluation of Institutional Effectiveness Self Study

Draft - Policies, Regulations, Financial Review Report

Summer 2024

Submit - Policies, Regulations, Financial Review Report

Draft - Evaluation of Institutional Effectiveness Report

YEAR SEVEN  
Fall 2024 Draft - Evaluation of Institutional Effectiveness Report
Spring 2025 Draft - Evaluation of Institutional Effectiveness Report
Summer 2025 Submit - Evaluation of Institutional Effectiveness Report
YEAR ONE  
Fall 2025 Host - Evaluation of Institutional Effectiveness Site Visit

REPORTS 

  • PAST REPORTS
    Past Reports: While demonstrating continuity with past reports, the current cycle of reports should not be restricted by them, in order to reflect institutional changes and to incorporate guidance from NWCCU.

ROLES AND RESPONSIBILITIES

Chancellor

  • Set the agenda and direction and promote a culture that prioritizes student learning and student success
  • Facilitate high-level oversight by the Cabinet and ensure accreditation is an institutional priority
  • Connect accreditation to institutional planning and budget allocation
  • Inform and update the Board of Regents and UA Statewide System
  • Engage the broader internal and external communities
  • Approve all final reports and submissions
  • Communicate with NWCCU
  • Meet with site visit teams

Chancellor’s Cabinet, Deans, Campus Directors

  • Implement the agenda and direction within their units
  • Ensure accreditation is a priority and promote a culture that prioritizes student learning and student success
  • Oversee assessment and improvement of the functions in their areas
  • Connect continuous improvement to student learning and success
  • Connect accreditation to planning and budget allocation
  • Promote alignment of accreditation, strategic planning, budget planning and other key planning processes
  • Engage faculty, staff and students in their units
  • Engage their communities, including advisory councils and boards
  • Contribute to and review reports and submissions
  • Meet with site visit teams

Accreditation Advisory Committee

  • Design and facilitate the processes by which the institution engages in accreditation
  • Develop a communication plan
  • Provide guidance in the selection and presentation of data and in developing a long-term approach to ensuring these data are embedded in decision making processes
  • Serve in an advisory role for developing reports and preparing for site visits
  • Provide regular updates to the Chancellor, campus leadership, faculty, staff, students, alumni, and other stakeholders
  • Meet with site visit teams

Office of Academic Affairs

  • Coordinate the accreditation process and co-chair the Accreditation Advisory Committee
  • Communicate with the NWCCU throughout the process
  • Support the Accreditation Advisory Committee and the Tri-Chairs
  • Oversee and ensure compliance, including federal mandates
  • Coordinate reporting, including annual, mid-cycle, and comprehensive
  • Gather documentation to support the compliance Standards

Office of Institutional Research

  • Provide data as needed
  • Design data visualization for mission fulfillment, institutional effectiveness, student learning, and student achievement data in consultation with the Accreditation Advisory Committee, Academic Affairs, and Cabinet
  • Assist in developing a structure of data presentation for mission fulfillment that will be consistent throughout the cycle
  • Build and maintain accreditation-related sections of the SharePoint site (Core Competencies, Student Achievement, Mission Fulfillment, Program Student Learning Outcomes Assessment, Program Review, Student Complaints)
  • Build the structure for the electronic evidence room

Office of Institutional Effectiveness

  • Contribute to developing and writing reports, including annual updates to the campus and community
  • Format final report and appendices

Campus Community (Faculty, Staff, Students, Administrators)

  • Apply student learning and student success insights into the learning experience
  • Use student learning and achievement data in continuous improvement, decision making, and resource allocation
  • Contribute to the institution’s approach to student learning and success
  • Participate in opportunities, including surveys and open forums, and provide input, information, and feedback
  • Review report drafts
  • Prepare for the campus visits
  • Participate in the campus visit sessions for faculty, staff, and students