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.

  • CORE COMPETENCIES

    Core Competencies

    In 2020, UAA launched a consensus-based, deliberative process to identify the key skillsets that help students achieve academic and post-graduation success. After a year-long process that included students, faculty, staff, administrators, alumni, and employers, the UAA community identified four “core competencies” at the heart of a quality UAA education. Students develop mastery of these competencies through curricular (e.g. courses), co-curricular (e.g. internships, conferences), and extra-curricular (e.g. student clubs) learning experiences.  See the UAA Academic Catalog.

    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 SUCCESS METRICS)

    Student Achievement Metrics (Student Success Metrics)

     

    Student Success Metrics Reports 1-5 Combined - UAA Annual Reports as of Fall 2022

    Student Success Metrics Report 1 - UAA Annual Report on Persistence as of Fall 2022 

    Student SUccess Metrics Report 2 - UAA Annual Report on Retention as of Fall 2022

    Student Success Metrics Report 3 - UAA Annual Report on Graduation as of Fall 2022

    Student Success Metrics Report 4 - UAA Annual Report on Semesters to Degree - Graduate Programs as of Fall 2022

    Student Success Metrics Report 5 - UAA Annual Report on Leading Indicators as of Fall 2022

Accreditation 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.

UAA's Current Cycle

Using the results of the 2018 comprehensive review and site visit, UAA is building capacity to fulfill its distinctive mission as a comprehensive, open access, community-connected, public university that is committed to meeting students where they are and supporting them to achieve their personal and professional goals.

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.

UAA's current accreditation cycle includes the following milestones:      

Fall 2021:  Mid-Cycle Evaluation (Year Three, Report and Visit) - Completed
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)

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
Carrie King, Professor, Dietetics and Nutrition
Terrence Kelly, Associate Professor, Philosophy (2020-2022)


Members:

Jennifer Booz, Chief Diversity Officer
Jennifer Brock
, Associate Dean, College of Engineering and Professor, Mechanical Engineering
Ryan Buchholdt, Vice Chancellor, Administrative Services
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, Former Chair, Faculty Senate Academic Assessment Committee and Professor, Mathematics
Ryan Hill, Director, Residence Life
Melanie Hulbert, Vice Provost, Student Success
Jacelyn Keys
, Director, Kodiak College
John Moore, Research Laboratory Manager, CAS and Past Co-President, Staff Council
Steve Rollins, Dean, Consortium Library
Jennifer Stone, Professor, English
Shawnalee Whitney, Vice Provost, Faculty Success


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 Hicks, Professor, Astronomy (2020-2022)
Erin Holmes, Associate Vice Provost, Institutional Research (2020-2021)
Terrence Kelly, Associate Professor, Philosophy, Accreditation Tri-Chair (2020-2022)
Claudia Lampman,
Vice Provost for Student Success and Professor, Psychology (2020-2022)
Monica Kane
, Interim Director, Business Services (2020)
Dan Kline, Director of General Education and Professor, English (2020-2021)
Kirstin Olmstead, Director of Public Relations, University Advancement (2020-2021)
Paul Ongtooguk
, Director, Alaska Native Studies (2020-2021)
Denise Runge, Provost (formerly Dean, Community and Technical College) (2020)
Benjamin Shier, Interim Chief Information Officer and Associate Vice Chancellor, Information Technology Services (2020-2022)
Cheryl Siemers, Director, Kenai Peninsula College and Professor, English (2020-2021)

Core Competencies:

Terrence Kelly, Associate Professor, Philosophy, Co-Lead (2020-2022)
Carrie King
, Professor, Dietetics and Nutrition, Co-Lead
Jennifer Brock, Associate Dean, College of Engineering and Professor, Mechanical Engineering 
Dan Campbell, Director, Institutional Research
Larry Foster, Interim Director of Academic Affairs, Matanuska-Susitna College and Professor Emeritus, Mathematics (2020-2021)
Rachel Graham, Former Chair, Faculty Senate Academic Assessment Committee and 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 (2020-2022)
Jennifer Booz, Chief Diversity Officer
Whitney Brown, Director, Career Services (2020-2021)
Dan Campbell, Director, Institutional Research
Amber Christensen Fullmer
, Director, Native Student Services
Erin Hicks, Professor, Astronomy (2020-2022)
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: 

May 11, 2023                Annual Academic Assessment RetreatIntercultural Fluency

9:00-12:00 in LIB 307 and via Zoom

February 10, 2023        Open Forum on Core Competencies: Intercultural Fluency

9:00-11:00 in LIB 307 and via Zoom

January 12, 2023         Winter Teaching Academy

November 16, 2022      Workshop

"Using Data to Promote Student Success and the Closing of Equity Gaps, Part 2"

65 Participants. | November Workshop PowerPoint. | See "Student Achievement Metrics" in Drop-down Above for Fall 2022 Reports with Disaggregations. | Transparency in Learning and Teaching at UAA Resource Page.

October 28, 2022          Open Forum on Core Competencies

"Intercultural Fluency: What Does It Look Like at UAA? How Will We Assess It?"

83 Participants. | October 28 , 2022 Program. | October 2022 PowerPoint. | AAC&U Intercultural Knowledge and Competence VALUE Rubric. | GER Knowledge Integration Rubric.

September 27, 2022     Workshop

"Using Data to Promote Student Success and the Closing of Equity Gaps"

49 Participants. September 27, 2022 PowerPoint. | See "Student Achievement Metrics" in Drop-down Above for Full Set of Metrics, Definitions, Rationales, and Latest Reports with Disaggregations.

September 16, 2022     Annual Accreditation/Assessment Seminar

"Intercultural Fluency as a Path toward Diversity, Equity, & Inclusion"

114 Participants. September 16, 2022 Program. | AAC&U Intercultural Knowledge and Competence VALUE Rubric."Intercultural Fluency as a Path toward Diversity, Equity, and Inclusion" PowerPoint. | Breakout Table Discussion Summary.

May 5, 2022                   Annual Assessment Retreat

"Living the Core Competencies" [Hosted in Conjunction with Staff Development Day]

140 Participants. May 5, 2022 Program. | Effective Communication List of Examples from the Retreat. |  "Chancellor Parnell on Effective Communication" Video."Student Learning Core Competencies at UAA" PowerPoint. | "Student Perspectives on the Core Competencies" PowerPoint. | "TILT: Transparency in Learning and Teaching" PowerPoint. | "Personal, Professional, and Community Responsibility: Results from the Assessment Report Submissions October 2021" PowerPoint.

February 18, 2022         NWCCU Acceptance of UAA Mid-Cycle Report (NWCCU Acceptance Letter)

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

September 17, 2021     Annual Accreditation/Assessment Seminar

"Preparing for the Mid-Cycle Visit"

103 Participants. AY22 Seminar Program. | "Mid-Cycle Evaluation - Bringing Your Stories and Examples to the Table" PowerPoint. | "Core Competencies - How We Got Here, What Comes Next, What Doesn't" PowerPoint | Integrating Core Competencies into the Life of UAA - Residence Life Programming Example: PowerPoint. Facilitation Guide.Committee Service Example: PowerPoint. | FS AY22 Committee Charge Template Draft. | Study Abroad Example: Portfolio. | Assessment Reporting Example: Streamlined AY21 Annual Academic Assessment Report Form. | "Writing Placement Reform: Using Data to Identify and Narrow Equity Gaps" PowerPoint. | "What Does/Can Student Success Look Like on the Graduate Level?" PowerPoint.

May 6, 2021                   Annual Assessment Retreat

97 Participants. May 6, 2021 Program. | May 6, 2021 Summary. | "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" PowerPoint.

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

Year 1

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

 Year 2

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

 Year 3

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

 Year 4

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

 Year 5

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

 Year 6

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

 Year 7

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

 Year 1 (Fall 2025)

DATE ACTIVITY
Fall
2025
  • Host - Evaluation of Institutional Effectiveness Site Visit

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