Institutional Accreditation

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.

UAA is committed to academic and post-graduate student success through: (1) an institution-wide and holistic approach to student learning that emphasizes core competencies; and (2) the development of key data metrics to enable the identification of equity gaps in student success. 

Students, faculty, staff, administrators, alumni, and employers are essential partners in the learning system that promotes the learning and success goals for our students.

                                                                                                     2021 Mid-Cycle Report

 

  

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

More information forthcoming. Please keep your calendars open!



2021 Mid-Cycle Self-Evaluation Report 
(download the report to ensure links open in a separate browser window)

UAA 2021 Mid-Cycle Self-Evaluation Report Document Site

Status

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.


LAST REVIEW

UAA’s last comprehensive review culminated in January 2019, when the NWCCU Board of Commissioners reaffirmed UAA's accreditation for seven years, the maximum period granted by NWCCU.  UAA was recognized with four commendations, and received two recommendations which were fulfilled through an ad hoc report in 2020.

Commendations

The Commission commended UAA for:

  1. An inclusive process for UAA 2020, which brought the campuses together in an unprecedented joint effort focused on Student Success.
  2. Its culture of diversity and inclusivity, especially in relationship to Alaska Native communities.
  3. Its commitment to community engagement and the Public Square.
  4. Its extensive assessment efforts related to student learning.  Faculty exhibit robust ownership and leadership in assessing academic programs, and also engage proactively in the multifaceted assessment of General Education. 

Recommendations

The Commission recommended that UAA:

  1. Expand efforts around institutional planning of graduate programs to demonstrate their academic quality and role in mission fulfillment (Standard 2.C.12).
  2. Continue the focus on collaborative Student Success efforts to raise low graduation and retention rates and support Mission Fulfillment (Standard 5.B.1). 

All Recommendations Fulfilled with Ad Hoc Report

An Ad Hoc Report on two recommendations was submitted March 1, 2020.  The NWCCU Board of Commissioners reviewed and took action on the report at their June 2020 meeting.  On July 22, 2020, NWCCU President Ramaswamy informed Chancellor Sandeen that both recommendations have been fulfilled.  UAA enters its new cycle with four commendations and no recommendations!

UAA's 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, urban, comprehensive, 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.

Accreditation Advisory Committee

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. Terrence 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. 

Tri-Chairs: 

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


Members:

Jennifer Booz, Chief Diversity Officer
Jennifer Brock
, Associate Dean, College of Engineering and Professor, Mechanical Engineering
Ryan Buchholdt, Interim Director, Budget Office
Dan Campbell, Director, Institutional Research
Scott Downing, Interim Assistant Director, Kenai Peninsula College and Associate Professor, English
Mary Jo Finney
, Dean, Graduate School
Rachel Graham, Co-Chair, Faculty Senate Academic Assessment Committee and Associate Professor, Mathematics
Erin Hicks, Associate Professor, Astronomy
Ryan Hill, Director, Residence Life
Jacelyn Keys, Director, Kodiak College
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
Steve Rollins, Dean, Consortium Library
Benjamin Shier, Interim Chief Information Officer and Associate Vice Chancellor, Information Technology Services
Jennifer Stone, Professor, English


Former Members:

Whitney Brown, Director, Career Services (2020-2021)
Larry Foster, Interim Director of Academic Affairs, Matanuska-Susitna College and Professor Emeritus, Mathematics (2020-2021)
Erin Holmes, Associate Vice Provost, Institutional Research (2020-2021)
Monica Kane, Interim Director, Business Services (2020)
Dan Kline, Director of General Education and Professor, English (2020-2021)
Paul Ongtooguk, Director, Alaska Native Studies (2020-2021)
Denise Runge, Provost (formerly Dean, Community and Technical College) (2020)
Cheryl Siemers, Director, Kenai Peninsula College and Professor, English (2020-2021)

Core Competencies:

Terrence Kelly, Associate Professor, Philosophy, Co-Lead
Carrie King
, Professor, Dietetics and Nutrition, 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 (2020-2021)
Rachel Graham, Chair, Faculty Senate Academic Assessment Committee and Associate Professor, Mathematics
Ryan Hill, Director, Residence Life
Erin Holmes, Associate Vice Provost, Institutional Research (2020-2021)
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 (2020-2021)
Cheryl Siemers, Director, Kenai Peninsula College and Professor, English (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 (2020-2021)
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
Dan Campbell, Director, Institutional Research
Jennifer Stone, Professor, English
Erin Holmes, Associate Vice Provost, Institutional Research (2020-2021)
Sara Juday
, Writer/Editor, Institutional Effectiveness (2020-2021)

 

Deliberative, Transparent Process

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 and the closing of equity gaps in student achievement.  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 and close equity gaps in achievement 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.

Milestones

Below describes some milestones along the way: 

October 7-8, 2021         NWCCU Mid-Cycle Evaluation Visit

Schedule and locations TBA, Save the Dates!

September 17, 2021     Annual Accreditation/Assessment Seminar

"Preparing for the Mid-Cycle Visit," 9:00-11:00 am via Zoom

103 Participants. AY22 Seminar Program. | Additional documents from the Seminar will be posted the week of September 20.

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

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
DATE ACTIVITY
September
2019
  • Draft - Student Achievement Metrics and Disaggregation
  • Provide - Regular Governance Updates
October
2019

Accreditation Kick Off (October 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 (November 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 (February 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 (April 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
DATE ACTIVITY
Fall
2020

Annual Assessment Seminar/Core Competency Kick Off (September 18)

  • Implement - Plan for Piloting the Personal, Professional, and Community Responsibility Core Competency - Open Forums (October 16 and November 13)
  • Continue to Develop - Plan to Assess Programs and Services that Support Student Learning and the Closing of Equity Gaps
  • Develop - Student Achievement Annual Progress Reports
Spring
2021

 

  • Draft - Mid-Cycle Self-Evaluation Report and Share Out for Feedback
Summer
2021
  • Continue to Implement - Ongoing Mission Fulfillment Assessment and Continuous Improvement Processes
  • Submit - Mid-Cycle Self-Evaluation Report
DATE ACTIVITY
Fall
2021
  • Continue to Implement Ongoing Mission Fulfillment Assessment and Continuous Improvement Processes
  • Host - Mid-Cycle Evaluation Site Visit (October 7-8)
Spring
2022
  • Continue to Implement Ongoing Mission Fulfillment Assessment and Continuous Improvement Processes
Summer
2022
  • Continue to Implement Ongoing Mission Fulfillment Assessment and Continuous Improvement Processes
DATE ACTIVITY
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
DATE ACTIVITY
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
DATE ACTIVITY
Fall
2024
  • Draft - Evaluation of Institutional Effectiveness Report
Spring
2025
  • Draft - Evaluation of Institutional Effectiveness Report
Summer
2025
  • Submit - Evaluation of Institutional Effectiveness Report
DATE ACTIVITY
Fall
2025
  • Host - Evaluation of Institutional Effectiveness Site Visit

Mid-Cycle Self-Evaluation Report


2021 Mid-Cycle Self-Evaluation Report (download the report to ensure links open in a separate browser window)

UAA 2021 Mid-Cycle Self-Evaluation Report Document Site

  • AY2021 Mid-Cycle Self-Evaluation Report Draft (May 5, 2021)

    AY2021 Mid-Cycle Self-Evaluation Report Draft (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

  • AY2021 Mid-Cycle Self-Evaluation Report Draft (February 19, 2021)

    AY2021 Mid-Cycle Self-Evaluation Report Draft (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?  That is, 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


Past Accreditation Reports and Findings

 

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