1

This Powerpoint presentation is for the sole use of Northern Arizona University personnel in their self-study work

John Taylor Staff Liaison

2

Greetings to Northern Arizona University

from

3

The Higher Learning Commission

30 North LaSalle Street Suite 2400 Chicago IL 60602

wwwncahlcorg

jtaylorhlcommissionorg

4

Basic Facts about Accreditation

Accreditation is a voluntary process of self evaluation and peer

evaluation that has two fundamental purposes quality assurance and quality improvement

The two types of voluntary accreditation are institutional accreditation [whole institution] specialized accreditation [specific program]

5

19 States

1003plusmn Institutions

The Higher Learning Commission Region

6

The Higher Learning Commission of NCA - Founded 1895

The Organization Member Institutions - copy1003 Location of Member Institutions - in 19 States

Decision-Making Processes and Peer Reviewers Corps Board of Trustees - 15-21 Members Institutional Actions Council - 26 Members Accreditation Review Council - 170 Members Peer Reviewer Corps -copy 1200 Reviewers

Full-time Staff Executive Director - 1 Directors [Including Asst amp Assoc) - 12 Other Full-time Staff - 21plusmn

7

Diversity of Mission among the Membership of Institutions [1003]

Two-year Institutions Four-year Bachelorrsquos Institutions Four-year Liberal Arts Institutions Comprehensive Institutions Tribal Colleges Faith Based Institutions Research Universities Single Purpose Institutions Public Private NFP and For Profit

8

Mission of The Higher Learning Commission of NCA

ldquoServing the common good by assuring and advancing the quality of higher learningrdquo

9

ldquoSpecial Connectionsrdquo

Professor Joseacute Colchado (Education) Director Bruce Fox (Honors Program) President John Haeger Vice President Fred Hurst (Extended Programs

and Dean of Distance Learning)

10

Mission of Northern Arizona University

ldquoProvide an outstanding undergraduate residential education strengthened by important research graduate and professional programs and a responsive distance learning network delivering programs throughout Arizonardquo

11

Northern Arizona Universityrsquos Values

Excellence in Education Student Success Educational Access Diversity Integrity Civility

12

Northern Arizona Universityrsquo ldquoGoalsrdquo

Provide Undergraduate Education Excellence in a Residential Learning Community

Strengthen graduate education economic development and research

Increase Enrollment and Retention Provide Leadership in the Development

Use and Assessment of Technologies in Administrative Systems and Educational Programs

13

Northern Arizona Universityrsquo ldquoGoalsrdquo

Foster a Culture of Diversity Community and Citizenship

Become the Nationrsquos Leading University Serving Native Americans

Ensure Financial Stability and Growth

14

Todayrsquos Agenda Focus Accreditation and Other Matters The Higher Learning Commissionrsquos

Expectations Regarding Self-Study Northern Arizona Universityrsquos Interests

Prospective Character of the Self-Study and Review Institutional Capacity Strategies for Engaging the Campus Community

15

Prospective Character of the Self-Study and Review

Institutional Self-Study and Self-Reflection

Institutionrsquos Mission Values and Goals

Evaluation of the Whole Organization

Engage Multiple Constituencies

Build on Institutional Processes

Effective Leadership and Communication

Evidence of Fulfilling the Criteria for Accreditation

Production of a Self-Study Report

Use of Self-Study Findings to Inform Decision-making and Future Institutional Development

Hallmarks of an Effective Self-Study Process

16

Fundamental Shifts

Inputs

Teaching

Focus on Past

Autonomy

Outcomes

Learning

Focus on Future

Connectedness

17

Topical Areas of the Criteria for Accreditation

Mission and Integrity Preparing for the Future Student Learning and Effective Learning Acquisition Discovery and Application of

Knowledge Engagement and Service

ldquoHandbook of Accreditationrdquo - Chapter 3 wwwncahlcorg

18

Two Evaluation Processes for Continued Accreditation

Institutional Self-Study

Peer Review Decision-making

Processes Continued

Accreditation --Ten-year Cycle

Self-Assessment Strategy Forum Action Projects Annual Updates Systems Appraisal Continued Accreditation

--Seven-Year Cycle

19

Criterion Structure

Criterion Statement

Core Components

Examplesof Evidence

20

1 - Mission amp Integrity1 - Mission amp Integrity

The organization operates with integrity to ensure the fulfillment of its mission

through structures and processes that involve the board administration faculty

staff and students

21

1 - Mission and Integrity

[Core Components - Paraphrased]

1 Clear Articulation of the Mission2 Recognition of Diversity among Learners other Constituencies and Greater Society 3 Organizational Understanding of Mission4 Mission Supported through Organizational Structures5 Organizational Protection of the Mission Examples of Evidence

22

2 - Preparing for the Future2 - Preparing for the Future

The organizationrsquos allocation of resources and its processes for evaluation and

planning demonstrate its capacity to fulfill its mission improve the quality of its

education and respond to future challenges and opportunities

23

2 - Preparing for the Future[Core Components - Paraphrased]

1 Realistic Preparation for a Future Shaped by Societal and Economic Trends2 Resource Support for Maintaining and Strengthening Educational Programs3 Evaluation and Assessment Processes Show Effectiveness and Continuous Improvement4 Planning Levels Align with Mission and Capacity to Fulfill the Mission Examples of Evidence

24

3 - Student Learning and3 - Student Learning andEffective TeachingEffective Teaching

The organization provides evidence of student learning and teaching

effectiveness that demonstrates it is fulfilling its educational mission

25

3 - Student Learning and Effective Teaching[Core Components - Paraphrased]

1 Clear Statements of Student Learning Outcomes That Make Effective Assessment Possible2 Organization Values and Supports Effective Teaching3 Organization Creates Effective Learning Environments4 Learning Resources Support Student Learning And Effective Teaching Examples of Evidence

26

4 - Acquisition Discovery amp4 - Acquisition Discovery ampApplication of KnowledgeApplication of Knowledge

The organization promotes a life of learning for its faculty administration

staff and students by fostering and supporting inquiry creativity practice and

social responsibility in ways consistent with its mission

27

4 - Acquisition Discovery andApplication of Knowledge

[Paraphrased]

1 Organization Demonstrates It Values a Life of Learning

2 Organization Demonstrates the Integral Nature of Knowledge and Skill Acquisition and Intellectual Inquiry3 Organization Assesses the Usefulness of Curricula to

Students Living and Working in a Global Diverse and Technological Society

4 Organization Support Responsible Acquisition Discovery and Application of Knowledge

Examples of Evidence

28

5 - Engagement and Service5 - Engagement and Service

As called for by its mission the organization identifies its constituencies

and serves them in ways both value

29

5 - Engagement and Service[Core Components - Paraphrased]

1 Organization Learns from Constituencies and Analyzes its Capacity to Serve Them2 Organizational Capacity and Commitment to Engage with Identified Constituencies and Communities3 Organization Demonstrates Responsiveness to Constituencies that Depend on It4 Internal and External Constituencies Value the Organizationrsquos Services Examples of Evidence

30

Cross-cutting Themes

Future-oriented

Learning-focused

Connected

Distinctive

31

Position Statements

Assessment of Student Learning

Diversity

General Education

32

Aligning an Institutionrsquos Mission and Outcomes with the Commissionrsquos

Criteria for Accreditation

Mission and Integrity Preparing for the Future Student Learning and Effective Learning Acquisition Discovery and Application of

Knowledge Engagement and Service

ldquoHandbook of Accreditationrdquo - Chapter 3 wwwncahlcorg

33

The Decennial Cycle of Review

10-Year Window

34

Institutional Capacity Mission Values and

Goals Institutional

Autonomy Teaching Research

and Service (Engagement)

Educational Programs and Services

Resources Human Physical Financial and Technological

Constituencies Students Communities and Collaborators

Sites and Outreach Outcomes

35

Content of the Self-Study

Addressing the Commissionrsquos Criteria for Accreditation and their Related Core Components

Address ConcernsChallenges Identified by Previous Visiting Team or other Formal Reviews

Address Federal Compliance Issues Provide ldquoInstitutional Snapshotrdquo Provide Supporting Materials [Paper and Electronic]

36

Team Identified Challenges Northern Arizona University

Assessment of Student Learning at the Undergraduate Level and in Off-Campus Programs

Coherency in General Education Strategic Planning [Measurable Goals Action Plans

Performance Measures Faculty Support Linkage of Planning and Budgeting]

Qualifications of Adjunct Faculty Culture of Diversity on the Flagstaff Campus

37

Federal Compliance Program

Credits Program Length and Tuition Compliance with the Higher Education

Reauthorization Act [Loan Default Rate]

Compliance Visits to Off-campus Locations Reference to the Commission in Advertising

and Recruitment Materials Institutional Records of Studentsrsquo Complaints

38

Institutional Snapshot

Student Demography Headcounts Student Recruitment and Admissions Financial Assistance for Students Student Retention and Program Productivity Faculty Demography Availability of Instructional Resources and

Information Technology Financial Data

39

Think Holistically about Your Organization

2

Greetings to Northern Arizona University

from

3

The Higher Learning Commission

30 North LaSalle Street Suite 2400 Chicago IL 60602

wwwncahlcorg

jtaylorhlcommissionorg

4

Basic Facts about Accreditation

Accreditation is a voluntary process of self evaluation and peer

evaluation that has two fundamental purposes quality assurance and quality improvement

The two types of voluntary accreditation are institutional accreditation [whole institution] specialized accreditation [specific program]

5

19 States

1003plusmn Institutions

The Higher Learning Commission Region

6

The Higher Learning Commission of NCA - Founded 1895

The Organization Member Institutions - copy1003 Location of Member Institutions - in 19 States

Decision-Making Processes and Peer Reviewers Corps Board of Trustees - 15-21 Members Institutional Actions Council - 26 Members Accreditation Review Council - 170 Members Peer Reviewer Corps -copy 1200 Reviewers

Full-time Staff Executive Director - 1 Directors [Including Asst amp Assoc) - 12 Other Full-time Staff - 21plusmn

7

Diversity of Mission among the Membership of Institutions [1003]

Two-year Institutions Four-year Bachelorrsquos Institutions Four-year Liberal Arts Institutions Comprehensive Institutions Tribal Colleges Faith Based Institutions Research Universities Single Purpose Institutions Public Private NFP and For Profit

8

Mission of The Higher Learning Commission of NCA

ldquoServing the common good by assuring and advancing the quality of higher learningrdquo

9

ldquoSpecial Connectionsrdquo

Professor Joseacute Colchado (Education) Director Bruce Fox (Honors Program) President John Haeger Vice President Fred Hurst (Extended Programs

and Dean of Distance Learning)

10

Mission of Northern Arizona University

ldquoProvide an outstanding undergraduate residential education strengthened by important research graduate and professional programs and a responsive distance learning network delivering programs throughout Arizonardquo

11

Northern Arizona Universityrsquos Values

Excellence in Education Student Success Educational Access Diversity Integrity Civility

12

Northern Arizona Universityrsquo ldquoGoalsrdquo

Provide Undergraduate Education Excellence in a Residential Learning Community

Strengthen graduate education economic development and research

Increase Enrollment and Retention Provide Leadership in the Development

Use and Assessment of Technologies in Administrative Systems and Educational Programs

13

Northern Arizona Universityrsquo ldquoGoalsrdquo

Foster a Culture of Diversity Community and Citizenship

Become the Nationrsquos Leading University Serving Native Americans

Ensure Financial Stability and Growth

14

Todayrsquos Agenda Focus Accreditation and Other Matters The Higher Learning Commissionrsquos

Expectations Regarding Self-Study Northern Arizona Universityrsquos Interests

Prospective Character of the Self-Study and Review Institutional Capacity Strategies for Engaging the Campus Community

15

Prospective Character of the Self-Study and Review

Institutional Self-Study and Self-Reflection

Institutionrsquos Mission Values and Goals

Evaluation of the Whole Organization

Engage Multiple Constituencies

Build on Institutional Processes

Effective Leadership and Communication

Evidence of Fulfilling the Criteria for Accreditation

Production of a Self-Study Report

Use of Self-Study Findings to Inform Decision-making and Future Institutional Development

Hallmarks of an Effective Self-Study Process

16

Fundamental Shifts

Inputs

Teaching

Focus on Past

Autonomy

Outcomes

Learning

Focus on Future

Connectedness

17

Topical Areas of the Criteria for Accreditation

Mission and Integrity Preparing for the Future Student Learning and Effective Learning Acquisition Discovery and Application of

Knowledge Engagement and Service

ldquoHandbook of Accreditationrdquo - Chapter 3 wwwncahlcorg

18

Two Evaluation Processes for Continued Accreditation

Institutional Self-Study

Peer Review Decision-making

Processes Continued

Accreditation --Ten-year Cycle

Self-Assessment Strategy Forum Action Projects Annual Updates Systems Appraisal Continued Accreditation

--Seven-Year Cycle

19

Criterion Structure

Criterion Statement

Core Components

Examplesof Evidence

20

1 - Mission amp Integrity1 - Mission amp Integrity

The organization operates with integrity to ensure the fulfillment of its mission

through structures and processes that involve the board administration faculty

staff and students

21

1 - Mission and Integrity

[Core Components - Paraphrased]

1 Clear Articulation of the Mission2 Recognition of Diversity among Learners other Constituencies and Greater Society 3 Organizational Understanding of Mission4 Mission Supported through Organizational Structures5 Organizational Protection of the Mission Examples of Evidence

22

2 - Preparing for the Future2 - Preparing for the Future

The organizationrsquos allocation of resources and its processes for evaluation and

planning demonstrate its capacity to fulfill its mission improve the quality of its

education and respond to future challenges and opportunities

23

2 - Preparing for the Future[Core Components - Paraphrased]

1 Realistic Preparation for a Future Shaped by Societal and Economic Trends2 Resource Support for Maintaining and Strengthening Educational Programs3 Evaluation and Assessment Processes Show Effectiveness and Continuous Improvement4 Planning Levels Align with Mission and Capacity to Fulfill the Mission Examples of Evidence

24

3 - Student Learning and3 - Student Learning andEffective TeachingEffective Teaching

The organization provides evidence of student learning and teaching

effectiveness that demonstrates it is fulfilling its educational mission

25

3 - Student Learning and Effective Teaching[Core Components - Paraphrased]

1 Clear Statements of Student Learning Outcomes That Make Effective Assessment Possible2 Organization Values and Supports Effective Teaching3 Organization Creates Effective Learning Environments4 Learning Resources Support Student Learning And Effective Teaching Examples of Evidence

26

4 - Acquisition Discovery amp4 - Acquisition Discovery ampApplication of KnowledgeApplication of Knowledge

The organization promotes a life of learning for its faculty administration

staff and students by fostering and supporting inquiry creativity practice and

social responsibility in ways consistent with its mission

27

4 - Acquisition Discovery andApplication of Knowledge

[Paraphrased]

1 Organization Demonstrates It Values a Life of Learning

2 Organization Demonstrates the Integral Nature of Knowledge and Skill Acquisition and Intellectual Inquiry3 Organization Assesses the Usefulness of Curricula to

Students Living and Working in a Global Diverse and Technological Society

4 Organization Support Responsible Acquisition Discovery and Application of Knowledge

Examples of Evidence

28

5 - Engagement and Service5 - Engagement and Service

As called for by its mission the organization identifies its constituencies

and serves them in ways both value

29

5 - Engagement and Service[Core Components - Paraphrased]

1 Organization Learns from Constituencies and Analyzes its Capacity to Serve Them2 Organizational Capacity and Commitment to Engage with Identified Constituencies and Communities3 Organization Demonstrates Responsiveness to Constituencies that Depend on It4 Internal and External Constituencies Value the Organizationrsquos Services Examples of Evidence

30

Cross-cutting Themes

Future-oriented

Learning-focused

Connected

Distinctive

31

Position Statements

Assessment of Student Learning

Diversity

General Education

32

Aligning an Institutionrsquos Mission and Outcomes with the Commissionrsquos

Criteria for Accreditation

Mission and Integrity Preparing for the Future Student Learning and Effective Learning Acquisition Discovery and Application of

Knowledge Engagement and Service

ldquoHandbook of Accreditationrdquo - Chapter 3 wwwncahlcorg

33

The Decennial Cycle of Review

10-Year Window

34

Institutional Capacity Mission Values and

Goals Institutional

Autonomy Teaching Research

and Service (Engagement)

Educational Programs and Services

Resources Human Physical Financial and Technological

Constituencies Students Communities and Collaborators

Sites and Outreach Outcomes

35

Content of the Self-Study

Addressing the Commissionrsquos Criteria for Accreditation and their Related Core Components

Address ConcernsChallenges Identified by Previous Visiting Team or other Formal Reviews

Address Federal Compliance Issues Provide ldquoInstitutional Snapshotrdquo Provide Supporting Materials [Paper and Electronic]

36

Team Identified Challenges Northern Arizona University

Assessment of Student Learning at the Undergraduate Level and in Off-Campus Programs

Coherency in General Education Strategic Planning [Measurable Goals Action Plans

Performance Measures Faculty Support Linkage of Planning and Budgeting]

Qualifications of Adjunct Faculty Culture of Diversity on the Flagstaff Campus

37

Federal Compliance Program

Credits Program Length and Tuition Compliance with the Higher Education

Reauthorization Act [Loan Default Rate]

Compliance Visits to Off-campus Locations Reference to the Commission in Advertising

and Recruitment Materials Institutional Records of Studentsrsquo Complaints

38

Institutional Snapshot

Student Demography Headcounts Student Recruitment and Admissions Financial Assistance for Students Student Retention and Program Productivity Faculty Demography Availability of Instructional Resources and

Information Technology Financial Data

39

Think Holistically about Your Organization

3

The Higher Learning Commission

30 North LaSalle Street Suite 2400 Chicago IL 60602

wwwncahlcorg

jtaylorhlcommissionorg

4

Basic Facts about Accreditation

Accreditation is a voluntary process of self evaluation and peer

evaluation that has two fundamental purposes quality assurance and quality improvement

The two types of voluntary accreditation are institutional accreditation [whole institution] specialized accreditation [specific program]

5

19 States

1003plusmn Institutions

The Higher Learning Commission Region

6

The Higher Learning Commission of NCA - Founded 1895

The Organization Member Institutions - copy1003 Location of Member Institutions - in 19 States

Decision-Making Processes and Peer Reviewers Corps Board of Trustees - 15-21 Members Institutional Actions Council - 26 Members Accreditation Review Council - 170 Members Peer Reviewer Corps -copy 1200 Reviewers

Full-time Staff Executive Director - 1 Directors [Including Asst amp Assoc) - 12 Other Full-time Staff - 21plusmn

7

Diversity of Mission among the Membership of Institutions [1003]

Two-year Institutions Four-year Bachelorrsquos Institutions Four-year Liberal Arts Institutions Comprehensive Institutions Tribal Colleges Faith Based Institutions Research Universities Single Purpose Institutions Public Private NFP and For Profit

8

Mission of The Higher Learning Commission of NCA

ldquoServing the common good by assuring and advancing the quality of higher learningrdquo

9

ldquoSpecial Connectionsrdquo

Professor Joseacute Colchado (Education) Director Bruce Fox (Honors Program) President John Haeger Vice President Fred Hurst (Extended Programs

and Dean of Distance Learning)

10

Mission of Northern Arizona University

ldquoProvide an outstanding undergraduate residential education strengthened by important research graduate and professional programs and a responsive distance learning network delivering programs throughout Arizonardquo

11

Northern Arizona Universityrsquos Values

Excellence in Education Student Success Educational Access Diversity Integrity Civility

12

Northern Arizona Universityrsquo ldquoGoalsrdquo

Provide Undergraduate Education Excellence in a Residential Learning Community

Strengthen graduate education economic development and research

Increase Enrollment and Retention Provide Leadership in the Development

Use and Assessment of Technologies in Administrative Systems and Educational Programs

13

Northern Arizona Universityrsquo ldquoGoalsrdquo

Foster a Culture of Diversity Community and Citizenship

Become the Nationrsquos Leading University Serving Native Americans

Ensure Financial Stability and Growth

14

Todayrsquos Agenda Focus Accreditation and Other Matters The Higher Learning Commissionrsquos

Expectations Regarding Self-Study Northern Arizona Universityrsquos Interests

Prospective Character of the Self-Study and Review Institutional Capacity Strategies for Engaging the Campus Community

15

Prospective Character of the Self-Study and Review

Institutional Self-Study and Self-Reflection

Institutionrsquos Mission Values and Goals

Evaluation of the Whole Organization

Engage Multiple Constituencies

Build on Institutional Processes

Effective Leadership and Communication

Evidence of Fulfilling the Criteria for Accreditation

Production of a Self-Study Report

Use of Self-Study Findings to Inform Decision-making and Future Institutional Development

Hallmarks of an Effective Self-Study Process

16

Fundamental Shifts

Inputs

Teaching

Focus on Past

Autonomy

Outcomes

Learning

Focus on Future

Connectedness

17

Topical Areas of the Criteria for Accreditation

Mission and Integrity Preparing for the Future Student Learning and Effective Learning Acquisition Discovery and Application of

Knowledge Engagement and Service

ldquoHandbook of Accreditationrdquo - Chapter 3 wwwncahlcorg

18

Two Evaluation Processes for Continued Accreditation

Institutional Self-Study

Peer Review Decision-making

Processes Continued

Accreditation --Ten-year Cycle

Self-Assessment Strategy Forum Action Projects Annual Updates Systems Appraisal Continued Accreditation

--Seven-Year Cycle

19

Criterion Structure

Criterion Statement

Core Components

Examplesof Evidence

20

1 - Mission amp Integrity1 - Mission amp Integrity

The organization operates with integrity to ensure the fulfillment of its mission

through structures and processes that involve the board administration faculty

staff and students

21

1 - Mission and Integrity

[Core Components - Paraphrased]

1 Clear Articulation of the Mission2 Recognition of Diversity among Learners other Constituencies and Greater Society 3 Organizational Understanding of Mission4 Mission Supported through Organizational Structures5 Organizational Protection of the Mission Examples of Evidence

22

2 - Preparing for the Future2 - Preparing for the Future

The organizationrsquos allocation of resources and its processes for evaluation and

planning demonstrate its capacity to fulfill its mission improve the quality of its

education and respond to future challenges and opportunities

23

2 - Preparing for the Future[Core Components - Paraphrased]

1 Realistic Preparation for a Future Shaped by Societal and Economic Trends2 Resource Support for Maintaining and Strengthening Educational Programs3 Evaluation and Assessment Processes Show Effectiveness and Continuous Improvement4 Planning Levels Align with Mission and Capacity to Fulfill the Mission Examples of Evidence

24

3 - Student Learning and3 - Student Learning andEffective TeachingEffective Teaching

The organization provides evidence of student learning and teaching

effectiveness that demonstrates it is fulfilling its educational mission

25

3 - Student Learning and Effective Teaching[Core Components - Paraphrased]

1 Clear Statements of Student Learning Outcomes That Make Effective Assessment Possible2 Organization Values and Supports Effective Teaching3 Organization Creates Effective Learning Environments4 Learning Resources Support Student Learning And Effective Teaching Examples of Evidence

26

4 - Acquisition Discovery amp4 - Acquisition Discovery ampApplication of KnowledgeApplication of Knowledge

The organization promotes a life of learning for its faculty administration

staff and students by fostering and supporting inquiry creativity practice and

social responsibility in ways consistent with its mission

27

4 - Acquisition Discovery andApplication of Knowledge

[Paraphrased]

1 Organization Demonstrates It Values a Life of Learning

2 Organization Demonstrates the Integral Nature of Knowledge and Skill Acquisition and Intellectual Inquiry3 Organization Assesses the Usefulness of Curricula to

Students Living and Working in a Global Diverse and Technological Society

4 Organization Support Responsible Acquisition Discovery and Application of Knowledge

Examples of Evidence

28

5 - Engagement and Service5 - Engagement and Service

As called for by its mission the organization identifies its constituencies

and serves them in ways both value

29

5 - Engagement and Service[Core Components - Paraphrased]

1 Organization Learns from Constituencies and Analyzes its Capacity to Serve Them2 Organizational Capacity and Commitment to Engage with Identified Constituencies and Communities3 Organization Demonstrates Responsiveness to Constituencies that Depend on It4 Internal and External Constituencies Value the Organizationrsquos Services Examples of Evidence

30

Cross-cutting Themes

Future-oriented

Learning-focused

Connected

Distinctive

31

Position Statements

Assessment of Student Learning

Diversity

General Education

32

Aligning an Institutionrsquos Mission and Outcomes with the Commissionrsquos

Criteria for Accreditation

Mission and Integrity Preparing for the Future Student Learning and Effective Learning Acquisition Discovery and Application of

Knowledge Engagement and Service

ldquoHandbook of Accreditationrdquo - Chapter 3 wwwncahlcorg

33

The Decennial Cycle of Review

10-Year Window

34

Institutional Capacity Mission Values and

Goals Institutional

Autonomy Teaching Research

and Service (Engagement)

Educational Programs and Services

Resources Human Physical Financial and Technological

Constituencies Students Communities and Collaborators

Sites and Outreach Outcomes

35

Content of the Self-Study

Addressing the Commissionrsquos Criteria for Accreditation and their Related Core Components

Address ConcernsChallenges Identified by Previous Visiting Team or other Formal Reviews

Address Federal Compliance Issues Provide ldquoInstitutional Snapshotrdquo Provide Supporting Materials [Paper and Electronic]

36

Team Identified Challenges Northern Arizona University

Assessment of Student Learning at the Undergraduate Level and in Off-Campus Programs

Coherency in General Education Strategic Planning [Measurable Goals Action Plans

Performance Measures Faculty Support Linkage of Planning and Budgeting]

Qualifications of Adjunct Faculty Culture of Diversity on the Flagstaff Campus

37

Federal Compliance Program

Credits Program Length and Tuition Compliance with the Higher Education

Reauthorization Act [Loan Default Rate]

Compliance Visits to Off-campus Locations Reference to the Commission in Advertising

and Recruitment Materials Institutional Records of Studentsrsquo Complaints

38

Institutional Snapshot

Student Demography Headcounts Student Recruitment and Admissions Financial Assistance for Students Student Retention and Program Productivity Faculty Demography Availability of Instructional Resources and

Information Technology Financial Data

39

Think Holistically about Your Organization

4

Basic Facts about Accreditation

Accreditation is a voluntary process of self evaluation and peer

evaluation that has two fundamental purposes quality assurance and quality improvement

The two types of voluntary accreditation are institutional accreditation [whole institution] specialized accreditation [specific program]

5

19 States

1003plusmn Institutions

The Higher Learning Commission Region

6

The Higher Learning Commission of NCA - Founded 1895

The Organization Member Institutions - copy1003 Location of Member Institutions - in 19 States

Decision-Making Processes and Peer Reviewers Corps Board of Trustees - 15-21 Members Institutional Actions Council - 26 Members Accreditation Review Council - 170 Members Peer Reviewer Corps -copy 1200 Reviewers

Full-time Staff Executive Director - 1 Directors [Including Asst amp Assoc) - 12 Other Full-time Staff - 21plusmn

7

Diversity of Mission among the Membership of Institutions [1003]

Two-year Institutions Four-year Bachelorrsquos Institutions Four-year Liberal Arts Institutions Comprehensive Institutions Tribal Colleges Faith Based Institutions Research Universities Single Purpose Institutions Public Private NFP and For Profit

8

Mission of The Higher Learning Commission of NCA

ldquoServing the common good by assuring and advancing the quality of higher learningrdquo

9

ldquoSpecial Connectionsrdquo

Professor Joseacute Colchado (Education) Director Bruce Fox (Honors Program) President John Haeger Vice President Fred Hurst (Extended Programs

and Dean of Distance Learning)

10

Mission of Northern Arizona University

ldquoProvide an outstanding undergraduate residential education strengthened by important research graduate and professional programs and a responsive distance learning network delivering programs throughout Arizonardquo

11

Northern Arizona Universityrsquos Values

Excellence in Education Student Success Educational Access Diversity Integrity Civility

12

Northern Arizona Universityrsquo ldquoGoalsrdquo

Provide Undergraduate Education Excellence in a Residential Learning Community

Strengthen graduate education economic development and research

Increase Enrollment and Retention Provide Leadership in the Development

Use and Assessment of Technologies in Administrative Systems and Educational Programs

13

Northern Arizona Universityrsquo ldquoGoalsrdquo

Foster a Culture of Diversity Community and Citizenship

Become the Nationrsquos Leading University Serving Native Americans

Ensure Financial Stability and Growth

14

Todayrsquos Agenda Focus Accreditation and Other Matters The Higher Learning Commissionrsquos

Expectations Regarding Self-Study Northern Arizona Universityrsquos Interests

Prospective Character of the Self-Study and Review Institutional Capacity Strategies for Engaging the Campus Community

15

Prospective Character of the Self-Study and Review

Institutional Self-Study and Self-Reflection

Institutionrsquos Mission Values and Goals

Evaluation of the Whole Organization

Engage Multiple Constituencies

Build on Institutional Processes

Effective Leadership and Communication

Evidence of Fulfilling the Criteria for Accreditation

Production of a Self-Study Report

Use of Self-Study Findings to Inform Decision-making and Future Institutional Development

Hallmarks of an Effective Self-Study Process

16

Fundamental Shifts

Inputs

Teaching

Focus on Past

Autonomy

Outcomes

Learning

Focus on Future

Connectedness

17

Topical Areas of the Criteria for Accreditation

Mission and Integrity Preparing for the Future Student Learning and Effective Learning Acquisition Discovery and Application of

Knowledge Engagement and Service

ldquoHandbook of Accreditationrdquo - Chapter 3 wwwncahlcorg

18

Two Evaluation Processes for Continued Accreditation

Institutional Self-Study

Peer Review Decision-making

Processes Continued

Accreditation --Ten-year Cycle

Self-Assessment Strategy Forum Action Projects Annual Updates Systems Appraisal Continued Accreditation

--Seven-Year Cycle

19

Criterion Structure

Criterion Statement

Core Components

Examplesof Evidence

20

1 - Mission amp Integrity1 - Mission amp Integrity

The organization operates with integrity to ensure the fulfillment of its mission

through structures and processes that involve the board administration faculty

staff and students

21

1 - Mission and Integrity

[Core Components - Paraphrased]

1 Clear Articulation of the Mission2 Recognition of Diversity among Learners other Constituencies and Greater Society 3 Organizational Understanding of Mission4 Mission Supported through Organizational Structures5 Organizational Protection of the Mission Examples of Evidence

22

2 - Preparing for the Future2 - Preparing for the Future

The organizationrsquos allocation of resources and its processes for evaluation and

planning demonstrate its capacity to fulfill its mission improve the quality of its

education and respond to future challenges and opportunities

23

2 - Preparing for the Future[Core Components - Paraphrased]

1 Realistic Preparation for a Future Shaped by Societal and Economic Trends2 Resource Support for Maintaining and Strengthening Educational Programs3 Evaluation and Assessment Processes Show Effectiveness and Continuous Improvement4 Planning Levels Align with Mission and Capacity to Fulfill the Mission Examples of Evidence

24

3 - Student Learning and3 - Student Learning andEffective TeachingEffective Teaching

The organization provides evidence of student learning and teaching

effectiveness that demonstrates it is fulfilling its educational mission

25

3 - Student Learning and Effective Teaching[Core Components - Paraphrased]

1 Clear Statements of Student Learning Outcomes That Make Effective Assessment Possible2 Organization Values and Supports Effective Teaching3 Organization Creates Effective Learning Environments4 Learning Resources Support Student Learning And Effective Teaching Examples of Evidence

26

4 - Acquisition Discovery amp4 - Acquisition Discovery ampApplication of KnowledgeApplication of Knowledge

The organization promotes a life of learning for its faculty administration

staff and students by fostering and supporting inquiry creativity practice and

social responsibility in ways consistent with its mission

27

4 - Acquisition Discovery andApplication of Knowledge

[Paraphrased]

1 Organization Demonstrates It Values a Life of Learning

2 Organization Demonstrates the Integral Nature of Knowledge and Skill Acquisition and Intellectual Inquiry3 Organization Assesses the Usefulness of Curricula to

Students Living and Working in a Global Diverse and Technological Society

4 Organization Support Responsible Acquisition Discovery and Application of Knowledge

Examples of Evidence

28

5 - Engagement and Service5 - Engagement and Service

As called for by its mission the organization identifies its constituencies

and serves them in ways both value

29

5 - Engagement and Service[Core Components - Paraphrased]

1 Organization Learns from Constituencies and Analyzes its Capacity to Serve Them2 Organizational Capacity and Commitment to Engage with Identified Constituencies and Communities3 Organization Demonstrates Responsiveness to Constituencies that Depend on It4 Internal and External Constituencies Value the Organizationrsquos Services Examples of Evidence

30

Cross-cutting Themes

Future-oriented

Learning-focused

Connected

Distinctive

31

Position Statements

Assessment of Student Learning

Diversity

General Education

32

Aligning an Institutionrsquos Mission and Outcomes with the Commissionrsquos

Criteria for Accreditation

Mission and Integrity Preparing for the Future Student Learning and Effective Learning Acquisition Discovery and Application of

Knowledge Engagement and Service

ldquoHandbook of Accreditationrdquo - Chapter 3 wwwncahlcorg

33

The Decennial Cycle of Review

10-Year Window

34

Institutional Capacity Mission Values and

Goals Institutional

Autonomy Teaching Research

and Service (Engagement)

Educational Programs and Services

Resources Human Physical Financial and Technological

Constituencies Students Communities and Collaborators

Sites and Outreach Outcomes

35

Content of the Self-Study

Addressing the Commissionrsquos Criteria for Accreditation and their Related Core Components

Address ConcernsChallenges Identified by Previous Visiting Team or other Formal Reviews

Address Federal Compliance Issues Provide ldquoInstitutional Snapshotrdquo Provide Supporting Materials [Paper and Electronic]

36

Team Identified Challenges Northern Arizona University

Assessment of Student Learning at the Undergraduate Level and in Off-Campus Programs

Coherency in General Education Strategic Planning [Measurable Goals Action Plans

Performance Measures Faculty Support Linkage of Planning and Budgeting]

Qualifications of Adjunct Faculty Culture of Diversity on the Flagstaff Campus

37

Federal Compliance Program

Credits Program Length and Tuition Compliance with the Higher Education

Reauthorization Act [Loan Default Rate]

Compliance Visits to Off-campus Locations Reference to the Commission in Advertising

and Recruitment Materials Institutional Records of Studentsrsquo Complaints

38

Institutional Snapshot

Student Demography Headcounts Student Recruitment and Admissions Financial Assistance for Students Student Retention and Program Productivity Faculty Demography Availability of Instructional Resources and

Information Technology Financial Data

39

Think Holistically about Your Organization

5

19 States

1003plusmn Institutions

The Higher Learning Commission Region

6

The Higher Learning Commission of NCA - Founded 1895

The Organization Member Institutions - copy1003 Location of Member Institutions - in 19 States

Decision-Making Processes and Peer Reviewers Corps Board of Trustees - 15-21 Members Institutional Actions Council - 26 Members Accreditation Review Council - 170 Members Peer Reviewer Corps -copy 1200 Reviewers

Full-time Staff Executive Director - 1 Directors [Including Asst amp Assoc) - 12 Other Full-time Staff - 21plusmn

7

Diversity of Mission among the Membership of Institutions [1003]

Two-year Institutions Four-year Bachelorrsquos Institutions Four-year Liberal Arts Institutions Comprehensive Institutions Tribal Colleges Faith Based Institutions Research Universities Single Purpose Institutions Public Private NFP and For Profit

8

Mission of The Higher Learning Commission of NCA

ldquoServing the common good by assuring and advancing the quality of higher learningrdquo

9

ldquoSpecial Connectionsrdquo

Professor Joseacute Colchado (Education) Director Bruce Fox (Honors Program) President John Haeger Vice President Fred Hurst (Extended Programs

and Dean of Distance Learning)

10

Mission of Northern Arizona University

ldquoProvide an outstanding undergraduate residential education strengthened by important research graduate and professional programs and a responsive distance learning network delivering programs throughout Arizonardquo

11

Northern Arizona Universityrsquos Values

Excellence in Education Student Success Educational Access Diversity Integrity Civility

12

Northern Arizona Universityrsquo ldquoGoalsrdquo

Provide Undergraduate Education Excellence in a Residential Learning Community

Strengthen graduate education economic development and research

Increase Enrollment and Retention Provide Leadership in the Development

Use and Assessment of Technologies in Administrative Systems and Educational Programs

13

Northern Arizona Universityrsquo ldquoGoalsrdquo

Foster a Culture of Diversity Community and Citizenship

Become the Nationrsquos Leading University Serving Native Americans

Ensure Financial Stability and Growth

14

Todayrsquos Agenda Focus Accreditation and Other Matters The Higher Learning Commissionrsquos

Expectations Regarding Self-Study Northern Arizona Universityrsquos Interests

Prospective Character of the Self-Study and Review Institutional Capacity Strategies for Engaging the Campus Community

15

Prospective Character of the Self-Study and Review

Institutional Self-Study and Self-Reflection

Institutionrsquos Mission Values and Goals

Evaluation of the Whole Organization

Engage Multiple Constituencies

Build on Institutional Processes

Effective Leadership and Communication

Evidence of Fulfilling the Criteria for Accreditation

Production of a Self-Study Report

Use of Self-Study Findings to Inform Decision-making and Future Institutional Development

Hallmarks of an Effective Self-Study Process

16

Fundamental Shifts

Inputs

Teaching

Focus on Past

Autonomy

Outcomes

Learning

Focus on Future

Connectedness

17

Topical Areas of the Criteria for Accreditation

Mission and Integrity Preparing for the Future Student Learning and Effective Learning Acquisition Discovery and Application of

Knowledge Engagement and Service

ldquoHandbook of Accreditationrdquo - Chapter 3 wwwncahlcorg

18

Two Evaluation Processes for Continued Accreditation

Institutional Self-Study

Peer Review Decision-making

Processes Continued

Accreditation --Ten-year Cycle

Self-Assessment Strategy Forum Action Projects Annual Updates Systems Appraisal Continued Accreditation

--Seven-Year Cycle

19

Criterion Structure

Criterion Statement

Core Components

Examplesof Evidence

20

1 - Mission amp Integrity1 - Mission amp Integrity

The organization operates with integrity to ensure the fulfillment of its mission

through structures and processes that involve the board administration faculty

staff and students

21

1 - Mission and Integrity

[Core Components - Paraphrased]

1 Clear Articulation of the Mission2 Recognition of Diversity among Learners other Constituencies and Greater Society 3 Organizational Understanding of Mission4 Mission Supported through Organizational Structures5 Organizational Protection of the Mission Examples of Evidence

22

2 - Preparing for the Future2 - Preparing for the Future

The organizationrsquos allocation of resources and its processes for evaluation and

planning demonstrate its capacity to fulfill its mission improve the quality of its

education and respond to future challenges and opportunities

23

2 - Preparing for the Future[Core Components - Paraphrased]

1 Realistic Preparation for a Future Shaped by Societal and Economic Trends2 Resource Support for Maintaining and Strengthening Educational Programs3 Evaluation and Assessment Processes Show Effectiveness and Continuous Improvement4 Planning Levels Align with Mission and Capacity to Fulfill the Mission Examples of Evidence

24

3 - Student Learning and3 - Student Learning andEffective TeachingEffective Teaching

The organization provides evidence of student learning and teaching

effectiveness that demonstrates it is fulfilling its educational mission

25

3 - Student Learning and Effective Teaching[Core Components - Paraphrased]

1 Clear Statements of Student Learning Outcomes That Make Effective Assessment Possible2 Organization Values and Supports Effective Teaching3 Organization Creates Effective Learning Environments4 Learning Resources Support Student Learning And Effective Teaching Examples of Evidence

26

4 - Acquisition Discovery amp4 - Acquisition Discovery ampApplication of KnowledgeApplication of Knowledge

The organization promotes a life of learning for its faculty administration

staff and students by fostering and supporting inquiry creativity practice and

social responsibility in ways consistent with its mission

27

4 - Acquisition Discovery andApplication of Knowledge

[Paraphrased]

1 Organization Demonstrates It Values a Life of Learning

2 Organization Demonstrates the Integral Nature of Knowledge and Skill Acquisition and Intellectual Inquiry3 Organization Assesses the Usefulness of Curricula to

Students Living and Working in a Global Diverse and Technological Society

4 Organization Support Responsible Acquisition Discovery and Application of Knowledge

Examples of Evidence

28

5 - Engagement and Service5 - Engagement and Service

As called for by its mission the organization identifies its constituencies

and serves them in ways both value

29

5 - Engagement and Service[Core Components - Paraphrased]

1 Organization Learns from Constituencies and Analyzes its Capacity to Serve Them2 Organizational Capacity and Commitment to Engage with Identified Constituencies and Communities3 Organization Demonstrates Responsiveness to Constituencies that Depend on It4 Internal and External Constituencies Value the Organizationrsquos Services Examples of Evidence

30

Cross-cutting Themes

Future-oriented

Learning-focused

Connected

Distinctive

31

Position Statements

Assessment of Student Learning

Diversity

General Education

32

Aligning an Institutionrsquos Mission and Outcomes with the Commissionrsquos

Criteria for Accreditation

Mission and Integrity Preparing for the Future Student Learning and Effective Learning Acquisition Discovery and Application of

Knowledge Engagement and Service

ldquoHandbook of Accreditationrdquo - Chapter 3 wwwncahlcorg

33

The Decennial Cycle of Review

10-Year Window

34

Institutional Capacity Mission Values and

Goals Institutional

Autonomy Teaching Research

and Service (Engagement)

Educational Programs and Services

Resources Human Physical Financial and Technological

Constituencies Students Communities and Collaborators

Sites and Outreach Outcomes

35

Content of the Self-Study

Addressing the Commissionrsquos Criteria for Accreditation and their Related Core Components

Address ConcernsChallenges Identified by Previous Visiting Team or other Formal Reviews

Address Federal Compliance Issues Provide ldquoInstitutional Snapshotrdquo Provide Supporting Materials [Paper and Electronic]

36

Team Identified Challenges Northern Arizona University

Assessment of Student Learning at the Undergraduate Level and in Off-Campus Programs

Coherency in General Education Strategic Planning [Measurable Goals Action Plans

Performance Measures Faculty Support Linkage of Planning and Budgeting]

Qualifications of Adjunct Faculty Culture of Diversity on the Flagstaff Campus

37

Federal Compliance Program

Credits Program Length and Tuition Compliance with the Higher Education

Reauthorization Act [Loan Default Rate]

Compliance Visits to Off-campus Locations Reference to the Commission in Advertising

and Recruitment Materials Institutional Records of Studentsrsquo Complaints

38

Institutional Snapshot

Student Demography Headcounts Student Recruitment and Admissions Financial Assistance for Students Student Retention and Program Productivity Faculty Demography Availability of Instructional Resources and

Information Technology Financial Data

39

Think Holistically about Your Organization

6

The Higher Learning Commission of NCA - Founded 1895

The Organization Member Institutions - copy1003 Location of Member Institutions - in 19 States

Decision-Making Processes and Peer Reviewers Corps Board of Trustees - 15-21 Members Institutional Actions Council - 26 Members Accreditation Review Council - 170 Members Peer Reviewer Corps -copy 1200 Reviewers

Full-time Staff Executive Director - 1 Directors [Including Asst amp Assoc) - 12 Other Full-time Staff - 21plusmn

7

Diversity of Mission among the Membership of Institutions [1003]

Two-year Institutions Four-year Bachelorrsquos Institutions Four-year Liberal Arts Institutions Comprehensive Institutions Tribal Colleges Faith Based Institutions Research Universities Single Purpose Institutions Public Private NFP and For Profit

8

Mission of The Higher Learning Commission of NCA

ldquoServing the common good by assuring and advancing the quality of higher learningrdquo

9

ldquoSpecial Connectionsrdquo

Professor Joseacute Colchado (Education) Director Bruce Fox (Honors Program) President John Haeger Vice President Fred Hurst (Extended Programs

and Dean of Distance Learning)

10

Mission of Northern Arizona University

ldquoProvide an outstanding undergraduate residential education strengthened by important research graduate and professional programs and a responsive distance learning network delivering programs throughout Arizonardquo

11

Northern Arizona Universityrsquos Values

Excellence in Education Student Success Educational Access Diversity Integrity Civility

12

Northern Arizona Universityrsquo ldquoGoalsrdquo

Provide Undergraduate Education Excellence in a Residential Learning Community

Strengthen graduate education economic development and research

Increase Enrollment and Retention Provide Leadership in the Development

Use and Assessment of Technologies in Administrative Systems and Educational Programs

13

Northern Arizona Universityrsquo ldquoGoalsrdquo

Foster a Culture of Diversity Community and Citizenship

Become the Nationrsquos Leading University Serving Native Americans

Ensure Financial Stability and Growth

14

Todayrsquos Agenda Focus Accreditation and Other Matters The Higher Learning Commissionrsquos

Expectations Regarding Self-Study Northern Arizona Universityrsquos Interests

Prospective Character of the Self-Study and Review Institutional Capacity Strategies for Engaging the Campus Community

15

Prospective Character of the Self-Study and Review

Institutional Self-Study and Self-Reflection

Institutionrsquos Mission Values and Goals

Evaluation of the Whole Organization

Engage Multiple Constituencies

Build on Institutional Processes

Effective Leadership and Communication

Evidence of Fulfilling the Criteria for Accreditation

Production of a Self-Study Report

Use of Self-Study Findings to Inform Decision-making and Future Institutional Development

Hallmarks of an Effective Self-Study Process

16

Fundamental Shifts

Inputs

Teaching

Focus on Past

Autonomy

Outcomes

Learning

Focus on Future

Connectedness

17

Topical Areas of the Criteria for Accreditation

Mission and Integrity Preparing for the Future Student Learning and Effective Learning Acquisition Discovery and Application of

Knowledge Engagement and Service

ldquoHandbook of Accreditationrdquo - Chapter 3 wwwncahlcorg

18

Two Evaluation Processes for Continued Accreditation

Institutional Self-Study

Peer Review Decision-making

Processes Continued

Accreditation --Ten-year Cycle

Self-Assessment Strategy Forum Action Projects Annual Updates Systems Appraisal Continued Accreditation

--Seven-Year Cycle

19

Criterion Structure

Criterion Statement

Core Components

Examplesof Evidence

20

1 - Mission amp Integrity1 - Mission amp Integrity

The organization operates with integrity to ensure the fulfillment of its mission

through structures and processes that involve the board administration faculty

staff and students

21

1 - Mission and Integrity

[Core Components - Paraphrased]

1 Clear Articulation of the Mission2 Recognition of Diversity among Learners other Constituencies and Greater Society 3 Organizational Understanding of Mission4 Mission Supported through Organizational Structures5 Organizational Protection of the Mission Examples of Evidence

22

2 - Preparing for the Future2 - Preparing for the Future

The organizationrsquos allocation of resources and its processes for evaluation and

planning demonstrate its capacity to fulfill its mission improve the quality of its

education and respond to future challenges and opportunities

23

2 - Preparing for the Future[Core Components - Paraphrased]

1 Realistic Preparation for a Future Shaped by Societal and Economic Trends2 Resource Support for Maintaining and Strengthening Educational Programs3 Evaluation and Assessment Processes Show Effectiveness and Continuous Improvement4 Planning Levels Align with Mission and Capacity to Fulfill the Mission Examples of Evidence

24

3 - Student Learning and3 - Student Learning andEffective TeachingEffective Teaching

The organization provides evidence of student learning and teaching

effectiveness that demonstrates it is fulfilling its educational mission

25

3 - Student Learning and Effective Teaching[Core Components - Paraphrased]

1 Clear Statements of Student Learning Outcomes That Make Effective Assessment Possible2 Organization Values and Supports Effective Teaching3 Organization Creates Effective Learning Environments4 Learning Resources Support Student Learning And Effective Teaching Examples of Evidence

26

4 - Acquisition Discovery amp4 - Acquisition Discovery ampApplication of KnowledgeApplication of Knowledge

The organization promotes a life of learning for its faculty administration

staff and students by fostering and supporting inquiry creativity practice and

social responsibility in ways consistent with its mission

27

4 - Acquisition Discovery andApplication of Knowledge

[Paraphrased]

1 Organization Demonstrates It Values a Life of Learning

2 Organization Demonstrates the Integral Nature of Knowledge and Skill Acquisition and Intellectual Inquiry3 Organization Assesses the Usefulness of Curricula to

Students Living and Working in a Global Diverse and Technological Society

4 Organization Support Responsible Acquisition Discovery and Application of Knowledge

Examples of Evidence

28

5 - Engagement and Service5 - Engagement and Service

As called for by its mission the organization identifies its constituencies

and serves them in ways both value

29

5 - Engagement and Service[Core Components - Paraphrased]

1 Organization Learns from Constituencies and Analyzes its Capacity to Serve Them2 Organizational Capacity and Commitment to Engage with Identified Constituencies and Communities3 Organization Demonstrates Responsiveness to Constituencies that Depend on It4 Internal and External Constituencies Value the Organizationrsquos Services Examples of Evidence

30

Cross-cutting Themes

Future-oriented

Learning-focused

Connected

Distinctive

31

Position Statements

Assessment of Student Learning

Diversity

General Education

32

Aligning an Institutionrsquos Mission and Outcomes with the Commissionrsquos

Criteria for Accreditation

Mission and Integrity Preparing for the Future Student Learning and Effective Learning Acquisition Discovery and Application of

Knowledge Engagement and Service

ldquoHandbook of Accreditationrdquo - Chapter 3 wwwncahlcorg

33

The Decennial Cycle of Review

10-Year Window

34

Institutional Capacity Mission Values and

Goals Institutional

Autonomy Teaching Research

and Service (Engagement)

Educational Programs and Services

Resources Human Physical Financial and Technological

Constituencies Students Communities and Collaborators

Sites and Outreach Outcomes

35

Content of the Self-Study

Addressing the Commissionrsquos Criteria for Accreditation and their Related Core Components

Address ConcernsChallenges Identified by Previous Visiting Team or other Formal Reviews

Address Federal Compliance Issues Provide ldquoInstitutional Snapshotrdquo Provide Supporting Materials [Paper and Electronic]

36

Team Identified Challenges Northern Arizona University

Assessment of Student Learning at the Undergraduate Level and in Off-Campus Programs

Coherency in General Education Strategic Planning [Measurable Goals Action Plans

Performance Measures Faculty Support Linkage of Planning and Budgeting]

Qualifications of Adjunct Faculty Culture of Diversity on the Flagstaff Campus

37

Federal Compliance Program

Credits Program Length and Tuition Compliance with the Higher Education

Reauthorization Act [Loan Default Rate]

Compliance Visits to Off-campus Locations Reference to the Commission in Advertising

and Recruitment Materials Institutional Records of Studentsrsquo Complaints

38

Institutional Snapshot

Student Demography Headcounts Student Recruitment and Admissions Financial Assistance for Students Student Retention and Program Productivity Faculty Demography Availability of Instructional Resources and

Information Technology Financial Data

39

Think Holistically about Your Organization

7

Diversity of Mission among the Membership of Institutions [1003]

Two-year Institutions Four-year Bachelorrsquos Institutions Four-year Liberal Arts Institutions Comprehensive Institutions Tribal Colleges Faith Based Institutions Research Universities Single Purpose Institutions Public Private NFP and For Profit

8

Mission of The Higher Learning Commission of NCA

ldquoServing the common good by assuring and advancing the quality of higher learningrdquo

9

ldquoSpecial Connectionsrdquo

Professor Joseacute Colchado (Education) Director Bruce Fox (Honors Program) President John Haeger Vice President Fred Hurst (Extended Programs

and Dean of Distance Learning)

10

Mission of Northern Arizona University

ldquoProvide an outstanding undergraduate residential education strengthened by important research graduate and professional programs and a responsive distance learning network delivering programs throughout Arizonardquo

11

Northern Arizona Universityrsquos Values

Excellence in Education Student Success Educational Access Diversity Integrity Civility

12

Northern Arizona Universityrsquo ldquoGoalsrdquo

Provide Undergraduate Education Excellence in a Residential Learning Community

Strengthen graduate education economic development and research

Increase Enrollment and Retention Provide Leadership in the Development

Use and Assessment of Technologies in Administrative Systems and Educational Programs

13

Northern Arizona Universityrsquo ldquoGoalsrdquo

Foster a Culture of Diversity Community and Citizenship

Become the Nationrsquos Leading University Serving Native Americans

Ensure Financial Stability and Growth

14

Todayrsquos Agenda Focus Accreditation and Other Matters The Higher Learning Commissionrsquos

Expectations Regarding Self-Study Northern Arizona Universityrsquos Interests

Prospective Character of the Self-Study and Review Institutional Capacity Strategies for Engaging the Campus Community

15

Prospective Character of the Self-Study and Review

Institutional Self-Study and Self-Reflection

Institutionrsquos Mission Values and Goals

Evaluation of the Whole Organization

Engage Multiple Constituencies

Build on Institutional Processes

Effective Leadership and Communication

Evidence of Fulfilling the Criteria for Accreditation

Production of a Self-Study Report

Use of Self-Study Findings to Inform Decision-making and Future Institutional Development

Hallmarks of an Effective Self-Study Process

16

Fundamental Shifts

Inputs

Teaching

Focus on Past

Autonomy

Outcomes

Learning

Focus on Future

Connectedness

17

Topical Areas of the Criteria for Accreditation

Mission and Integrity Preparing for the Future Student Learning and Effective Learning Acquisition Discovery and Application of

Knowledge Engagement and Service

ldquoHandbook of Accreditationrdquo - Chapter 3 wwwncahlcorg

18

Two Evaluation Processes for Continued Accreditation

Institutional Self-Study

Peer Review Decision-making

Processes Continued

Accreditation --Ten-year Cycle

Self-Assessment Strategy Forum Action Projects Annual Updates Systems Appraisal Continued Accreditation

--Seven-Year Cycle

19

Criterion Structure

Criterion Statement

Core Components

Examplesof Evidence

20

1 - Mission amp Integrity1 - Mission amp Integrity

The organization operates with integrity to ensure the fulfillment of its mission

through structures and processes that involve the board administration faculty

staff and students

21

1 - Mission and Integrity

[Core Components - Paraphrased]

1 Clear Articulation of the Mission2 Recognition of Diversity among Learners other Constituencies and Greater Society 3 Organizational Understanding of Mission4 Mission Supported through Organizational Structures5 Organizational Protection of the Mission Examples of Evidence

22

2 - Preparing for the Future2 - Preparing for the Future

The organizationrsquos allocation of resources and its processes for evaluation and

planning demonstrate its capacity to fulfill its mission improve the quality of its

education and respond to future challenges and opportunities

23

2 - Preparing for the Future[Core Components - Paraphrased]

1 Realistic Preparation for a Future Shaped by Societal and Economic Trends2 Resource Support for Maintaining and Strengthening Educational Programs3 Evaluation and Assessment Processes Show Effectiveness and Continuous Improvement4 Planning Levels Align with Mission and Capacity to Fulfill the Mission Examples of Evidence

24

3 - Student Learning and3 - Student Learning andEffective TeachingEffective Teaching

The organization provides evidence of student learning and teaching

effectiveness that demonstrates it is fulfilling its educational mission

25

3 - Student Learning and Effective Teaching[Core Components - Paraphrased]

1 Clear Statements of Student Learning Outcomes That Make Effective Assessment Possible2 Organization Values and Supports Effective Teaching3 Organization Creates Effective Learning Environments4 Learning Resources Support Student Learning And Effective Teaching Examples of Evidence

26

4 - Acquisition Discovery amp4 - Acquisition Discovery ampApplication of KnowledgeApplication of Knowledge

The organization promotes a life of learning for its faculty administration

staff and students by fostering and supporting inquiry creativity practice and

social responsibility in ways consistent with its mission

27

4 - Acquisition Discovery andApplication of Knowledge

[Paraphrased]

1 Organization Demonstrates It Values a Life of Learning

2 Organization Demonstrates the Integral Nature of Knowledge and Skill Acquisition and Intellectual Inquiry3 Organization Assesses the Usefulness of Curricula to

Students Living and Working in a Global Diverse and Technological Society

4 Organization Support Responsible Acquisition Discovery and Application of Knowledge

Examples of Evidence

28

5 - Engagement and Service5 - Engagement and Service

As called for by its mission the organization identifies its constituencies

and serves them in ways both value

29

5 - Engagement and Service[Core Components - Paraphrased]

1 Organization Learns from Constituencies and Analyzes its Capacity to Serve Them2 Organizational Capacity and Commitment to Engage with Identified Constituencies and Communities3 Organization Demonstrates Responsiveness to Constituencies that Depend on It4 Internal and External Constituencies Value the Organizationrsquos Services Examples of Evidence

30

Cross-cutting Themes

Future-oriented

Learning-focused

Connected

Distinctive

31

Position Statements

Assessment of Student Learning

Diversity

General Education

32

Aligning an Institutionrsquos Mission and Outcomes with the Commissionrsquos

Criteria for Accreditation

Mission and Integrity Preparing for the Future Student Learning and Effective Learning Acquisition Discovery and Application of

Knowledge Engagement and Service

ldquoHandbook of Accreditationrdquo - Chapter 3 wwwncahlcorg

33

The Decennial Cycle of Review

10-Year Window

34

Institutional Capacity Mission Values and

Goals Institutional

Autonomy Teaching Research

and Service (Engagement)

Educational Programs and Services

Resources Human Physical Financial and Technological

Constituencies Students Communities and Collaborators

Sites and Outreach Outcomes

35

Content of the Self-Study

Addressing the Commissionrsquos Criteria for Accreditation and their Related Core Components

Address ConcernsChallenges Identified by Previous Visiting Team or other Formal Reviews

Address Federal Compliance Issues Provide ldquoInstitutional Snapshotrdquo Provide Supporting Materials [Paper and Electronic]

36

Team Identified Challenges Northern Arizona University

Assessment of Student Learning at the Undergraduate Level and in Off-Campus Programs

Coherency in General Education Strategic Planning [Measurable Goals Action Plans

Performance Measures Faculty Support Linkage of Planning and Budgeting]

Qualifications of Adjunct Faculty Culture of Diversity on the Flagstaff Campus

37

Federal Compliance Program

Credits Program Length and Tuition Compliance with the Higher Education

Reauthorization Act [Loan Default Rate]

Compliance Visits to Off-campus Locations Reference to the Commission in Advertising

and Recruitment Materials Institutional Records of Studentsrsquo Complaints

38

Institutional Snapshot

Student Demography Headcounts Student Recruitment and Admissions Financial Assistance for Students Student Retention and Program Productivity Faculty Demography Availability of Instructional Resources and

Information Technology Financial Data

39

Think Holistically about Your Organization

8

Mission of The Higher Learning Commission of NCA

ldquoServing the common good by assuring and advancing the quality of higher learningrdquo

9

ldquoSpecial Connectionsrdquo

Professor Joseacute Colchado (Education) Director Bruce Fox (Honors Program) President John Haeger Vice President Fred Hurst (Extended Programs

and Dean of Distance Learning)

10

Mission of Northern Arizona University

ldquoProvide an outstanding undergraduate residential education strengthened by important research graduate and professional programs and a responsive distance learning network delivering programs throughout Arizonardquo

11

Northern Arizona Universityrsquos Values

Excellence in Education Student Success Educational Access Diversity Integrity Civility

12

Northern Arizona Universityrsquo ldquoGoalsrdquo

Provide Undergraduate Education Excellence in a Residential Learning Community

Strengthen graduate education economic development and research

Increase Enrollment and Retention Provide Leadership in the Development

Use and Assessment of Technologies in Administrative Systems and Educational Programs

13

Northern Arizona Universityrsquo ldquoGoalsrdquo

Foster a Culture of Diversity Community and Citizenship

Become the Nationrsquos Leading University Serving Native Americans

Ensure Financial Stability and Growth

14

Todayrsquos Agenda Focus Accreditation and Other Matters The Higher Learning Commissionrsquos

Expectations Regarding Self-Study Northern Arizona Universityrsquos Interests

Prospective Character of the Self-Study and Review Institutional Capacity Strategies for Engaging the Campus Community

15

Prospective Character of the Self-Study and Review

Institutional Self-Study and Self-Reflection

Institutionrsquos Mission Values and Goals

Evaluation of the Whole Organization

Engage Multiple Constituencies

Build on Institutional Processes

Effective Leadership and Communication

Evidence of Fulfilling the Criteria for Accreditation

Production of a Self-Study Report

Use of Self-Study Findings to Inform Decision-making and Future Institutional Development

Hallmarks of an Effective Self-Study Process

16

Fundamental Shifts

Inputs

Teaching

Focus on Past

Autonomy

Outcomes

Learning

Focus on Future

Connectedness

17

Topical Areas of the Criteria for Accreditation

Mission and Integrity Preparing for the Future Student Learning and Effective Learning Acquisition Discovery and Application of

Knowledge Engagement and Service

ldquoHandbook of Accreditationrdquo - Chapter 3 wwwncahlcorg

18

Two Evaluation Processes for Continued Accreditation

Institutional Self-Study

Peer Review Decision-making

Processes Continued

Accreditation --Ten-year Cycle

Self-Assessment Strategy Forum Action Projects Annual Updates Systems Appraisal Continued Accreditation

--Seven-Year Cycle

19

Criterion Structure

Criterion Statement

Core Components

Examplesof Evidence

20

1 - Mission amp Integrity1 - Mission amp Integrity

The organization operates with integrity to ensure the fulfillment of its mission

through structures and processes that involve the board administration faculty

staff and students

21

1 - Mission and Integrity

[Core Components - Paraphrased]

1 Clear Articulation of the Mission2 Recognition of Diversity among Learners other Constituencies and Greater Society 3 Organizational Understanding of Mission4 Mission Supported through Organizational Structures5 Organizational Protection of the Mission Examples of Evidence

22

2 - Preparing for the Future2 - Preparing for the Future

The organizationrsquos allocation of resources and its processes for evaluation and

planning demonstrate its capacity to fulfill its mission improve the quality of its

education and respond to future challenges and opportunities

23

2 - Preparing for the Future[Core Components - Paraphrased]

1 Realistic Preparation for a Future Shaped by Societal and Economic Trends2 Resource Support for Maintaining and Strengthening Educational Programs3 Evaluation and Assessment Processes Show Effectiveness and Continuous Improvement4 Planning Levels Align with Mission and Capacity to Fulfill the Mission Examples of Evidence

24

3 - Student Learning and3 - Student Learning andEffective TeachingEffective Teaching

The organization provides evidence of student learning and teaching

effectiveness that demonstrates it is fulfilling its educational mission

25

3 - Student Learning and Effective Teaching[Core Components - Paraphrased]

1 Clear Statements of Student Learning Outcomes That Make Effective Assessment Possible2 Organization Values and Supports Effective Teaching3 Organization Creates Effective Learning Environments4 Learning Resources Support Student Learning And Effective Teaching Examples of Evidence

26

4 - Acquisition Discovery amp4 - Acquisition Discovery ampApplication of KnowledgeApplication of Knowledge

The organization promotes a life of learning for its faculty administration

staff and students by fostering and supporting inquiry creativity practice and

social responsibility in ways consistent with its mission

27

4 - Acquisition Discovery andApplication of Knowledge

[Paraphrased]

1 Organization Demonstrates It Values a Life of Learning

2 Organization Demonstrates the Integral Nature of Knowledge and Skill Acquisition and Intellectual Inquiry3 Organization Assesses the Usefulness of Curricula to

Students Living and Working in a Global Diverse and Technological Society

4 Organization Support Responsible Acquisition Discovery and Application of Knowledge

Examples of Evidence

28

5 - Engagement and Service5 - Engagement and Service

As called for by its mission the organization identifies its constituencies

and serves them in ways both value

29

5 - Engagement and Service[Core Components - Paraphrased]

1 Organization Learns from Constituencies and Analyzes its Capacity to Serve Them2 Organizational Capacity and Commitment to Engage with Identified Constituencies and Communities3 Organization Demonstrates Responsiveness to Constituencies that Depend on It4 Internal and External Constituencies Value the Organizationrsquos Services Examples of Evidence

30

Cross-cutting Themes

Future-oriented

Learning-focused

Connected

Distinctive

31

Position Statements

Assessment of Student Learning

Diversity

General Education

32

Aligning an Institutionrsquos Mission and Outcomes with the Commissionrsquos

Criteria for Accreditation

Mission and Integrity Preparing for the Future Student Learning and Effective Learning Acquisition Discovery and Application of

Knowledge Engagement and Service

ldquoHandbook of Accreditationrdquo - Chapter 3 wwwncahlcorg

33

The Decennial Cycle of Review

10-Year Window

34

Institutional Capacity Mission Values and

Goals Institutional

Autonomy Teaching Research

and Service (Engagement)

Educational Programs and Services

Resources Human Physical Financial and Technological

Constituencies Students Communities and Collaborators

Sites and Outreach Outcomes

35

Content of the Self-Study

Addressing the Commissionrsquos Criteria for Accreditation and their Related Core Components

Address ConcernsChallenges Identified by Previous Visiting Team or other Formal Reviews

Address Federal Compliance Issues Provide ldquoInstitutional Snapshotrdquo Provide Supporting Materials [Paper and Electronic]

36

Team Identified Challenges Northern Arizona University

Assessment of Student Learning at the Undergraduate Level and in Off-Campus Programs

Coherency in General Education Strategic Planning [Measurable Goals Action Plans

Performance Measures Faculty Support Linkage of Planning and Budgeting]

Qualifications of Adjunct Faculty Culture of Diversity on the Flagstaff Campus

37

Federal Compliance Program

Credits Program Length and Tuition Compliance with the Higher Education

Reauthorization Act [Loan Default Rate]

Compliance Visits to Off-campus Locations Reference to the Commission in Advertising

and Recruitment Materials Institutional Records of Studentsrsquo Complaints

38

Institutional Snapshot

Student Demography Headcounts Student Recruitment and Admissions Financial Assistance for Students Student Retention and Program Productivity Faculty Demography Availability of Instructional Resources and

Information Technology Financial Data

39

Think Holistically about Your Organization

9

ldquoSpecial Connectionsrdquo

Professor Joseacute Colchado (Education) Director Bruce Fox (Honors Program) President John Haeger Vice President Fred Hurst (Extended Programs

and Dean of Distance Learning)

10

Mission of Northern Arizona University

ldquoProvide an outstanding undergraduate residential education strengthened by important research graduate and professional programs and a responsive distance learning network delivering programs throughout Arizonardquo

11

Northern Arizona Universityrsquos Values

Excellence in Education Student Success Educational Access Diversity Integrity Civility

12

Northern Arizona Universityrsquo ldquoGoalsrdquo

Provide Undergraduate Education Excellence in a Residential Learning Community

Strengthen graduate education economic development and research

Increase Enrollment and Retention Provide Leadership in the Development

Use and Assessment of Technologies in Administrative Systems and Educational Programs

13

Northern Arizona Universityrsquo ldquoGoalsrdquo

Foster a Culture of Diversity Community and Citizenship

Become the Nationrsquos Leading University Serving Native Americans

Ensure Financial Stability and Growth

14

Todayrsquos Agenda Focus Accreditation and Other Matters The Higher Learning Commissionrsquos

Expectations Regarding Self-Study Northern Arizona Universityrsquos Interests

Prospective Character of the Self-Study and Review Institutional Capacity Strategies for Engaging the Campus Community

15

Prospective Character of the Self-Study and Review

Institutional Self-Study and Self-Reflection

Institutionrsquos Mission Values and Goals

Evaluation of the Whole Organization

Engage Multiple Constituencies

Build on Institutional Processes

Effective Leadership and Communication

Evidence of Fulfilling the Criteria for Accreditation

Production of a Self-Study Report

Use of Self-Study Findings to Inform Decision-making and Future Institutional Development

Hallmarks of an Effective Self-Study Process

16

Fundamental Shifts

Inputs

Teaching

Focus on Past

Autonomy

Outcomes

Learning

Focus on Future

Connectedness

17

Topical Areas of the Criteria for Accreditation

Mission and Integrity Preparing for the Future Student Learning and Effective Learning Acquisition Discovery and Application of

Knowledge Engagement and Service

ldquoHandbook of Accreditationrdquo - Chapter 3 wwwncahlcorg

18

Two Evaluation Processes for Continued Accreditation

Institutional Self-Study

Peer Review Decision-making

Processes Continued

Accreditation --Ten-year Cycle

Self-Assessment Strategy Forum Action Projects Annual Updates Systems Appraisal Continued Accreditation

--Seven-Year Cycle

19

Criterion Structure

Criterion Statement

Core Components

Examplesof Evidence

20

1 - Mission amp Integrity1 - Mission amp Integrity

The organization operates with integrity to ensure the fulfillment of its mission

through structures and processes that involve the board administration faculty

staff and students

21

1 - Mission and Integrity

[Core Components - Paraphrased]

1 Clear Articulation of the Mission2 Recognition of Diversity among Learners other Constituencies and Greater Society 3 Organizational Understanding of Mission4 Mission Supported through Organizational Structures5 Organizational Protection of the Mission Examples of Evidence

22

2 - Preparing for the Future2 - Preparing for the Future

The organizationrsquos allocation of resources and its processes for evaluation and

planning demonstrate its capacity to fulfill its mission improve the quality of its

education and respond to future challenges and opportunities

23

2 - Preparing for the Future[Core Components - Paraphrased]

1 Realistic Preparation for a Future Shaped by Societal and Economic Trends2 Resource Support for Maintaining and Strengthening Educational Programs3 Evaluation and Assessment Processes Show Effectiveness and Continuous Improvement4 Planning Levels Align with Mission and Capacity to Fulfill the Mission Examples of Evidence

24

3 - Student Learning and3 - Student Learning andEffective TeachingEffective Teaching

The organization provides evidence of student learning and teaching

effectiveness that demonstrates it is fulfilling its educational mission

25

3 - Student Learning and Effective Teaching[Core Components - Paraphrased]

1 Clear Statements of Student Learning Outcomes That Make Effective Assessment Possible2 Organization Values and Supports Effective Teaching3 Organization Creates Effective Learning Environments4 Learning Resources Support Student Learning And Effective Teaching Examples of Evidence

26

4 - Acquisition Discovery amp4 - Acquisition Discovery ampApplication of KnowledgeApplication of Knowledge

The organization promotes a life of learning for its faculty administration

staff and students by fostering and supporting inquiry creativity practice and

social responsibility in ways consistent with its mission

27

4 - Acquisition Discovery andApplication of Knowledge

[Paraphrased]

1 Organization Demonstrates It Values a Life of Learning

2 Organization Demonstrates the Integral Nature of Knowledge and Skill Acquisition and Intellectual Inquiry3 Organization Assesses the Usefulness of Curricula to

Students Living and Working in a Global Diverse and Technological Society

4 Organization Support Responsible Acquisition Discovery and Application of Knowledge

Examples of Evidence

28

5 - Engagement and Service5 - Engagement and Service

As called for by its mission the organization identifies its constituencies

and serves them in ways both value

29

5 - Engagement and Service[Core Components - Paraphrased]

1 Organization Learns from Constituencies and Analyzes its Capacity to Serve Them2 Organizational Capacity and Commitment to Engage with Identified Constituencies and Communities3 Organization Demonstrates Responsiveness to Constituencies that Depend on It4 Internal and External Constituencies Value the Organizationrsquos Services Examples of Evidence

30

Cross-cutting Themes

Future-oriented

Learning-focused

Connected

Distinctive

31

Position Statements

Assessment of Student Learning

Diversity

General Education

32

Aligning an Institutionrsquos Mission and Outcomes with the Commissionrsquos

Criteria for Accreditation

Mission and Integrity Preparing for the Future Student Learning and Effective Learning Acquisition Discovery and Application of

Knowledge Engagement and Service

ldquoHandbook of Accreditationrdquo - Chapter 3 wwwncahlcorg

33

The Decennial Cycle of Review

10-Year Window

34

Institutional Capacity Mission Values and

Goals Institutional

Autonomy Teaching Research

and Service (Engagement)

Educational Programs and Services

Resources Human Physical Financial and Technological

Constituencies Students Communities and Collaborators

Sites and Outreach Outcomes

35

Content of the Self-Study

Addressing the Commissionrsquos Criteria for Accreditation and their Related Core Components

Address ConcernsChallenges Identified by Previous Visiting Team or other Formal Reviews

Address Federal Compliance Issues Provide ldquoInstitutional Snapshotrdquo Provide Supporting Materials [Paper and Electronic]

36

Team Identified Challenges Northern Arizona University

Assessment of Student Learning at the Undergraduate Level and in Off-Campus Programs

Coherency in General Education Strategic Planning [Measurable Goals Action Plans

Performance Measures Faculty Support Linkage of Planning and Budgeting]

Qualifications of Adjunct Faculty Culture of Diversity on the Flagstaff Campus

37

Federal Compliance Program

Credits Program Length and Tuition Compliance with the Higher Education

Reauthorization Act [Loan Default Rate]

Compliance Visits to Off-campus Locations Reference to the Commission in Advertising

and Recruitment Materials Institutional Records of Studentsrsquo Complaints

38

Institutional Snapshot

Student Demography Headcounts Student Recruitment and Admissions Financial Assistance for Students Student Retention and Program Productivity Faculty Demography Availability of Instructional Resources and

Information Technology Financial Data

39

Think Holistically about Your Organization

10

Mission of Northern Arizona University

ldquoProvide an outstanding undergraduate residential education strengthened by important research graduate and professional programs and a responsive distance learning network delivering programs throughout Arizonardquo

11

Northern Arizona Universityrsquos Values

Excellence in Education Student Success Educational Access Diversity Integrity Civility

12

Northern Arizona Universityrsquo ldquoGoalsrdquo

Provide Undergraduate Education Excellence in a Residential Learning Community

Strengthen graduate education economic development and research

Increase Enrollment and Retention Provide Leadership in the Development

Use and Assessment of Technologies in Administrative Systems and Educational Programs

13

Northern Arizona Universityrsquo ldquoGoalsrdquo

Foster a Culture of Diversity Community and Citizenship

Become the Nationrsquos Leading University Serving Native Americans

Ensure Financial Stability and Growth

14

Todayrsquos Agenda Focus Accreditation and Other Matters The Higher Learning Commissionrsquos

Expectations Regarding Self-Study Northern Arizona Universityrsquos Interests

Prospective Character of the Self-Study and Review Institutional Capacity Strategies for Engaging the Campus Community

15

Prospective Character of the Self-Study and Review

Institutional Self-Study and Self-Reflection

Institutionrsquos Mission Values and Goals

Evaluation of the Whole Organization

Engage Multiple Constituencies

Build on Institutional Processes

Effective Leadership and Communication

Evidence of Fulfilling the Criteria for Accreditation

Production of a Self-Study Report

Use of Self-Study Findings to Inform Decision-making and Future Institutional Development

Hallmarks of an Effective Self-Study Process

16

Fundamental Shifts

Inputs

Teaching

Focus on Past

Autonomy

Outcomes

Learning

Focus on Future

Connectedness

17

Topical Areas of the Criteria for Accreditation

Mission and Integrity Preparing for the Future Student Learning and Effective Learning Acquisition Discovery and Application of

Knowledge Engagement and Service

ldquoHandbook of Accreditationrdquo - Chapter 3 wwwncahlcorg

18

Two Evaluation Processes for Continued Accreditation

Institutional Self-Study

Peer Review Decision-making

Processes Continued

Accreditation --Ten-year Cycle

Self-Assessment Strategy Forum Action Projects Annual Updates Systems Appraisal Continued Accreditation

--Seven-Year Cycle

19

Criterion Structure

Criterion Statement

Core Components

Examplesof Evidence

20

1 - Mission amp Integrity1 - Mission amp Integrity

The organization operates with integrity to ensure the fulfillment of its mission

through structures and processes that involve the board administration faculty

staff and students

21

1 - Mission and Integrity

[Core Components - Paraphrased]

1 Clear Articulation of the Mission2 Recognition of Diversity among Learners other Constituencies and Greater Society 3 Organizational Understanding of Mission4 Mission Supported through Organizational Structures5 Organizational Protection of the Mission Examples of Evidence

22

2 - Preparing for the Future2 - Preparing for the Future

The organizationrsquos allocation of resources and its processes for evaluation and

planning demonstrate its capacity to fulfill its mission improve the quality of its

education and respond to future challenges and opportunities

23

2 - Preparing for the Future[Core Components - Paraphrased]

1 Realistic Preparation for a Future Shaped by Societal and Economic Trends2 Resource Support for Maintaining and Strengthening Educational Programs3 Evaluation and Assessment Processes Show Effectiveness and Continuous Improvement4 Planning Levels Align with Mission and Capacity to Fulfill the Mission Examples of Evidence

24

3 - Student Learning and3 - Student Learning andEffective TeachingEffective Teaching

The organization provides evidence of student learning and teaching

effectiveness that demonstrates it is fulfilling its educational mission

25

3 - Student Learning and Effective Teaching[Core Components - Paraphrased]

1 Clear Statements of Student Learning Outcomes That Make Effective Assessment Possible2 Organization Values and Supports Effective Teaching3 Organization Creates Effective Learning Environments4 Learning Resources Support Student Learning And Effective Teaching Examples of Evidence

26

4 - Acquisition Discovery amp4 - Acquisition Discovery ampApplication of KnowledgeApplication of Knowledge

The organization promotes a life of learning for its faculty administration

staff and students by fostering and supporting inquiry creativity practice and

social responsibility in ways consistent with its mission

27

4 - Acquisition Discovery andApplication of Knowledge

[Paraphrased]

1 Organization Demonstrates It Values a Life of Learning

2 Organization Demonstrates the Integral Nature of Knowledge and Skill Acquisition and Intellectual Inquiry3 Organization Assesses the Usefulness of Curricula to

Students Living and Working in a Global Diverse and Technological Society

4 Organization Support Responsible Acquisition Discovery and Application of Knowledge

Examples of Evidence

28

5 - Engagement and Service5 - Engagement and Service

As called for by its mission the organization identifies its constituencies

and serves them in ways both value

29

5 - Engagement and Service[Core Components - Paraphrased]

1 Organization Learns from Constituencies and Analyzes its Capacity to Serve Them2 Organizational Capacity and Commitment to Engage with Identified Constituencies and Communities3 Organization Demonstrates Responsiveness to Constituencies that Depend on It4 Internal and External Constituencies Value the Organizationrsquos Services Examples of Evidence

30

Cross-cutting Themes

Future-oriented

Learning-focused

Connected

Distinctive

31

Position Statements

Assessment of Student Learning

Diversity

General Education

32

Aligning an Institutionrsquos Mission and Outcomes with the Commissionrsquos

Criteria for Accreditation

Mission and Integrity Preparing for the Future Student Learning and Effective Learning Acquisition Discovery and Application of

Knowledge Engagement and Service

ldquoHandbook of Accreditationrdquo - Chapter 3 wwwncahlcorg

33

The Decennial Cycle of Review

10-Year Window

34

Institutional Capacity Mission Values and

Goals Institutional

Autonomy Teaching Research

and Service (Engagement)

Educational Programs and Services

Resources Human Physical Financial and Technological

Constituencies Students Communities and Collaborators

Sites and Outreach Outcomes

35

Content of the Self-Study

Addressing the Commissionrsquos Criteria for Accreditation and their Related Core Components

Address ConcernsChallenges Identified by Previous Visiting Team or other Formal Reviews

Address Federal Compliance Issues Provide ldquoInstitutional Snapshotrdquo Provide Supporting Materials [Paper and Electronic]

36

Team Identified Challenges Northern Arizona University

Assessment of Student Learning at the Undergraduate Level and in Off-Campus Programs

Coherency in General Education Strategic Planning [Measurable Goals Action Plans

Performance Measures Faculty Support Linkage of Planning and Budgeting]

Qualifications of Adjunct Faculty Culture of Diversity on the Flagstaff Campus

37

Federal Compliance Program

Credits Program Length and Tuition Compliance with the Higher Education

Reauthorization Act [Loan Default Rate]

Compliance Visits to Off-campus Locations Reference to the Commission in Advertising

and Recruitment Materials Institutional Records of Studentsrsquo Complaints

38

Institutional Snapshot

Student Demography Headcounts Student Recruitment and Admissions Financial Assistance for Students Student Retention and Program Productivity Faculty Demography Availability of Instructional Resources and

Information Technology Financial Data

39

Think Holistically about Your Organization

11

Northern Arizona Universityrsquos Values

Excellence in Education Student Success Educational Access Diversity Integrity Civility

12

Northern Arizona Universityrsquo ldquoGoalsrdquo

Provide Undergraduate Education Excellence in a Residential Learning Community

Strengthen graduate education economic development and research

Increase Enrollment and Retention Provide Leadership in the Development

Use and Assessment of Technologies in Administrative Systems and Educational Programs

13

Northern Arizona Universityrsquo ldquoGoalsrdquo

Foster a Culture of Diversity Community and Citizenship

Become the Nationrsquos Leading University Serving Native Americans

Ensure Financial Stability and Growth

14

Todayrsquos Agenda Focus Accreditation and Other Matters The Higher Learning Commissionrsquos

Expectations Regarding Self-Study Northern Arizona Universityrsquos Interests

Prospective Character of the Self-Study and Review Institutional Capacity Strategies for Engaging the Campus Community

15

Prospective Character of the Self-Study and Review

Institutional Self-Study and Self-Reflection

Institutionrsquos Mission Values and Goals

Evaluation of the Whole Organization

Engage Multiple Constituencies

Build on Institutional Processes

Effective Leadership and Communication

Evidence of Fulfilling the Criteria for Accreditation

Production of a Self-Study Report

Use of Self-Study Findings to Inform Decision-making and Future Institutional Development

Hallmarks of an Effective Self-Study Process

16

Fundamental Shifts

Inputs

Teaching

Focus on Past

Autonomy

Outcomes

Learning

Focus on Future

Connectedness

17

Topical Areas of the Criteria for Accreditation

Mission and Integrity Preparing for the Future Student Learning and Effective Learning Acquisition Discovery and Application of

Knowledge Engagement and Service

ldquoHandbook of Accreditationrdquo - Chapter 3 wwwncahlcorg

18

Two Evaluation Processes for Continued Accreditation

Institutional Self-Study

Peer Review Decision-making

Processes Continued

Accreditation --Ten-year Cycle

Self-Assessment Strategy Forum Action Projects Annual Updates Systems Appraisal Continued Accreditation

--Seven-Year Cycle

19

Criterion Structure

Criterion Statement

Core Components

Examplesof Evidence

20

1 - Mission amp Integrity1 - Mission amp Integrity

The organization operates with integrity to ensure the fulfillment of its mission

through structures and processes that involve the board administration faculty

staff and students

21

1 - Mission and Integrity

[Core Components - Paraphrased]

1 Clear Articulation of the Mission2 Recognition of Diversity among Learners other Constituencies and Greater Society 3 Organizational Understanding of Mission4 Mission Supported through Organizational Structures5 Organizational Protection of the Mission Examples of Evidence

22

2 - Preparing for the Future2 - Preparing for the Future

The organizationrsquos allocation of resources and its processes for evaluation and

planning demonstrate its capacity to fulfill its mission improve the quality of its

education and respond to future challenges and opportunities

23

2 - Preparing for the Future[Core Components - Paraphrased]

1 Realistic Preparation for a Future Shaped by Societal and Economic Trends2 Resource Support for Maintaining and Strengthening Educational Programs3 Evaluation and Assessment Processes Show Effectiveness and Continuous Improvement4 Planning Levels Align with Mission and Capacity to Fulfill the Mission Examples of Evidence

24

3 - Student Learning and3 - Student Learning andEffective TeachingEffective Teaching

The organization provides evidence of student learning and teaching

effectiveness that demonstrates it is fulfilling its educational mission

25

3 - Student Learning and Effective Teaching[Core Components - Paraphrased]

1 Clear Statements of Student Learning Outcomes That Make Effective Assessment Possible2 Organization Values and Supports Effective Teaching3 Organization Creates Effective Learning Environments4 Learning Resources Support Student Learning And Effective Teaching Examples of Evidence

26

4 - Acquisition Discovery amp4 - Acquisition Discovery ampApplication of KnowledgeApplication of Knowledge

The organization promotes a life of learning for its faculty administration

staff and students by fostering and supporting inquiry creativity practice and

social responsibility in ways consistent with its mission

27

4 - Acquisition Discovery andApplication of Knowledge

[Paraphrased]

1 Organization Demonstrates It Values a Life of Learning

2 Organization Demonstrates the Integral Nature of Knowledge and Skill Acquisition and Intellectual Inquiry3 Organization Assesses the Usefulness of Curricula to

Students Living and Working in a Global Diverse and Technological Society

4 Organization Support Responsible Acquisition Discovery and Application of Knowledge

Examples of Evidence

28

5 - Engagement and Service5 - Engagement and Service

As called for by its mission the organization identifies its constituencies

and serves them in ways both value

29

5 - Engagement and Service[Core Components - Paraphrased]

1 Organization Learns from Constituencies and Analyzes its Capacity to Serve Them2 Organizational Capacity and Commitment to Engage with Identified Constituencies and Communities3 Organization Demonstrates Responsiveness to Constituencies that Depend on It4 Internal and External Constituencies Value the Organizationrsquos Services Examples of Evidence

30

Cross-cutting Themes

Future-oriented

Learning-focused

Connected

Distinctive

31

Position Statements

Assessment of Student Learning

Diversity

General Education

32

Aligning an Institutionrsquos Mission and Outcomes with the Commissionrsquos

Criteria for Accreditation

Mission and Integrity Preparing for the Future Student Learning and Effective Learning Acquisition Discovery and Application of

Knowledge Engagement and Service

ldquoHandbook of Accreditationrdquo - Chapter 3 wwwncahlcorg

33

The Decennial Cycle of Review

10-Year Window

34

Institutional Capacity Mission Values and

Goals Institutional

Autonomy Teaching Research

and Service (Engagement)

Educational Programs and Services

Resources Human Physical Financial and Technological

Constituencies Students Communities and Collaborators

Sites and Outreach Outcomes

35

Content of the Self-Study

Addressing the Commissionrsquos Criteria for Accreditation and their Related Core Components

Address ConcernsChallenges Identified by Previous Visiting Team or other Formal Reviews

Address Federal Compliance Issues Provide ldquoInstitutional Snapshotrdquo Provide Supporting Materials [Paper and Electronic]

36

Team Identified Challenges Northern Arizona University

Assessment of Student Learning at the Undergraduate Level and in Off-Campus Programs

Coherency in General Education Strategic Planning [Measurable Goals Action Plans

Performance Measures Faculty Support Linkage of Planning and Budgeting]

Qualifications of Adjunct Faculty Culture of Diversity on the Flagstaff Campus

37

Federal Compliance Program

Credits Program Length and Tuition Compliance with the Higher Education

Reauthorization Act [Loan Default Rate]

Compliance Visits to Off-campus Locations Reference to the Commission in Advertising

and Recruitment Materials Institutional Records of Studentsrsquo Complaints

38

Institutional Snapshot

Student Demography Headcounts Student Recruitment and Admissions Financial Assistance for Students Student Retention and Program Productivity Faculty Demography Availability of Instructional Resources and

Information Technology Financial Data

39

Think Holistically about Your Organization

12

Northern Arizona Universityrsquo ldquoGoalsrdquo

Provide Undergraduate Education Excellence in a Residential Learning Community

Strengthen graduate education economic development and research

Increase Enrollment and Retention Provide Leadership in the Development

Use and Assessment of Technologies in Administrative Systems and Educational Programs

13

Northern Arizona Universityrsquo ldquoGoalsrdquo

Foster a Culture of Diversity Community and Citizenship

Become the Nationrsquos Leading University Serving Native Americans

Ensure Financial Stability and Growth

14

Todayrsquos Agenda Focus Accreditation and Other Matters The Higher Learning Commissionrsquos

Expectations Regarding Self-Study Northern Arizona Universityrsquos Interests

Prospective Character of the Self-Study and Review Institutional Capacity Strategies for Engaging the Campus Community

15

Prospective Character of the Self-Study and Review

Institutional Self-Study and Self-Reflection

Institutionrsquos Mission Values and Goals

Evaluation of the Whole Organization

Engage Multiple Constituencies

Build on Institutional Processes

Effective Leadership and Communication

Evidence of Fulfilling the Criteria for Accreditation

Production of a Self-Study Report

Use of Self-Study Findings to Inform Decision-making and Future Institutional Development

Hallmarks of an Effective Self-Study Process

16

Fundamental Shifts

Inputs

Teaching

Focus on Past

Autonomy

Outcomes

Learning

Focus on Future

Connectedness

17

Topical Areas of the Criteria for Accreditation

Mission and Integrity Preparing for the Future Student Learning and Effective Learning Acquisition Discovery and Application of

Knowledge Engagement and Service

ldquoHandbook of Accreditationrdquo - Chapter 3 wwwncahlcorg

18

Two Evaluation Processes for Continued Accreditation

Institutional Self-Study

Peer Review Decision-making

Processes Continued

Accreditation --Ten-year Cycle

Self-Assessment Strategy Forum Action Projects Annual Updates Systems Appraisal Continued Accreditation

--Seven-Year Cycle

19

Criterion Structure

Criterion Statement

Core Components

Examplesof Evidence

20

1 - Mission amp Integrity1 - Mission amp Integrity

The organization operates with integrity to ensure the fulfillment of its mission

through structures and processes that involve the board administration faculty

staff and students

21

1 - Mission and Integrity

[Core Components - Paraphrased]

1 Clear Articulation of the Mission2 Recognition of Diversity among Learners other Constituencies and Greater Society 3 Organizational Understanding of Mission4 Mission Supported through Organizational Structures5 Organizational Protection of the Mission Examples of Evidence

22

2 - Preparing for the Future2 - Preparing for the Future

The organizationrsquos allocation of resources and its processes for evaluation and

planning demonstrate its capacity to fulfill its mission improve the quality of its

education and respond to future challenges and opportunities

23

2 - Preparing for the Future[Core Components - Paraphrased]

1 Realistic Preparation for a Future Shaped by Societal and Economic Trends2 Resource Support for Maintaining and Strengthening Educational Programs3 Evaluation and Assessment Processes Show Effectiveness and Continuous Improvement4 Planning Levels Align with Mission and Capacity to Fulfill the Mission Examples of Evidence

24

3 - Student Learning and3 - Student Learning andEffective TeachingEffective Teaching

The organization provides evidence of student learning and teaching

effectiveness that demonstrates it is fulfilling its educational mission

25

3 - Student Learning and Effective Teaching[Core Components - Paraphrased]

1 Clear Statements of Student Learning Outcomes That Make Effective Assessment Possible2 Organization Values and Supports Effective Teaching3 Organization Creates Effective Learning Environments4 Learning Resources Support Student Learning And Effective Teaching Examples of Evidence

26

4 - Acquisition Discovery amp4 - Acquisition Discovery ampApplication of KnowledgeApplication of Knowledge

The organization promotes a life of learning for its faculty administration

staff and students by fostering and supporting inquiry creativity practice and

social responsibility in ways consistent with its mission

27

4 - Acquisition Discovery andApplication of Knowledge

[Paraphrased]

1 Organization Demonstrates It Values a Life of Learning

2 Organization Demonstrates the Integral Nature of Knowledge and Skill Acquisition and Intellectual Inquiry3 Organization Assesses the Usefulness of Curricula to

Students Living and Working in a Global Diverse and Technological Society

4 Organization Support Responsible Acquisition Discovery and Application of Knowledge

Examples of Evidence

28

5 - Engagement and Service5 - Engagement and Service

As called for by its mission the organization identifies its constituencies

and serves them in ways both value

29

5 - Engagement and Service[Core Components - Paraphrased]

1 Organization Learns from Constituencies and Analyzes its Capacity to Serve Them2 Organizational Capacity and Commitment to Engage with Identified Constituencies and Communities3 Organization Demonstrates Responsiveness to Constituencies that Depend on It4 Internal and External Constituencies Value the Organizationrsquos Services Examples of Evidence

30

Cross-cutting Themes

Future-oriented

Learning-focused

Connected

Distinctive

31

Position Statements

Assessment of Student Learning

Diversity

General Education

32

Aligning an Institutionrsquos Mission and Outcomes with the Commissionrsquos

Criteria for Accreditation

Mission and Integrity Preparing for the Future Student Learning and Effective Learning Acquisition Discovery and Application of

Knowledge Engagement and Service

ldquoHandbook of Accreditationrdquo - Chapter 3 wwwncahlcorg

33

The Decennial Cycle of Review

10-Year Window

34

Institutional Capacity Mission Values and

Goals Institutional

Autonomy Teaching Research

and Service (Engagement)

Educational Programs and Services

Resources Human Physical Financial and Technological

Constituencies Students Communities and Collaborators

Sites and Outreach Outcomes

35

Content of the Self-Study

Addressing the Commissionrsquos Criteria for Accreditation and their Related Core Components

Address ConcernsChallenges Identified by Previous Visiting Team or other Formal Reviews

Address Federal Compliance Issues Provide ldquoInstitutional Snapshotrdquo Provide Supporting Materials [Paper and Electronic]

36

Team Identified Challenges Northern Arizona University

Assessment of Student Learning at the Undergraduate Level and in Off-Campus Programs

Coherency in General Education Strategic Planning [Measurable Goals Action Plans

Performance Measures Faculty Support Linkage of Planning and Budgeting]

Qualifications of Adjunct Faculty Culture of Diversity on the Flagstaff Campus

37

Federal Compliance Program

Credits Program Length and Tuition Compliance with the Higher Education

Reauthorization Act [Loan Default Rate]

Compliance Visits to Off-campus Locations Reference to the Commission in Advertising

and Recruitment Materials Institutional Records of Studentsrsquo Complaints

38

Institutional Snapshot

Student Demography Headcounts Student Recruitment and Admissions Financial Assistance for Students Student Retention and Program Productivity Faculty Demography Availability of Instructional Resources and

Information Technology Financial Data

39

Think Holistically about Your Organization

13

Northern Arizona Universityrsquo ldquoGoalsrdquo

Foster a Culture of Diversity Community and Citizenship

Become the Nationrsquos Leading University Serving Native Americans

Ensure Financial Stability and Growth

14

Todayrsquos Agenda Focus Accreditation and Other Matters The Higher Learning Commissionrsquos

Expectations Regarding Self-Study Northern Arizona Universityrsquos Interests

Prospective Character of the Self-Study and Review Institutional Capacity Strategies for Engaging the Campus Community

15

Prospective Character of the Self-Study and Review

Institutional Self-Study and Self-Reflection

Institutionrsquos Mission Values and Goals

Evaluation of the Whole Organization

Engage Multiple Constituencies

Build on Institutional Processes

Effective Leadership and Communication

Evidence of Fulfilling the Criteria for Accreditation

Production of a Self-Study Report

Use of Self-Study Findings to Inform Decision-making and Future Institutional Development

Hallmarks of an Effective Self-Study Process

16

Fundamental Shifts

Inputs

Teaching

Focus on Past

Autonomy

Outcomes

Learning

Focus on Future

Connectedness

17

Topical Areas of the Criteria for Accreditation

Mission and Integrity Preparing for the Future Student Learning and Effective Learning Acquisition Discovery and Application of

Knowledge Engagement and Service

ldquoHandbook of Accreditationrdquo - Chapter 3 wwwncahlcorg

18

Two Evaluation Processes for Continued Accreditation

Institutional Self-Study

Peer Review Decision-making

Processes Continued

Accreditation --Ten-year Cycle

Self-Assessment Strategy Forum Action Projects Annual Updates Systems Appraisal Continued Accreditation

--Seven-Year Cycle

19

Criterion Structure

Criterion Statement

Core Components

Examplesof Evidence

20

1 - Mission amp Integrity1 - Mission amp Integrity

The organization operates with integrity to ensure the fulfillment of its mission

through structures and processes that involve the board administration faculty

staff and students

21

1 - Mission and Integrity

[Core Components - Paraphrased]

1 Clear Articulation of the Mission2 Recognition of Diversity among Learners other Constituencies and Greater Society 3 Organizational Understanding of Mission4 Mission Supported through Organizational Structures5 Organizational Protection of the Mission Examples of Evidence

22

2 - Preparing for the Future2 - Preparing for the Future

The organizationrsquos allocation of resources and its processes for evaluation and

planning demonstrate its capacity to fulfill its mission improve the quality of its

education and respond to future challenges and opportunities

23

2 - Preparing for the Future[Core Components - Paraphrased]

1 Realistic Preparation for a Future Shaped by Societal and Economic Trends2 Resource Support for Maintaining and Strengthening Educational Programs3 Evaluation and Assessment Processes Show Effectiveness and Continuous Improvement4 Planning Levels Align with Mission and Capacity to Fulfill the Mission Examples of Evidence

24

3 - Student Learning and3 - Student Learning andEffective TeachingEffective Teaching

The organization provides evidence of student learning and teaching

effectiveness that demonstrates it is fulfilling its educational mission

25

3 - Student Learning and Effective Teaching[Core Components - Paraphrased]

1 Clear Statements of Student Learning Outcomes That Make Effective Assessment Possible2 Organization Values and Supports Effective Teaching3 Organization Creates Effective Learning Environments4 Learning Resources Support Student Learning And Effective Teaching Examples of Evidence

26

4 - Acquisition Discovery amp4 - Acquisition Discovery ampApplication of KnowledgeApplication of Knowledge

The organization promotes a life of learning for its faculty administration

staff and students by fostering and supporting inquiry creativity practice and

social responsibility in ways consistent with its mission

27

4 - Acquisition Discovery andApplication of Knowledge

[Paraphrased]

1 Organization Demonstrates It Values a Life of Learning

2 Organization Demonstrates the Integral Nature of Knowledge and Skill Acquisition and Intellectual Inquiry3 Organization Assesses the Usefulness of Curricula to

Students Living and Working in a Global Diverse and Technological Society

4 Organization Support Responsible Acquisition Discovery and Application of Knowledge

Examples of Evidence

28

5 - Engagement and Service5 - Engagement and Service

As called for by its mission the organization identifies its constituencies

and serves them in ways both value

29

5 - Engagement and Service[Core Components - Paraphrased]

1 Organization Learns from Constituencies and Analyzes its Capacity to Serve Them2 Organizational Capacity and Commitment to Engage with Identified Constituencies and Communities3 Organization Demonstrates Responsiveness to Constituencies that Depend on It4 Internal and External Constituencies Value the Organizationrsquos Services Examples of Evidence

30

Cross-cutting Themes

Future-oriented

Learning-focused

Connected

Distinctive

31

Position Statements

Assessment of Student Learning

Diversity

General Education

32

Aligning an Institutionrsquos Mission and Outcomes with the Commissionrsquos

Criteria for Accreditation

Mission and Integrity Preparing for the Future Student Learning and Effective Learning Acquisition Discovery and Application of

Knowledge Engagement and Service

ldquoHandbook of Accreditationrdquo - Chapter 3 wwwncahlcorg

33

The Decennial Cycle of Review

10-Year Window

34

Institutional Capacity Mission Values and

Goals Institutional

Autonomy Teaching Research

and Service (Engagement)

Educational Programs and Services

Resources Human Physical Financial and Technological

Constituencies Students Communities and Collaborators

Sites and Outreach Outcomes

35

Content of the Self-Study

Addressing the Commissionrsquos Criteria for Accreditation and their Related Core Components

Address ConcernsChallenges Identified by Previous Visiting Team or other Formal Reviews

Address Federal Compliance Issues Provide ldquoInstitutional Snapshotrdquo Provide Supporting Materials [Paper and Electronic]

36

Team Identified Challenges Northern Arizona University

Assessment of Student Learning at the Undergraduate Level and in Off-Campus Programs

Coherency in General Education Strategic Planning [Measurable Goals Action Plans

Performance Measures Faculty Support Linkage of Planning and Budgeting]

Qualifications of Adjunct Faculty Culture of Diversity on the Flagstaff Campus

37

Federal Compliance Program

Credits Program Length and Tuition Compliance with the Higher Education

Reauthorization Act [Loan Default Rate]

Compliance Visits to Off-campus Locations Reference to the Commission in Advertising

and Recruitment Materials Institutional Records of Studentsrsquo Complaints

38

Institutional Snapshot

Student Demography Headcounts Student Recruitment and Admissions Financial Assistance for Students Student Retention and Program Productivity Faculty Demography Availability of Instructional Resources and

Information Technology Financial Data

39

Think Holistically about Your Organization

14

Todayrsquos Agenda Focus Accreditation and Other Matters The Higher Learning Commissionrsquos

Expectations Regarding Self-Study Northern Arizona Universityrsquos Interests

Prospective Character of the Self-Study and Review Institutional Capacity Strategies for Engaging the Campus Community

15

Prospective Character of the Self-Study and Review

Institutional Self-Study and Self-Reflection

Institutionrsquos Mission Values and Goals

Evaluation of the Whole Organization

Engage Multiple Constituencies

Build on Institutional Processes

Effective Leadership and Communication

Evidence of Fulfilling the Criteria for Accreditation

Production of a Self-Study Report

Use of Self-Study Findings to Inform Decision-making and Future Institutional Development

Hallmarks of an Effective Self-Study Process

16

Fundamental Shifts

Inputs

Teaching

Focus on Past

Autonomy

Outcomes

Learning

Focus on Future

Connectedness

17

Topical Areas of the Criteria for Accreditation

Mission and Integrity Preparing for the Future Student Learning and Effective Learning Acquisition Discovery and Application of

Knowledge Engagement and Service

ldquoHandbook of Accreditationrdquo - Chapter 3 wwwncahlcorg

18

Two Evaluation Processes for Continued Accreditation

Institutional Self-Study

Peer Review Decision-making

Processes Continued

Accreditation --Ten-year Cycle

Self-Assessment Strategy Forum Action Projects Annual Updates Systems Appraisal Continued Accreditation

--Seven-Year Cycle

19

Criterion Structure

Criterion Statement

Core Components

Examplesof Evidence

20

1 - Mission amp Integrity1 - Mission amp Integrity

The organization operates with integrity to ensure the fulfillment of its mission

through structures and processes that involve the board administration faculty

staff and students

21

1 - Mission and Integrity

[Core Components - Paraphrased]

1 Clear Articulation of the Mission2 Recognition of Diversity among Learners other Constituencies and Greater Society 3 Organizational Understanding of Mission4 Mission Supported through Organizational Structures5 Organizational Protection of the Mission Examples of Evidence

22

2 - Preparing for the Future2 - Preparing for the Future

The organizationrsquos allocation of resources and its processes for evaluation and

planning demonstrate its capacity to fulfill its mission improve the quality of its

education and respond to future challenges and opportunities

23

2 - Preparing for the Future[Core Components - Paraphrased]

1 Realistic Preparation for a Future Shaped by Societal and Economic Trends2 Resource Support for Maintaining and Strengthening Educational Programs3 Evaluation and Assessment Processes Show Effectiveness and Continuous Improvement4 Planning Levels Align with Mission and Capacity to Fulfill the Mission Examples of Evidence

24

3 - Student Learning and3 - Student Learning andEffective TeachingEffective Teaching

The organization provides evidence of student learning and teaching

effectiveness that demonstrates it is fulfilling its educational mission

25

3 - Student Learning and Effective Teaching[Core Components - Paraphrased]

1 Clear Statements of Student Learning Outcomes That Make Effective Assessment Possible2 Organization Values and Supports Effective Teaching3 Organization Creates Effective Learning Environments4 Learning Resources Support Student Learning And Effective Teaching Examples of Evidence

26

4 - Acquisition Discovery amp4 - Acquisition Discovery ampApplication of KnowledgeApplication of Knowledge

The organization promotes a life of learning for its faculty administration

staff and students by fostering and supporting inquiry creativity practice and

social responsibility in ways consistent with its mission

27

4 - Acquisition Discovery andApplication of Knowledge

[Paraphrased]

1 Organization Demonstrates It Values a Life of Learning

2 Organization Demonstrates the Integral Nature of Knowledge and Skill Acquisition and Intellectual Inquiry3 Organization Assesses the Usefulness of Curricula to

Students Living and Working in a Global Diverse and Technological Society

4 Organization Support Responsible Acquisition Discovery and Application of Knowledge

Examples of Evidence

28

5 - Engagement and Service5 - Engagement and Service

As called for by its mission the organization identifies its constituencies

and serves them in ways both value

29

5 - Engagement and Service[Core Components - Paraphrased]

1 Organization Learns from Constituencies and Analyzes its Capacity to Serve Them2 Organizational Capacity and Commitment to Engage with Identified Constituencies and Communities3 Organization Demonstrates Responsiveness to Constituencies that Depend on It4 Internal and External Constituencies Value the Organizationrsquos Services Examples of Evidence

30

Cross-cutting Themes

Future-oriented

Learning-focused

Connected

Distinctive

31

Position Statements

Assessment of Student Learning

Diversity

General Education

32

Aligning an Institutionrsquos Mission and Outcomes with the Commissionrsquos

Criteria for Accreditation

Mission and Integrity Preparing for the Future Student Learning and Effective Learning Acquisition Discovery and Application of

Knowledge Engagement and Service

ldquoHandbook of Accreditationrdquo - Chapter 3 wwwncahlcorg

33

The Decennial Cycle of Review

10-Year Window

34

Institutional Capacity Mission Values and

Goals Institutional

Autonomy Teaching Research

and Service (Engagement)

Educational Programs and Services

Resources Human Physical Financial and Technological

Constituencies Students Communities and Collaborators

Sites and Outreach Outcomes

35

Content of the Self-Study

Addressing the Commissionrsquos Criteria for Accreditation and their Related Core Components

Address ConcernsChallenges Identified by Previous Visiting Team or other Formal Reviews

Address Federal Compliance Issues Provide ldquoInstitutional Snapshotrdquo Provide Supporting Materials [Paper and Electronic]

36

Team Identified Challenges Northern Arizona University

Assessment of Student Learning at the Undergraduate Level and in Off-Campus Programs

Coherency in General Education Strategic Planning [Measurable Goals Action Plans

Performance Measures Faculty Support Linkage of Planning and Budgeting]

Qualifications of Adjunct Faculty Culture of Diversity on the Flagstaff Campus

37

Federal Compliance Program

Credits Program Length and Tuition Compliance with the Higher Education

Reauthorization Act [Loan Default Rate]

Compliance Visits to Off-campus Locations Reference to the Commission in Advertising

and Recruitment Materials Institutional Records of Studentsrsquo Complaints

38

Institutional Snapshot

Student Demography Headcounts Student Recruitment and Admissions Financial Assistance for Students Student Retention and Program Productivity Faculty Demography Availability of Instructional Resources and

Information Technology Financial Data

39

Think Holistically about Your Organization

15

Prospective Character of the Self-Study and Review

Institutional Self-Study and Self-Reflection

Institutionrsquos Mission Values and Goals

Evaluation of the Whole Organization

Engage Multiple Constituencies

Build on Institutional Processes

Effective Leadership and Communication

Evidence of Fulfilling the Criteria for Accreditation

Production of a Self-Study Report

Use of Self-Study Findings to Inform Decision-making and Future Institutional Development

Hallmarks of an Effective Self-Study Process

16

Fundamental Shifts

Inputs

Teaching

Focus on Past

Autonomy

Outcomes

Learning

Focus on Future

Connectedness

17

Topical Areas of the Criteria for Accreditation

Mission and Integrity Preparing for the Future Student Learning and Effective Learning Acquisition Discovery and Application of

Knowledge Engagement and Service

ldquoHandbook of Accreditationrdquo - Chapter 3 wwwncahlcorg

18

Two Evaluation Processes for Continued Accreditation

Institutional Self-Study

Peer Review Decision-making

Processes Continued

Accreditation --Ten-year Cycle

Self-Assessment Strategy Forum Action Projects Annual Updates Systems Appraisal Continued Accreditation

--Seven-Year Cycle

19

Criterion Structure

Criterion Statement

Core Components

Examplesof Evidence

20

1 - Mission amp Integrity1 - Mission amp Integrity

The organization operates with integrity to ensure the fulfillment of its mission

through structures and processes that involve the board administration faculty

staff and students

21

1 - Mission and Integrity

[Core Components - Paraphrased]

1 Clear Articulation of the Mission2 Recognition of Diversity among Learners other Constituencies and Greater Society 3 Organizational Understanding of Mission4 Mission Supported through Organizational Structures5 Organizational Protection of the Mission Examples of Evidence

22

2 - Preparing for the Future2 - Preparing for the Future

The organizationrsquos allocation of resources and its processes for evaluation and

planning demonstrate its capacity to fulfill its mission improve the quality of its

education and respond to future challenges and opportunities

23

2 - Preparing for the Future[Core Components - Paraphrased]

1 Realistic Preparation for a Future Shaped by Societal and Economic Trends2 Resource Support for Maintaining and Strengthening Educational Programs3 Evaluation and Assessment Processes Show Effectiveness and Continuous Improvement4 Planning Levels Align with Mission and Capacity to Fulfill the Mission Examples of Evidence

24

3 - Student Learning and3 - Student Learning andEffective TeachingEffective Teaching

The organization provides evidence of student learning and teaching

effectiveness that demonstrates it is fulfilling its educational mission

25

3 - Student Learning and Effective Teaching[Core Components - Paraphrased]

1 Clear Statements of Student Learning Outcomes That Make Effective Assessment Possible2 Organization Values and Supports Effective Teaching3 Organization Creates Effective Learning Environments4 Learning Resources Support Student Learning And Effective Teaching Examples of Evidence

26

4 - Acquisition Discovery amp4 - Acquisition Discovery ampApplication of KnowledgeApplication of Knowledge

The organization promotes a life of learning for its faculty administration

staff and students by fostering and supporting inquiry creativity practice and

social responsibility in ways consistent with its mission

27

4 - Acquisition Discovery andApplication of Knowledge

[Paraphrased]

1 Organization Demonstrates It Values a Life of Learning

2 Organization Demonstrates the Integral Nature of Knowledge and Skill Acquisition and Intellectual Inquiry3 Organization Assesses the Usefulness of Curricula to

Students Living and Working in a Global Diverse and Technological Society

4 Organization Support Responsible Acquisition Discovery and Application of Knowledge

Examples of Evidence

28

5 - Engagement and Service5 - Engagement and Service

As called for by its mission the organization identifies its constituencies

and serves them in ways both value

29

5 - Engagement and Service[Core Components - Paraphrased]

1 Organization Learns from Constituencies and Analyzes its Capacity to Serve Them2 Organizational Capacity and Commitment to Engage with Identified Constituencies and Communities3 Organization Demonstrates Responsiveness to Constituencies that Depend on It4 Internal and External Constituencies Value the Organizationrsquos Services Examples of Evidence

30

Cross-cutting Themes

Future-oriented

Learning-focused

Connected

Distinctive

31

Position Statements

Assessment of Student Learning

Diversity

General Education

32

Aligning an Institutionrsquos Mission and Outcomes with the Commissionrsquos

Criteria for Accreditation

Mission and Integrity Preparing for the Future Student Learning and Effective Learning Acquisition Discovery and Application of

Knowledge Engagement and Service

ldquoHandbook of Accreditationrdquo - Chapter 3 wwwncahlcorg

33

The Decennial Cycle of Review

10-Year Window

34

Institutional Capacity Mission Values and

Goals Institutional

Autonomy Teaching Research

and Service (Engagement)

Educational Programs and Services

Resources Human Physical Financial and Technological

Constituencies Students Communities and Collaborators

Sites and Outreach Outcomes

35

Content of the Self-Study

Addressing the Commissionrsquos Criteria for Accreditation and their Related Core Components

Address ConcernsChallenges Identified by Previous Visiting Team or other Formal Reviews

Address Federal Compliance Issues Provide ldquoInstitutional Snapshotrdquo Provide Supporting Materials [Paper and Electronic]

36

Team Identified Challenges Northern Arizona University

Assessment of Student Learning at the Undergraduate Level and in Off-Campus Programs

Coherency in General Education Strategic Planning [Measurable Goals Action Plans

Performance Measures Faculty Support Linkage of Planning and Budgeting]

Qualifications of Adjunct Faculty Culture of Diversity on the Flagstaff Campus

37

Federal Compliance Program

Credits Program Length and Tuition Compliance with the Higher Education

Reauthorization Act [Loan Default Rate]

Compliance Visits to Off-campus Locations Reference to the Commission in Advertising

and Recruitment Materials Institutional Records of Studentsrsquo Complaints

38

Institutional Snapshot

Student Demography Headcounts Student Recruitment and Admissions Financial Assistance for Students Student Retention and Program Productivity Faculty Demography Availability of Instructional Resources and

Information Technology Financial Data

39

Think Holistically about Your Organization

16

Fundamental Shifts

Inputs

Teaching

Focus on Past

Autonomy

Outcomes

Learning

Focus on Future

Connectedness

17

Topical Areas of the Criteria for Accreditation

Mission and Integrity Preparing for the Future Student Learning and Effective Learning Acquisition Discovery and Application of

Knowledge Engagement and Service

ldquoHandbook of Accreditationrdquo - Chapter 3 wwwncahlcorg

18

Two Evaluation Processes for Continued Accreditation

Institutional Self-Study

Peer Review Decision-making

Processes Continued

Accreditation --Ten-year Cycle

Self-Assessment Strategy Forum Action Projects Annual Updates Systems Appraisal Continued Accreditation

--Seven-Year Cycle

19

Criterion Structure

Criterion Statement

Core Components

Examplesof Evidence

20

1 - Mission amp Integrity1 - Mission amp Integrity

The organization operates with integrity to ensure the fulfillment of its mission

through structures and processes that involve the board administration faculty

staff and students

21

1 - Mission and Integrity

[Core Components - Paraphrased]

1 Clear Articulation of the Mission2 Recognition of Diversity among Learners other Constituencies and Greater Society 3 Organizational Understanding of Mission4 Mission Supported through Organizational Structures5 Organizational Protection of the Mission Examples of Evidence

22

2 - Preparing for the Future2 - Preparing for the Future

The organizationrsquos allocation of resources and its processes for evaluation and

planning demonstrate its capacity to fulfill its mission improve the quality of its

education and respond to future challenges and opportunities

23

2 - Preparing for the Future[Core Components - Paraphrased]

1 Realistic Preparation for a Future Shaped by Societal and Economic Trends2 Resource Support for Maintaining and Strengthening Educational Programs3 Evaluation and Assessment Processes Show Effectiveness and Continuous Improvement4 Planning Levels Align with Mission and Capacity to Fulfill the Mission Examples of Evidence

24

3 - Student Learning and3 - Student Learning andEffective TeachingEffective Teaching

The organization provides evidence of student learning and teaching

effectiveness that demonstrates it is fulfilling its educational mission

25

3 - Student Learning and Effective Teaching[Core Components - Paraphrased]

1 Clear Statements of Student Learning Outcomes That Make Effective Assessment Possible2 Organization Values and Supports Effective Teaching3 Organization Creates Effective Learning Environments4 Learning Resources Support Student Learning And Effective Teaching Examples of Evidence

26

4 - Acquisition Discovery amp4 - Acquisition Discovery ampApplication of KnowledgeApplication of Knowledge

The organization promotes a life of learning for its faculty administration

staff and students by fostering and supporting inquiry creativity practice and

social responsibility in ways consistent with its mission

27

4 - Acquisition Discovery andApplication of Knowledge

[Paraphrased]

1 Organization Demonstrates It Values a Life of Learning

2 Organization Demonstrates the Integral Nature of Knowledge and Skill Acquisition and Intellectual Inquiry3 Organization Assesses the Usefulness of Curricula to

Students Living and Working in a Global Diverse and Technological Society

4 Organization Support Responsible Acquisition Discovery and Application of Knowledge

Examples of Evidence

28

5 - Engagement and Service5 - Engagement and Service

As called for by its mission the organization identifies its constituencies

and serves them in ways both value

29

5 - Engagement and Service[Core Components - Paraphrased]

1 Organization Learns from Constituencies and Analyzes its Capacity to Serve Them2 Organizational Capacity and Commitment to Engage with Identified Constituencies and Communities3 Organization Demonstrates Responsiveness to Constituencies that Depend on It4 Internal and External Constituencies Value the Organizationrsquos Services Examples of Evidence

30

Cross-cutting Themes

Future-oriented

Learning-focused

Connected

Distinctive

31

Position Statements

Assessment of Student Learning

Diversity

General Education

32

Aligning an Institutionrsquos Mission and Outcomes with the Commissionrsquos

Criteria for Accreditation

Mission and Integrity Preparing for the Future Student Learning and Effective Learning Acquisition Discovery and Application of

Knowledge Engagement and Service

ldquoHandbook of Accreditationrdquo - Chapter 3 wwwncahlcorg

33

The Decennial Cycle of Review

10-Year Window

34

Institutional Capacity Mission Values and

Goals Institutional

Autonomy Teaching Research

and Service (Engagement)

Educational Programs and Services

Resources Human Physical Financial and Technological

Constituencies Students Communities and Collaborators

Sites and Outreach Outcomes

35

Content of the Self-Study

Addressing the Commissionrsquos Criteria for Accreditation and their Related Core Components

Address ConcernsChallenges Identified by Previous Visiting Team or other Formal Reviews

Address Federal Compliance Issues Provide ldquoInstitutional Snapshotrdquo Provide Supporting Materials [Paper and Electronic]

36

Team Identified Challenges Northern Arizona University

Assessment of Student Learning at the Undergraduate Level and in Off-Campus Programs

Coherency in General Education Strategic Planning [Measurable Goals Action Plans

Performance Measures Faculty Support Linkage of Planning and Budgeting]

Qualifications of Adjunct Faculty Culture of Diversity on the Flagstaff Campus

37

Federal Compliance Program

Credits Program Length and Tuition Compliance with the Higher Education

Reauthorization Act [Loan Default Rate]

Compliance Visits to Off-campus Locations Reference to the Commission in Advertising

and Recruitment Materials Institutional Records of Studentsrsquo Complaints

38

Institutional Snapshot

Student Demography Headcounts Student Recruitment and Admissions Financial Assistance for Students Student Retention and Program Productivity Faculty Demography Availability of Instructional Resources and

Information Technology Financial Data

39

Think Holistically about Your Organization

17

Topical Areas of the Criteria for Accreditation

Mission and Integrity Preparing for the Future Student Learning and Effective Learning Acquisition Discovery and Application of

Knowledge Engagement and Service

ldquoHandbook of Accreditationrdquo - Chapter 3 wwwncahlcorg

18

Two Evaluation Processes for Continued Accreditation

Institutional Self-Study

Peer Review Decision-making

Processes Continued

Accreditation --Ten-year Cycle

Self-Assessment Strategy Forum Action Projects Annual Updates Systems Appraisal Continued Accreditation

--Seven-Year Cycle

19

Criterion Structure

Criterion Statement

Core Components

Examplesof Evidence

20

1 - Mission amp Integrity1 - Mission amp Integrity

The organization operates with integrity to ensure the fulfillment of its mission

through structures and processes that involve the board administration faculty

staff and students

21

1 - Mission and Integrity

[Core Components - Paraphrased]

1 Clear Articulation of the Mission2 Recognition of Diversity among Learners other Constituencies and Greater Society 3 Organizational Understanding of Mission4 Mission Supported through Organizational Structures5 Organizational Protection of the Mission Examples of Evidence

22

2 - Preparing for the Future2 - Preparing for the Future

The organizationrsquos allocation of resources and its processes for evaluation and

planning demonstrate its capacity to fulfill its mission improve the quality of its

education and respond to future challenges and opportunities

23

2 - Preparing for the Future[Core Components - Paraphrased]

1 Realistic Preparation for a Future Shaped by Societal and Economic Trends2 Resource Support for Maintaining and Strengthening Educational Programs3 Evaluation and Assessment Processes Show Effectiveness and Continuous Improvement4 Planning Levels Align with Mission and Capacity to Fulfill the Mission Examples of Evidence

24

3 - Student Learning and3 - Student Learning andEffective TeachingEffective Teaching

The organization provides evidence of student learning and teaching

effectiveness that demonstrates it is fulfilling its educational mission

25

3 - Student Learning and Effective Teaching[Core Components - Paraphrased]

1 Clear Statements of Student Learning Outcomes That Make Effective Assessment Possible2 Organization Values and Supports Effective Teaching3 Organization Creates Effective Learning Environments4 Learning Resources Support Student Learning And Effective Teaching Examples of Evidence

26

4 - Acquisition Discovery amp4 - Acquisition Discovery ampApplication of KnowledgeApplication of Knowledge

The organization promotes a life of learning for its faculty administration

staff and students by fostering and supporting inquiry creativity practice and

social responsibility in ways consistent with its mission

27

4 - Acquisition Discovery andApplication of Knowledge

[Paraphrased]

1 Organization Demonstrates It Values a Life of Learning

2 Organization Demonstrates the Integral Nature of Knowledge and Skill Acquisition and Intellectual Inquiry3 Organization Assesses the Usefulness of Curricula to

Students Living and Working in a Global Diverse and Technological Society

4 Organization Support Responsible Acquisition Discovery and Application of Knowledge

Examples of Evidence

28

5 - Engagement and Service5 - Engagement and Service

As called for by its mission the organization identifies its constituencies

and serves them in ways both value

29

5 - Engagement and Service[Core Components - Paraphrased]

1 Organization Learns from Constituencies and Analyzes its Capacity to Serve Them2 Organizational Capacity and Commitment to Engage with Identified Constituencies and Communities3 Organization Demonstrates Responsiveness to Constituencies that Depend on It4 Internal and External Constituencies Value the Organizationrsquos Services Examples of Evidence

30

Cross-cutting Themes

Future-oriented

Learning-focused

Connected

Distinctive

31

Position Statements

Assessment of Student Learning

Diversity

General Education

32

Aligning an Institutionrsquos Mission and Outcomes with the Commissionrsquos

Criteria for Accreditation

Mission and Integrity Preparing for the Future Student Learning and Effective Learning Acquisition Discovery and Application of

Knowledge Engagement and Service

ldquoHandbook of Accreditationrdquo - Chapter 3 wwwncahlcorg

33

The Decennial Cycle of Review

10-Year Window

34

Institutional Capacity Mission Values and

Goals Institutional

Autonomy Teaching Research

and Service (Engagement)

Educational Programs and Services

Resources Human Physical Financial and Technological

Constituencies Students Communities and Collaborators

Sites and Outreach Outcomes

35

Content of the Self-Study

Addressing the Commissionrsquos Criteria for Accreditation and their Related Core Components

Address ConcernsChallenges Identified by Previous Visiting Team or other Formal Reviews

Address Federal Compliance Issues Provide ldquoInstitutional Snapshotrdquo Provide Supporting Materials [Paper and Electronic]

36

Team Identified Challenges Northern Arizona University

Assessment of Student Learning at the Undergraduate Level and in Off-Campus Programs

Coherency in General Education Strategic Planning [Measurable Goals Action Plans

Performance Measures Faculty Support Linkage of Planning and Budgeting]

Qualifications of Adjunct Faculty Culture of Diversity on the Flagstaff Campus

37

Federal Compliance Program

Credits Program Length and Tuition Compliance with the Higher Education

Reauthorization Act [Loan Default Rate]

Compliance Visits to Off-campus Locations Reference to the Commission in Advertising

and Recruitment Materials Institutional Records of Studentsrsquo Complaints

38

Institutional Snapshot

Student Demography Headcounts Student Recruitment and Admissions Financial Assistance for Students Student Retention and Program Productivity Faculty Demography Availability of Instructional Resources and

Information Technology Financial Data

39

Think Holistically about Your Organization

18

Two Evaluation Processes for Continued Accreditation

Institutional Self-Study

Peer Review Decision-making

Processes Continued

Accreditation --Ten-year Cycle

Self-Assessment Strategy Forum Action Projects Annual Updates Systems Appraisal Continued Accreditation

--Seven-Year Cycle

19

Criterion Structure

Criterion Statement

Core Components

Examplesof Evidence

20

1 - Mission amp Integrity1 - Mission amp Integrity

The organization operates with integrity to ensure the fulfillment of its mission

through structures and processes that involve the board administration faculty

staff and students

21

1 - Mission and Integrity

[Core Components - Paraphrased]

1 Clear Articulation of the Mission2 Recognition of Diversity among Learners other Constituencies and Greater Society 3 Organizational Understanding of Mission4 Mission Supported through Organizational Structures5 Organizational Protection of the Mission Examples of Evidence

22

2 - Preparing for the Future2 - Preparing for the Future

The organizationrsquos allocation of resources and its processes for evaluation and

planning demonstrate its capacity to fulfill its mission improve the quality of its

education and respond to future challenges and opportunities

23

2 - Preparing for the Future[Core Components - Paraphrased]

1 Realistic Preparation for a Future Shaped by Societal and Economic Trends2 Resource Support for Maintaining and Strengthening Educational Programs3 Evaluation and Assessment Processes Show Effectiveness and Continuous Improvement4 Planning Levels Align with Mission and Capacity to Fulfill the Mission Examples of Evidence

24

3 - Student Learning and3 - Student Learning andEffective TeachingEffective Teaching

The organization provides evidence of student learning and teaching

effectiveness that demonstrates it is fulfilling its educational mission

25

3 - Student Learning and Effective Teaching[Core Components - Paraphrased]

1 Clear Statements of Student Learning Outcomes That Make Effective Assessment Possible2 Organization Values and Supports Effective Teaching3 Organization Creates Effective Learning Environments4 Learning Resources Support Student Learning And Effective Teaching Examples of Evidence

26

4 - Acquisition Discovery amp4 - Acquisition Discovery ampApplication of KnowledgeApplication of Knowledge

The organization promotes a life of learning for its faculty administration

staff and students by fostering and supporting inquiry creativity practice and

social responsibility in ways consistent with its mission

27

4 - Acquisition Discovery andApplication of Knowledge

[Paraphrased]

1 Organization Demonstrates It Values a Life of Learning

2 Organization Demonstrates the Integral Nature of Knowledge and Skill Acquisition and Intellectual Inquiry3 Organization Assesses the Usefulness of Curricula to

Students Living and Working in a Global Diverse and Technological Society

4 Organization Support Responsible Acquisition Discovery and Application of Knowledge

Examples of Evidence

28

5 - Engagement and Service5 - Engagement and Service

As called for by its mission the organization identifies its constituencies

and serves them in ways both value

29

5 - Engagement and Service[Core Components - Paraphrased]

1 Organization Learns from Constituencies and Analyzes its Capacity to Serve Them2 Organizational Capacity and Commitment to Engage with Identified Constituencies and Communities3 Organization Demonstrates Responsiveness to Constituencies that Depend on It4 Internal and External Constituencies Value the Organizationrsquos Services Examples of Evidence

30

Cross-cutting Themes

Future-oriented

Learning-focused

Connected

Distinctive

31

Position Statements

Assessment of Student Learning

Diversity

General Education

32

Aligning an Institutionrsquos Mission and Outcomes with the Commissionrsquos

Criteria for Accreditation

Mission and Integrity Preparing for the Future Student Learning and Effective Learning Acquisition Discovery and Application of

Knowledge Engagement and Service

ldquoHandbook of Accreditationrdquo - Chapter 3 wwwncahlcorg

33

The Decennial Cycle of Review

10-Year Window

34

Institutional Capacity Mission Values and

Goals Institutional

Autonomy Teaching Research

and Service (Engagement)

Educational Programs and Services

Resources Human Physical Financial and Technological

Constituencies Students Communities and Collaborators

Sites and Outreach Outcomes

35

Content of the Self-Study

Addressing the Commissionrsquos Criteria for Accreditation and their Related Core Components

Address ConcernsChallenges Identified by Previous Visiting Team or other Formal Reviews

Address Federal Compliance Issues Provide ldquoInstitutional Snapshotrdquo Provide Supporting Materials [Paper and Electronic]

36

Team Identified Challenges Northern Arizona University

Assessment of Student Learning at the Undergraduate Level and in Off-Campus Programs

Coherency in General Education Strategic Planning [Measurable Goals Action Plans

Performance Measures Faculty Support Linkage of Planning and Budgeting]

Qualifications of Adjunct Faculty Culture of Diversity on the Flagstaff Campus

37

Federal Compliance Program

Credits Program Length and Tuition Compliance with the Higher Education

Reauthorization Act [Loan Default Rate]

Compliance Visits to Off-campus Locations Reference to the Commission in Advertising

and Recruitment Materials Institutional Records of Studentsrsquo Complaints

38

Institutional Snapshot

Student Demography Headcounts Student Recruitment and Admissions Financial Assistance for Students Student Retention and Program Productivity Faculty Demography Availability of Instructional Resources and

Information Technology Financial Data

39

Think Holistically about Your Organization

19

Criterion Structure

Criterion Statement

Core Components

Examplesof Evidence

20

1 - Mission amp Integrity1 - Mission amp Integrity

The organization operates with integrity to ensure the fulfillment of its mission

through structures and processes that involve the board administration faculty

staff and students

21

1 - Mission and Integrity

[Core Components - Paraphrased]

1 Clear Articulation of the Mission2 Recognition of Diversity among Learners other Constituencies and Greater Society 3 Organizational Understanding of Mission4 Mission Supported through Organizational Structures5 Organizational Protection of the Mission Examples of Evidence

22

2 - Preparing for the Future2 - Preparing for the Future

The organizationrsquos allocation of resources and its processes for evaluation and

planning demonstrate its capacity to fulfill its mission improve the quality of its

education and respond to future challenges and opportunities

23

2 - Preparing for the Future[Core Components - Paraphrased]

1 Realistic Preparation for a Future Shaped by Societal and Economic Trends2 Resource Support for Maintaining and Strengthening Educational Programs3 Evaluation and Assessment Processes Show Effectiveness and Continuous Improvement4 Planning Levels Align with Mission and Capacity to Fulfill the Mission Examples of Evidence

24

3 - Student Learning and3 - Student Learning andEffective TeachingEffective Teaching

The organization provides evidence of student learning and teaching

effectiveness that demonstrates it is fulfilling its educational mission

25

3 - Student Learning and Effective Teaching[Core Components - Paraphrased]

1 Clear Statements of Student Learning Outcomes That Make Effective Assessment Possible2 Organization Values and Supports Effective Teaching3 Organization Creates Effective Learning Environments4 Learning Resources Support Student Learning And Effective Teaching Examples of Evidence

26

4 - Acquisition Discovery amp4 - Acquisition Discovery ampApplication of KnowledgeApplication of Knowledge

The organization promotes a life of learning for its faculty administration

staff and students by fostering and supporting inquiry creativity practice and

social responsibility in ways consistent with its mission

27

4 - Acquisition Discovery andApplication of Knowledge

[Paraphrased]

1 Organization Demonstrates It Values a Life of Learning

2 Organization Demonstrates the Integral Nature of Knowledge and Skill Acquisition and Intellectual Inquiry3 Organization Assesses the Usefulness of Curricula to

Students Living and Working in a Global Diverse and Technological Society

4 Organization Support Responsible Acquisition Discovery and Application of Knowledge

Examples of Evidence

28

5 - Engagement and Service5 - Engagement and Service

As called for by its mission the organization identifies its constituencies

and serves them in ways both value

29

5 - Engagement and Service[Core Components - Paraphrased]

1 Organization Learns from Constituencies and Analyzes its Capacity to Serve Them2 Organizational Capacity and Commitment to Engage with Identified Constituencies and Communities3 Organization Demonstrates Responsiveness to Constituencies that Depend on It4 Internal and External Constituencies Value the Organizationrsquos Services Examples of Evidence

30

Cross-cutting Themes

Future-oriented

Learning-focused

Connected

Distinctive

31

Position Statements

Assessment of Student Learning

Diversity

General Education

32

Aligning an Institutionrsquos Mission and Outcomes with the Commissionrsquos

Criteria for Accreditation

Mission and Integrity Preparing for the Future Student Learning and Effective Learning Acquisition Discovery and Application of

Knowledge Engagement and Service

ldquoHandbook of Accreditationrdquo - Chapter 3 wwwncahlcorg

33

The Decennial Cycle of Review

10-Year Window

34

Institutional Capacity Mission Values and

Goals Institutional

Autonomy Teaching Research

and Service (Engagement)

Educational Programs and Services

Resources Human Physical Financial and Technological

Constituencies Students Communities and Collaborators

Sites and Outreach Outcomes

35

Content of the Self-Study

Addressing the Commissionrsquos Criteria for Accreditation and their Related Core Components

Address ConcernsChallenges Identified by Previous Visiting Team or other Formal Reviews

Address Federal Compliance Issues Provide ldquoInstitutional Snapshotrdquo Provide Supporting Materials [Paper and Electronic]

36

Team Identified Challenges Northern Arizona University

Assessment of Student Learning at the Undergraduate Level and in Off-Campus Programs

Coherency in General Education Strategic Planning [Measurable Goals Action Plans

Performance Measures Faculty Support Linkage of Planning and Budgeting]

Qualifications of Adjunct Faculty Culture of Diversity on the Flagstaff Campus

37

Federal Compliance Program

Credits Program Length and Tuition Compliance with the Higher Education

Reauthorization Act [Loan Default Rate]

Compliance Visits to Off-campus Locations Reference to the Commission in Advertising

and Recruitment Materials Institutional Records of Studentsrsquo Complaints

38

Institutional Snapshot

Student Demography Headcounts Student Recruitment and Admissions Financial Assistance for Students Student Retention and Program Productivity Faculty Demography Availability of Instructional Resources and

Information Technology Financial Data

39

Think Holistically about Your Organization

20

1 - Mission amp Integrity1 - Mission amp Integrity

The organization operates with integrity to ensure the fulfillment of its mission

through structures and processes that involve the board administration faculty

staff and students

21

1 - Mission and Integrity

[Core Components - Paraphrased]

1 Clear Articulation of the Mission2 Recognition of Diversity among Learners other Constituencies and Greater Society 3 Organizational Understanding of Mission4 Mission Supported through Organizational Structures5 Organizational Protection of the Mission Examples of Evidence

22

2 - Preparing for the Future2 - Preparing for the Future

The organizationrsquos allocation of resources and its processes for evaluation and

planning demonstrate its capacity to fulfill its mission improve the quality of its

education and respond to future challenges and opportunities

23

2 - Preparing for the Future[Core Components - Paraphrased]

1 Realistic Preparation for a Future Shaped by Societal and Economic Trends2 Resource Support for Maintaining and Strengthening Educational Programs3 Evaluation and Assessment Processes Show Effectiveness and Continuous Improvement4 Planning Levels Align with Mission and Capacity to Fulfill the Mission Examples of Evidence

24

3 - Student Learning and3 - Student Learning andEffective TeachingEffective Teaching

The organization provides evidence of student learning and teaching

effectiveness that demonstrates it is fulfilling its educational mission

25

3 - Student Learning and Effective Teaching[Core Components - Paraphrased]

1 Clear Statements of Student Learning Outcomes That Make Effective Assessment Possible2 Organization Values and Supports Effective Teaching3 Organization Creates Effective Learning Environments4 Learning Resources Support Student Learning And Effective Teaching Examples of Evidence

26

4 - Acquisition Discovery amp4 - Acquisition Discovery ampApplication of KnowledgeApplication of Knowledge

The organization promotes a life of learning for its faculty administration

staff and students by fostering and supporting inquiry creativity practice and

social responsibility in ways consistent with its mission

27

4 - Acquisition Discovery andApplication of Knowledge

[Paraphrased]

1 Organization Demonstrates It Values a Life of Learning

2 Organization Demonstrates the Integral Nature of Knowledge and Skill Acquisition and Intellectual Inquiry3 Organization Assesses the Usefulness of Curricula to

Students Living and Working in a Global Diverse and Technological Society

4 Organization Support Responsible Acquisition Discovery and Application of Knowledge

Examples of Evidence

28

5 - Engagement and Service5 - Engagement and Service

As called for by its mission the organization identifies its constituencies

and serves them in ways both value

29

5 - Engagement and Service[Core Components - Paraphrased]

1 Organization Learns from Constituencies and Analyzes its Capacity to Serve Them2 Organizational Capacity and Commitment to Engage with Identified Constituencies and Communities3 Organization Demonstrates Responsiveness to Constituencies that Depend on It4 Internal and External Constituencies Value the Organizationrsquos Services Examples of Evidence

30

Cross-cutting Themes

Future-oriented

Learning-focused

Connected

Distinctive

31

Position Statements

Assessment of Student Learning

Diversity

General Education

32

Aligning an Institutionrsquos Mission and Outcomes with the Commissionrsquos

Criteria for Accreditation

Mission and Integrity Preparing for the Future Student Learning and Effective Learning Acquisition Discovery and Application of

Knowledge Engagement and Service

ldquoHandbook of Accreditationrdquo - Chapter 3 wwwncahlcorg

33

The Decennial Cycle of Review

10-Year Window

34

Institutional Capacity Mission Values and

Goals Institutional

Autonomy Teaching Research

and Service (Engagement)

Educational Programs and Services

Resources Human Physical Financial and Technological

Constituencies Students Communities and Collaborators

Sites and Outreach Outcomes

35

Content of the Self-Study

Addressing the Commissionrsquos Criteria for Accreditation and their Related Core Components

Address ConcernsChallenges Identified by Previous Visiting Team or other Formal Reviews

Address Federal Compliance Issues Provide ldquoInstitutional Snapshotrdquo Provide Supporting Materials [Paper and Electronic]

36

Team Identified Challenges Northern Arizona University

Assessment of Student Learning at the Undergraduate Level and in Off-Campus Programs

Coherency in General Education Strategic Planning [Measurable Goals Action Plans

Performance Measures Faculty Support Linkage of Planning and Budgeting]

Qualifications of Adjunct Faculty Culture of Diversity on the Flagstaff Campus

37

Federal Compliance Program

Credits Program Length and Tuition Compliance with the Higher Education

Reauthorization Act [Loan Default Rate]

Compliance Visits to Off-campus Locations Reference to the Commission in Advertising

and Recruitment Materials Institutional Records of Studentsrsquo Complaints

38

Institutional Snapshot

Student Demography Headcounts Student Recruitment and Admissions Financial Assistance for Students Student Retention and Program Productivity Faculty Demography Availability of Instructional Resources and

Information Technology Financial Data

39

Think Holistically about Your Organization

21

1 - Mission and Integrity

[Core Components - Paraphrased]

1 Clear Articulation of the Mission2 Recognition of Diversity among Learners other Constituencies and Greater Society 3 Organizational Understanding of Mission4 Mission Supported through Organizational Structures5 Organizational Protection of the Mission Examples of Evidence

22

2 - Preparing for the Future2 - Preparing for the Future

The organizationrsquos allocation of resources and its processes for evaluation and

planning demonstrate its capacity to fulfill its mission improve the quality of its

education and respond to future challenges and opportunities

23

2 - Preparing for the Future[Core Components - Paraphrased]

1 Realistic Preparation for a Future Shaped by Societal and Economic Trends2 Resource Support for Maintaining and Strengthening Educational Programs3 Evaluation and Assessment Processes Show Effectiveness and Continuous Improvement4 Planning Levels Align with Mission and Capacity to Fulfill the Mission Examples of Evidence

24

3 - Student Learning and3 - Student Learning andEffective TeachingEffective Teaching

The organization provides evidence of student learning and teaching

effectiveness that demonstrates it is fulfilling its educational mission

25

3 - Student Learning and Effective Teaching[Core Components - Paraphrased]

1 Clear Statements of Student Learning Outcomes That Make Effective Assessment Possible2 Organization Values and Supports Effective Teaching3 Organization Creates Effective Learning Environments4 Learning Resources Support Student Learning And Effective Teaching Examples of Evidence

26

4 - Acquisition Discovery amp4 - Acquisition Discovery ampApplication of KnowledgeApplication of Knowledge

The organization promotes a life of learning for its faculty administration

staff and students by fostering and supporting inquiry creativity practice and

social responsibility in ways consistent with its mission

27

4 - Acquisition Discovery andApplication of Knowledge

[Paraphrased]

1 Organization Demonstrates It Values a Life of Learning

2 Organization Demonstrates the Integral Nature of Knowledge and Skill Acquisition and Intellectual Inquiry3 Organization Assesses the Usefulness of Curricula to

Students Living and Working in a Global Diverse and Technological Society

4 Organization Support Responsible Acquisition Discovery and Application of Knowledge

Examples of Evidence

28

5 - Engagement and Service5 - Engagement and Service

As called for by its mission the organization identifies its constituencies

and serves them in ways both value

29

5 - Engagement and Service[Core Components - Paraphrased]

1 Organization Learns from Constituencies and Analyzes its Capacity to Serve Them2 Organizational Capacity and Commitment to Engage with Identified Constituencies and Communities3 Organization Demonstrates Responsiveness to Constituencies that Depend on It4 Internal and External Constituencies Value the Organizationrsquos Services Examples of Evidence

30

Cross-cutting Themes

Future-oriented

Learning-focused

Connected

Distinctive

31

Position Statements

Assessment of Student Learning

Diversity

General Education

32

Aligning an Institutionrsquos Mission and Outcomes with the Commissionrsquos

Criteria for Accreditation

Mission and Integrity Preparing for the Future Student Learning and Effective Learning Acquisition Discovery and Application of

Knowledge Engagement and Service

ldquoHandbook of Accreditationrdquo - Chapter 3 wwwncahlcorg

33

The Decennial Cycle of Review

10-Year Window

34

Institutional Capacity Mission Values and

Goals Institutional

Autonomy Teaching Research

and Service (Engagement)

Educational Programs and Services

Resources Human Physical Financial and Technological

Constituencies Students Communities and Collaborators

Sites and Outreach Outcomes

35

Content of the Self-Study

Addressing the Commissionrsquos Criteria for Accreditation and their Related Core Components

Address ConcernsChallenges Identified by Previous Visiting Team or other Formal Reviews

Address Federal Compliance Issues Provide ldquoInstitutional Snapshotrdquo Provide Supporting Materials [Paper and Electronic]

36

Team Identified Challenges Northern Arizona University

Assessment of Student Learning at the Undergraduate Level and in Off-Campus Programs

Coherency in General Education Strategic Planning [Measurable Goals Action Plans

Performance Measures Faculty Support Linkage of Planning and Budgeting]

Qualifications of Adjunct Faculty Culture of Diversity on the Flagstaff Campus

37

Federal Compliance Program

Credits Program Length and Tuition Compliance with the Higher Education

Reauthorization Act [Loan Default Rate]

Compliance Visits to Off-campus Locations Reference to the Commission in Advertising

and Recruitment Materials Institutional Records of Studentsrsquo Complaints

38

Institutional Snapshot

Student Demography Headcounts Student Recruitment and Admissions Financial Assistance for Students Student Retention and Program Productivity Faculty Demography Availability of Instructional Resources and

Information Technology Financial Data

39

Think Holistically about Your Organization

22

2 - Preparing for the Future2 - Preparing for the Future

The organizationrsquos allocation of resources and its processes for evaluation and

planning demonstrate its capacity to fulfill its mission improve the quality of its

education and respond to future challenges and opportunities

23

2 - Preparing for the Future[Core Components - Paraphrased]

1 Realistic Preparation for a Future Shaped by Societal and Economic Trends2 Resource Support for Maintaining and Strengthening Educational Programs3 Evaluation and Assessment Processes Show Effectiveness and Continuous Improvement4 Planning Levels Align with Mission and Capacity to Fulfill the Mission Examples of Evidence

24

3 - Student Learning and3 - Student Learning andEffective TeachingEffective Teaching

The organization provides evidence of student learning and teaching

effectiveness that demonstrates it is fulfilling its educational mission

25

3 - Student Learning and Effective Teaching[Core Components - Paraphrased]

1 Clear Statements of Student Learning Outcomes That Make Effective Assessment Possible2 Organization Values and Supports Effective Teaching3 Organization Creates Effective Learning Environments4 Learning Resources Support Student Learning And Effective Teaching Examples of Evidence

26

4 - Acquisition Discovery amp4 - Acquisition Discovery ampApplication of KnowledgeApplication of Knowledge

The organization promotes a life of learning for its faculty administration

staff and students by fostering and supporting inquiry creativity practice and

social responsibility in ways consistent with its mission

27

4 - Acquisition Discovery andApplication of Knowledge

[Paraphrased]

1 Organization Demonstrates It Values a Life of Learning

2 Organization Demonstrates the Integral Nature of Knowledge and Skill Acquisition and Intellectual Inquiry3 Organization Assesses the Usefulness of Curricula to

Students Living and Working in a Global Diverse and Technological Society

4 Organization Support Responsible Acquisition Discovery and Application of Knowledge

Examples of Evidence

28

5 - Engagement and Service5 - Engagement and Service

As called for by its mission the organization identifies its constituencies

and serves them in ways both value

29

5 - Engagement and Service[Core Components - Paraphrased]

1 Organization Learns from Constituencies and Analyzes its Capacity to Serve Them2 Organizational Capacity and Commitment to Engage with Identified Constituencies and Communities3 Organization Demonstrates Responsiveness to Constituencies that Depend on It4 Internal and External Constituencies Value the Organizationrsquos Services Examples of Evidence

30

Cross-cutting Themes

Future-oriented

Learning-focused

Connected

Distinctive

31

Position Statements

Assessment of Student Learning

Diversity

General Education

32

Aligning an Institutionrsquos Mission and Outcomes with the Commissionrsquos

Criteria for Accreditation

Mission and Integrity Preparing for the Future Student Learning and Effective Learning Acquisition Discovery and Application of

Knowledge Engagement and Service

ldquoHandbook of Accreditationrdquo - Chapter 3 wwwncahlcorg

33

The Decennial Cycle of Review

10-Year Window

34

Institutional Capacity Mission Values and

Goals Institutional

Autonomy Teaching Research

and Service (Engagement)

Educational Programs and Services

Resources Human Physical Financial and Technological

Constituencies Students Communities and Collaborators

Sites and Outreach Outcomes

35

Content of the Self-Study

Addressing the Commissionrsquos Criteria for Accreditation and their Related Core Components

Address ConcernsChallenges Identified by Previous Visiting Team or other Formal Reviews

Address Federal Compliance Issues Provide ldquoInstitutional Snapshotrdquo Provide Supporting Materials [Paper and Electronic]

36

Team Identified Challenges Northern Arizona University

Assessment of Student Learning at the Undergraduate Level and in Off-Campus Programs

Coherency in General Education Strategic Planning [Measurable Goals Action Plans

Performance Measures Faculty Support Linkage of Planning and Budgeting]

Qualifications of Adjunct Faculty Culture of Diversity on the Flagstaff Campus

37

Federal Compliance Program

Credits Program Length and Tuition Compliance with the Higher Education

Reauthorization Act [Loan Default Rate]

Compliance Visits to Off-campus Locations Reference to the Commission in Advertising

and Recruitment Materials Institutional Records of Studentsrsquo Complaints

38

Institutional Snapshot

Student Demography Headcounts Student Recruitment and Admissions Financial Assistance for Students Student Retention and Program Productivity Faculty Demography Availability of Instructional Resources and

Information Technology Financial Data

39

Think Holistically about Your Organization

23

2 - Preparing for the Future[Core Components - Paraphrased]

1 Realistic Preparation for a Future Shaped by Societal and Economic Trends2 Resource Support for Maintaining and Strengthening Educational Programs3 Evaluation and Assessment Processes Show Effectiveness and Continuous Improvement4 Planning Levels Align with Mission and Capacity to Fulfill the Mission Examples of Evidence

24

3 - Student Learning and3 - Student Learning andEffective TeachingEffective Teaching

The organization provides evidence of student learning and teaching

effectiveness that demonstrates it is fulfilling its educational mission

25

3 - Student Learning and Effective Teaching[Core Components - Paraphrased]

1 Clear Statements of Student Learning Outcomes That Make Effective Assessment Possible2 Organization Values and Supports Effective Teaching3 Organization Creates Effective Learning Environments4 Learning Resources Support Student Learning And Effective Teaching Examples of Evidence

26

4 - Acquisition Discovery amp4 - Acquisition Discovery ampApplication of KnowledgeApplication of Knowledge

The organization promotes a life of learning for its faculty administration

staff and students by fostering and supporting inquiry creativity practice and

social responsibility in ways consistent with its mission

27

4 - Acquisition Discovery andApplication of Knowledge

[Paraphrased]

1 Organization Demonstrates It Values a Life of Learning

2 Organization Demonstrates the Integral Nature of Knowledge and Skill Acquisition and Intellectual Inquiry3 Organization Assesses the Usefulness of Curricula to

Students Living and Working in a Global Diverse and Technological Society

4 Organization Support Responsible Acquisition Discovery and Application of Knowledge

Examples of Evidence

28

5 - Engagement and Service5 - Engagement and Service

As called for by its mission the organization identifies its constituencies

and serves them in ways both value

29

5 - Engagement and Service[Core Components - Paraphrased]

1 Organization Learns from Constituencies and Analyzes its Capacity to Serve Them2 Organizational Capacity and Commitment to Engage with Identified Constituencies and Communities3 Organization Demonstrates Responsiveness to Constituencies that Depend on It4 Internal and External Constituencies Value the Organizationrsquos Services Examples of Evidence

30

Cross-cutting Themes

Future-oriented

Learning-focused

Connected

Distinctive

31

Position Statements

Assessment of Student Learning

Diversity

General Education

32

Aligning an Institutionrsquos Mission and Outcomes with the Commissionrsquos

Criteria for Accreditation

Mission and Integrity Preparing for the Future Student Learning and Effective Learning Acquisition Discovery and Application of

Knowledge Engagement and Service

ldquoHandbook of Accreditationrdquo - Chapter 3 wwwncahlcorg

33

The Decennial Cycle of Review

10-Year Window

34

Institutional Capacity Mission Values and

Goals Institutional

Autonomy Teaching Research

and Service (Engagement)

Educational Programs and Services

Resources Human Physical Financial and Technological

Constituencies Students Communities and Collaborators

Sites and Outreach Outcomes

35

Content of the Self-Study

Addressing the Commissionrsquos Criteria for Accreditation and their Related Core Components

Address ConcernsChallenges Identified by Previous Visiting Team or other Formal Reviews

Address Federal Compliance Issues Provide ldquoInstitutional Snapshotrdquo Provide Supporting Materials [Paper and Electronic]

36

Team Identified Challenges Northern Arizona University

Assessment of Student Learning at the Undergraduate Level and in Off-Campus Programs

Coherency in General Education Strategic Planning [Measurable Goals Action Plans

Performance Measures Faculty Support Linkage of Planning and Budgeting]

Qualifications of Adjunct Faculty Culture of Diversity on the Flagstaff Campus

37

Federal Compliance Program

Credits Program Length and Tuition Compliance with the Higher Education

Reauthorization Act [Loan Default Rate]

Compliance Visits to Off-campus Locations Reference to the Commission in Advertising

and Recruitment Materials Institutional Records of Studentsrsquo Complaints

38

Institutional Snapshot

Student Demography Headcounts Student Recruitment and Admissions Financial Assistance for Students Student Retention and Program Productivity Faculty Demography Availability of Instructional Resources and

Information Technology Financial Data

39

Think Holistically about Your Organization

24

3 - Student Learning and3 - Student Learning andEffective TeachingEffective Teaching

The organization provides evidence of student learning and teaching

effectiveness that demonstrates it is fulfilling its educational mission

25

3 - Student Learning and Effective Teaching[Core Components - Paraphrased]

1 Clear Statements of Student Learning Outcomes That Make Effective Assessment Possible2 Organization Values and Supports Effective Teaching3 Organization Creates Effective Learning Environments4 Learning Resources Support Student Learning And Effective Teaching Examples of Evidence

26

4 - Acquisition Discovery amp4 - Acquisition Discovery ampApplication of KnowledgeApplication of Knowledge

The organization promotes a life of learning for its faculty administration

staff and students by fostering and supporting inquiry creativity practice and

social responsibility in ways consistent with its mission

27

4 - Acquisition Discovery andApplication of Knowledge

[Paraphrased]

1 Organization Demonstrates It Values a Life of Learning

2 Organization Demonstrates the Integral Nature of Knowledge and Skill Acquisition and Intellectual Inquiry3 Organization Assesses the Usefulness of Curricula to

Students Living and Working in a Global Diverse and Technological Society

4 Organization Support Responsible Acquisition Discovery and Application of Knowledge

Examples of Evidence

28

5 - Engagement and Service5 - Engagement and Service

As called for by its mission the organization identifies its constituencies

and serves them in ways both value

29

5 - Engagement and Service[Core Components - Paraphrased]

1 Organization Learns from Constituencies and Analyzes its Capacity to Serve Them2 Organizational Capacity and Commitment to Engage with Identified Constituencies and Communities3 Organization Demonstrates Responsiveness to Constituencies that Depend on It4 Internal and External Constituencies Value the Organizationrsquos Services Examples of Evidence

30

Cross-cutting Themes

Future-oriented

Learning-focused

Connected

Distinctive

31

Position Statements

Assessment of Student Learning

Diversity

General Education

32

Aligning an Institutionrsquos Mission and Outcomes with the Commissionrsquos

Criteria for Accreditation

Mission and Integrity Preparing for the Future Student Learning and Effective Learning Acquisition Discovery and Application of

Knowledge Engagement and Service

ldquoHandbook of Accreditationrdquo - Chapter 3 wwwncahlcorg

33

The Decennial Cycle of Review

10-Year Window

34

Institutional Capacity Mission Values and

Goals Institutional

Autonomy Teaching Research

and Service (Engagement)

Educational Programs and Services

Resources Human Physical Financial and Technological

Constituencies Students Communities and Collaborators

Sites and Outreach Outcomes

35

Content of the Self-Study

Addressing the Commissionrsquos Criteria for Accreditation and their Related Core Components

Address ConcernsChallenges Identified by Previous Visiting Team or other Formal Reviews

Address Federal Compliance Issues Provide ldquoInstitutional Snapshotrdquo Provide Supporting Materials [Paper and Electronic]

36

Team Identified Challenges Northern Arizona University

Assessment of Student Learning at the Undergraduate Level and in Off-Campus Programs

Coherency in General Education Strategic Planning [Measurable Goals Action Plans

Performance Measures Faculty Support Linkage of Planning and Budgeting]

Qualifications of Adjunct Faculty Culture of Diversity on the Flagstaff Campus

37

Federal Compliance Program

Credits Program Length and Tuition Compliance with the Higher Education

Reauthorization Act [Loan Default Rate]

Compliance Visits to Off-campus Locations Reference to the Commission in Advertising

and Recruitment Materials Institutional Records of Studentsrsquo Complaints

38

Institutional Snapshot

Student Demography Headcounts Student Recruitment and Admissions Financial Assistance for Students Student Retention and Program Productivity Faculty Demography Availability of Instructional Resources and

Information Technology Financial Data

39

Think Holistically about Your Organization

25

3 - Student Learning and Effective Teaching[Core Components - Paraphrased]

1 Clear Statements of Student Learning Outcomes That Make Effective Assessment Possible2 Organization Values and Supports Effective Teaching3 Organization Creates Effective Learning Environments4 Learning Resources Support Student Learning And Effective Teaching Examples of Evidence

26

4 - Acquisition Discovery amp4 - Acquisition Discovery ampApplication of KnowledgeApplication of Knowledge

The organization promotes a life of learning for its faculty administration

staff and students by fostering and supporting inquiry creativity practice and

social responsibility in ways consistent with its mission

27

4 - Acquisition Discovery andApplication of Knowledge

[Paraphrased]

1 Organization Demonstrates It Values a Life of Learning

2 Organization Demonstrates the Integral Nature of Knowledge and Skill Acquisition and Intellectual Inquiry3 Organization Assesses the Usefulness of Curricula to

Students Living and Working in a Global Diverse and Technological Society

4 Organization Support Responsible Acquisition Discovery and Application of Knowledge

Examples of Evidence

28

5 - Engagement and Service5 - Engagement and Service

As called for by its mission the organization identifies its constituencies

and serves them in ways both value

29

5 - Engagement and Service[Core Components - Paraphrased]

1 Organization Learns from Constituencies and Analyzes its Capacity to Serve Them2 Organizational Capacity and Commitment to Engage with Identified Constituencies and Communities3 Organization Demonstrates Responsiveness to Constituencies that Depend on It4 Internal and External Constituencies Value the Organizationrsquos Services Examples of Evidence

30

Cross-cutting Themes

Future-oriented

Learning-focused

Connected

Distinctive

31

Position Statements

Assessment of Student Learning

Diversity

General Education

32

Aligning an Institutionrsquos Mission and Outcomes with the Commissionrsquos

Criteria for Accreditation

Mission and Integrity Preparing for the Future Student Learning and Effective Learning Acquisition Discovery and Application of

Knowledge Engagement and Service

ldquoHandbook of Accreditationrdquo - Chapter 3 wwwncahlcorg

33

The Decennial Cycle of Review

10-Year Window

34

Institutional Capacity Mission Values and

Goals Institutional

Autonomy Teaching Research

and Service (Engagement)

Educational Programs and Services

Resources Human Physical Financial and Technological

Constituencies Students Communities and Collaborators

Sites and Outreach Outcomes

35

Content of the Self-Study

Addressing the Commissionrsquos Criteria for Accreditation and their Related Core Components

Address ConcernsChallenges Identified by Previous Visiting Team or other Formal Reviews

Address Federal Compliance Issues Provide ldquoInstitutional Snapshotrdquo Provide Supporting Materials [Paper and Electronic]

36

Team Identified Challenges Northern Arizona University

Assessment of Student Learning at the Undergraduate Level and in Off-Campus Programs

Coherency in General Education Strategic Planning [Measurable Goals Action Plans

Performance Measures Faculty Support Linkage of Planning and Budgeting]

Qualifications of Adjunct Faculty Culture of Diversity on the Flagstaff Campus

37

Federal Compliance Program

Credits Program Length and Tuition Compliance with the Higher Education

Reauthorization Act [Loan Default Rate]

Compliance Visits to Off-campus Locations Reference to the Commission in Advertising

and Recruitment Materials Institutional Records of Studentsrsquo Complaints

38

Institutional Snapshot

Student Demography Headcounts Student Recruitment and Admissions Financial Assistance for Students Student Retention and Program Productivity Faculty Demography Availability of Instructional Resources and

Information Technology Financial Data

39

Think Holistically about Your Organization

26

4 - Acquisition Discovery amp4 - Acquisition Discovery ampApplication of KnowledgeApplication of Knowledge

The organization promotes a life of learning for its faculty administration

staff and students by fostering and supporting inquiry creativity practice and

social responsibility in ways consistent with its mission

27

4 - Acquisition Discovery andApplication of Knowledge

[Paraphrased]

1 Organization Demonstrates It Values a Life of Learning

2 Organization Demonstrates the Integral Nature of Knowledge and Skill Acquisition and Intellectual Inquiry3 Organization Assesses the Usefulness of Curricula to

Students Living and Working in a Global Diverse and Technological Society

4 Organization Support Responsible Acquisition Discovery and Application of Knowledge

Examples of Evidence

28

5 - Engagement and Service5 - Engagement and Service

As called for by its mission the organization identifies its constituencies

and serves them in ways both value

29

5 - Engagement and Service[Core Components - Paraphrased]

1 Organization Learns from Constituencies and Analyzes its Capacity to Serve Them2 Organizational Capacity and Commitment to Engage with Identified Constituencies and Communities3 Organization Demonstrates Responsiveness to Constituencies that Depend on It4 Internal and External Constituencies Value the Organizationrsquos Services Examples of Evidence

30

Cross-cutting Themes

Future-oriented

Learning-focused

Connected

Distinctive

31

Position Statements

Assessment of Student Learning

Diversity

General Education

32

Aligning an Institutionrsquos Mission and Outcomes with the Commissionrsquos

Criteria for Accreditation

Mission and Integrity Preparing for the Future Student Learning and Effective Learning Acquisition Discovery and Application of

Knowledge Engagement and Service

ldquoHandbook of Accreditationrdquo - Chapter 3 wwwncahlcorg

33

The Decennial Cycle of Review

10-Year Window

34

Institutional Capacity Mission Values and

Goals Institutional

Autonomy Teaching Research

and Service (Engagement)

Educational Programs and Services

Resources Human Physical Financial and Technological

Constituencies Students Communities and Collaborators

Sites and Outreach Outcomes

35

Content of the Self-Study

Addressing the Commissionrsquos Criteria for Accreditation and their Related Core Components

Address ConcernsChallenges Identified by Previous Visiting Team or other Formal Reviews

Address Federal Compliance Issues Provide ldquoInstitutional Snapshotrdquo Provide Supporting Materials [Paper and Electronic]

36

Team Identified Challenges Northern Arizona University

Assessment of Student Learning at the Undergraduate Level and in Off-Campus Programs

Coherency in General Education Strategic Planning [Measurable Goals Action Plans

Performance Measures Faculty Support Linkage of Planning and Budgeting]

Qualifications of Adjunct Faculty Culture of Diversity on the Flagstaff Campus

37

Federal Compliance Program

Credits Program Length and Tuition Compliance with the Higher Education

Reauthorization Act [Loan Default Rate]

Compliance Visits to Off-campus Locations Reference to the Commission in Advertising

and Recruitment Materials Institutional Records of Studentsrsquo Complaints

38

Institutional Snapshot

Student Demography Headcounts Student Recruitment and Admissions Financial Assistance for Students Student Retention and Program Productivity Faculty Demography Availability of Instructional Resources and

Information Technology Financial Data

39

Think Holistically about Your Organization

27

4 - Acquisition Discovery andApplication of Knowledge

[Paraphrased]

1 Organization Demonstrates It Values a Life of Learning

2 Organization Demonstrates the Integral Nature of Knowledge and Skill Acquisition and Intellectual Inquiry3 Organization Assesses the Usefulness of Curricula to

Students Living and Working in a Global Diverse and Technological Society

4 Organization Support Responsible Acquisition Discovery and Application of Knowledge

Examples of Evidence

28

5 - Engagement and Service5 - Engagement and Service

As called for by its mission the organization identifies its constituencies

and serves them in ways both value

29

5 - Engagement and Service[Core Components - Paraphrased]

1 Organization Learns from Constituencies and Analyzes its Capacity to Serve Them2 Organizational Capacity and Commitment to Engage with Identified Constituencies and Communities3 Organization Demonstrates Responsiveness to Constituencies that Depend on It4 Internal and External Constituencies Value the Organizationrsquos Services Examples of Evidence

30

Cross-cutting Themes

Future-oriented

Learning-focused

Connected

Distinctive

31

Position Statements

Assessment of Student Learning

Diversity

General Education

32

Aligning an Institutionrsquos Mission and Outcomes with the Commissionrsquos

Criteria for Accreditation

Mission and Integrity Preparing for the Future Student Learning and Effective Learning Acquisition Discovery and Application of

Knowledge Engagement and Service

ldquoHandbook of Accreditationrdquo - Chapter 3 wwwncahlcorg

33

The Decennial Cycle of Review

10-Year Window

34

Institutional Capacity Mission Values and

Goals Institutional

Autonomy Teaching Research

and Service (Engagement)

Educational Programs and Services

Resources Human Physical Financial and Technological

Constituencies Students Communities and Collaborators

Sites and Outreach Outcomes

35

Content of the Self-Study

Addressing the Commissionrsquos Criteria for Accreditation and their Related Core Components

Address ConcernsChallenges Identified by Previous Visiting Team or other Formal Reviews

Address Federal Compliance Issues Provide ldquoInstitutional Snapshotrdquo Provide Supporting Materials [Paper and Electronic]

36

Team Identified Challenges Northern Arizona University

Assessment of Student Learning at the Undergraduate Level and in Off-Campus Programs

Coherency in General Education Strategic Planning [Measurable Goals Action Plans

Performance Measures Faculty Support Linkage of Planning and Budgeting]

Qualifications of Adjunct Faculty Culture of Diversity on the Flagstaff Campus

37

Federal Compliance Program

Credits Program Length and Tuition Compliance with the Higher Education

Reauthorization Act [Loan Default Rate]

Compliance Visits to Off-campus Locations Reference to the Commission in Advertising

and Recruitment Materials Institutional Records of Studentsrsquo Complaints

38

Institutional Snapshot

Student Demography Headcounts Student Recruitment and Admissions Financial Assistance for Students Student Retention and Program Productivity Faculty Demography Availability of Instructional Resources and

Information Technology Financial Data

39

Think Holistically about Your Organization

28

5 - Engagement and Service5 - Engagement and Service

As called for by its mission the organization identifies its constituencies

and serves them in ways both value

29

5 - Engagement and Service[Core Components - Paraphrased]

1 Organization Learns from Constituencies and Analyzes its Capacity to Serve Them2 Organizational Capacity and Commitment to Engage with Identified Constituencies and Communities3 Organization Demonstrates Responsiveness to Constituencies that Depend on It4 Internal and External Constituencies Value the Organizationrsquos Services Examples of Evidence

30

Cross-cutting Themes

Future-oriented

Learning-focused

Connected

Distinctive

31

Position Statements

Assessment of Student Learning

Diversity

General Education

32

Aligning an Institutionrsquos Mission and Outcomes with the Commissionrsquos

Criteria for Accreditation

Mission and Integrity Preparing for the Future Student Learning and Effective Learning Acquisition Discovery and Application of

Knowledge Engagement and Service

ldquoHandbook of Accreditationrdquo - Chapter 3 wwwncahlcorg

33

The Decennial Cycle of Review

10-Year Window

34

Institutional Capacity Mission Values and

Goals Institutional

Autonomy Teaching Research

and Service (Engagement)

Educational Programs and Services

Resources Human Physical Financial and Technological

Constituencies Students Communities and Collaborators

Sites and Outreach Outcomes

35

Content of the Self-Study

Addressing the Commissionrsquos Criteria for Accreditation and their Related Core Components

Address ConcernsChallenges Identified by Previous Visiting Team or other Formal Reviews

Address Federal Compliance Issues Provide ldquoInstitutional Snapshotrdquo Provide Supporting Materials [Paper and Electronic]

36

Team Identified Challenges Northern Arizona University

Assessment of Student Learning at the Undergraduate Level and in Off-Campus Programs

Coherency in General Education Strategic Planning [Measurable Goals Action Plans

Performance Measures Faculty Support Linkage of Planning and Budgeting]

Qualifications of Adjunct Faculty Culture of Diversity on the Flagstaff Campus

37

Federal Compliance Program

Credits Program Length and Tuition Compliance with the Higher Education

Reauthorization Act [Loan Default Rate]

Compliance Visits to Off-campus Locations Reference to the Commission in Advertising

and Recruitment Materials Institutional Records of Studentsrsquo Complaints

38

Institutional Snapshot

Student Demography Headcounts Student Recruitment and Admissions Financial Assistance for Students Student Retention and Program Productivity Faculty Demography Availability of Instructional Resources and

Information Technology Financial Data

39

Think Holistically about Your Organization

29

5 - Engagement and Service[Core Components - Paraphrased]

1 Organization Learns from Constituencies and Analyzes its Capacity to Serve Them2 Organizational Capacity and Commitment to Engage with Identified Constituencies and Communities3 Organization Demonstrates Responsiveness to Constituencies that Depend on It4 Internal and External Constituencies Value the Organizationrsquos Services Examples of Evidence

30

Cross-cutting Themes

Future-oriented

Learning-focused

Connected

Distinctive

31

Position Statements

Assessment of Student Learning

Diversity

General Education

32

Aligning an Institutionrsquos Mission and Outcomes with the Commissionrsquos

Criteria for Accreditation

Mission and Integrity Preparing for the Future Student Learning and Effective Learning Acquisition Discovery and Application of

Knowledge Engagement and Service

ldquoHandbook of Accreditationrdquo - Chapter 3 wwwncahlcorg

33

The Decennial Cycle of Review

10-Year Window

34

Institutional Capacity Mission Values and

Goals Institutional

Autonomy Teaching Research

and Service (Engagement)

Educational Programs and Services

Resources Human Physical Financial and Technological

Constituencies Students Communities and Collaborators

Sites and Outreach Outcomes

35

Content of the Self-Study

Addressing the Commissionrsquos Criteria for Accreditation and their Related Core Components

Address ConcernsChallenges Identified by Previous Visiting Team or other Formal Reviews

Address Federal Compliance Issues Provide ldquoInstitutional Snapshotrdquo Provide Supporting Materials [Paper and Electronic]

36

Team Identified Challenges Northern Arizona University

Assessment of Student Learning at the Undergraduate Level and in Off-Campus Programs

Coherency in General Education Strategic Planning [Measurable Goals Action Plans

Performance Measures Faculty Support Linkage of Planning and Budgeting]

Qualifications of Adjunct Faculty Culture of Diversity on the Flagstaff Campus

37

Federal Compliance Program

Credits Program Length and Tuition Compliance with the Higher Education

Reauthorization Act [Loan Default Rate]

Compliance Visits to Off-campus Locations Reference to the Commission in Advertising

and Recruitment Materials Institutional Records of Studentsrsquo Complaints

38

Institutional Snapshot

Student Demography Headcounts Student Recruitment and Admissions Financial Assistance for Students Student Retention and Program Productivity Faculty Demography Availability of Instructional Resources and

Information Technology Financial Data

39

Think Holistically about Your Organization

30

Cross-cutting Themes

Future-oriented

Learning-focused

Connected

Distinctive

31

Position Statements

Assessment of Student Learning

Diversity

General Education

32

Aligning an Institutionrsquos Mission and Outcomes with the Commissionrsquos

Criteria for Accreditation

Mission and Integrity Preparing for the Future Student Learning and Effective Learning Acquisition Discovery and Application of

Knowledge Engagement and Service

ldquoHandbook of Accreditationrdquo - Chapter 3 wwwncahlcorg

33

The Decennial Cycle of Review

10-Year Window

34

Institutional Capacity Mission Values and

Goals Institutional

Autonomy Teaching Research

and Service (Engagement)

Educational Programs and Services

Resources Human Physical Financial and Technological

Constituencies Students Communities and Collaborators

Sites and Outreach Outcomes

35

Content of the Self-Study

Addressing the Commissionrsquos Criteria for Accreditation and their Related Core Components

Address ConcernsChallenges Identified by Previous Visiting Team or other Formal Reviews

Address Federal Compliance Issues Provide ldquoInstitutional Snapshotrdquo Provide Supporting Materials [Paper and Electronic]

36

Team Identified Challenges Northern Arizona University

Assessment of Student Learning at the Undergraduate Level and in Off-Campus Programs

Coherency in General Education Strategic Planning [Measurable Goals Action Plans

Performance Measures Faculty Support Linkage of Planning and Budgeting]

Qualifications of Adjunct Faculty Culture of Diversity on the Flagstaff Campus

37

Federal Compliance Program

Credits Program Length and Tuition Compliance with the Higher Education

Reauthorization Act [Loan Default Rate]

Compliance Visits to Off-campus Locations Reference to the Commission in Advertising

and Recruitment Materials Institutional Records of Studentsrsquo Complaints

38

Institutional Snapshot

Student Demography Headcounts Student Recruitment and Admissions Financial Assistance for Students Student Retention and Program Productivity Faculty Demography Availability of Instructional Resources and

Information Technology Financial Data

39

Think Holistically about Your Organization

31

Position Statements

Assessment of Student Learning

Diversity

General Education

32

Aligning an Institutionrsquos Mission and Outcomes with the Commissionrsquos

Criteria for Accreditation

Mission and Integrity Preparing for the Future Student Learning and Effective Learning Acquisition Discovery and Application of

Knowledge Engagement and Service

ldquoHandbook of Accreditationrdquo - Chapter 3 wwwncahlcorg

33

The Decennial Cycle of Review

10-Year Window

34

Institutional Capacity Mission Values and

Goals Institutional

Autonomy Teaching Research

and Service (Engagement)

Educational Programs and Services

Resources Human Physical Financial and Technological

Constituencies Students Communities and Collaborators

Sites and Outreach Outcomes

35

Content of the Self-Study

Addressing the Commissionrsquos Criteria for Accreditation and their Related Core Components

Address ConcernsChallenges Identified by Previous Visiting Team or other Formal Reviews

Address Federal Compliance Issues Provide ldquoInstitutional Snapshotrdquo Provide Supporting Materials [Paper and Electronic]

36

Team Identified Challenges Northern Arizona University

Assessment of Student Learning at the Undergraduate Level and in Off-Campus Programs

Coherency in General Education Strategic Planning [Measurable Goals Action Plans

Performance Measures Faculty Support Linkage of Planning and Budgeting]

Qualifications of Adjunct Faculty Culture of Diversity on the Flagstaff Campus

37

Federal Compliance Program

Credits Program Length and Tuition Compliance with the Higher Education

Reauthorization Act [Loan Default Rate]

Compliance Visits to Off-campus Locations Reference to the Commission in Advertising

and Recruitment Materials Institutional Records of Studentsrsquo Complaints

38

Institutional Snapshot

Student Demography Headcounts Student Recruitment and Admissions Financial Assistance for Students Student Retention and Program Productivity Faculty Demography Availability of Instructional Resources and

Information Technology Financial Data

39

Think Holistically about Your Organization

32

Aligning an Institutionrsquos Mission and Outcomes with the Commissionrsquos

Criteria for Accreditation

Mission and Integrity Preparing for the Future Student Learning and Effective Learning Acquisition Discovery and Application of

Knowledge Engagement and Service

ldquoHandbook of Accreditationrdquo - Chapter 3 wwwncahlcorg

33

The Decennial Cycle of Review

10-Year Window

34

Institutional Capacity Mission Values and

Goals Institutional

Autonomy Teaching Research

and Service (Engagement)

Educational Programs and Services

Resources Human Physical Financial and Technological

Constituencies Students Communities and Collaborators

Sites and Outreach Outcomes

35

Content of the Self-Study

Addressing the Commissionrsquos Criteria for Accreditation and their Related Core Components

Address ConcernsChallenges Identified by Previous Visiting Team or other Formal Reviews

Address Federal Compliance Issues Provide ldquoInstitutional Snapshotrdquo Provide Supporting Materials [Paper and Electronic]

36

Team Identified Challenges Northern Arizona University

Assessment of Student Learning at the Undergraduate Level and in Off-Campus Programs

Coherency in General Education Strategic Planning [Measurable Goals Action Plans

Performance Measures Faculty Support Linkage of Planning and Budgeting]

Qualifications of Adjunct Faculty Culture of Diversity on the Flagstaff Campus

37

Federal Compliance Program

Credits Program Length and Tuition Compliance with the Higher Education

Reauthorization Act [Loan Default Rate]

Compliance Visits to Off-campus Locations Reference to the Commission in Advertising

and Recruitment Materials Institutional Records of Studentsrsquo Complaints

38

Institutional Snapshot

Student Demography Headcounts Student Recruitment and Admissions Financial Assistance for Students Student Retention and Program Productivity Faculty Demography Availability of Instructional Resources and

Information Technology Financial Data

39

Think Holistically about Your Organization

33

The Decennial Cycle of Review

10-Year Window

34

Institutional Capacity Mission Values and

Goals Institutional

Autonomy Teaching Research

and Service (Engagement)

Educational Programs and Services

Resources Human Physical Financial and Technological

Constituencies Students Communities and Collaborators

Sites and Outreach Outcomes

35

Content of the Self-Study

Addressing the Commissionrsquos Criteria for Accreditation and their Related Core Components

Address ConcernsChallenges Identified by Previous Visiting Team or other Formal Reviews

Address Federal Compliance Issues Provide ldquoInstitutional Snapshotrdquo Provide Supporting Materials [Paper and Electronic]

36

Team Identified Challenges Northern Arizona University

Assessment of Student Learning at the Undergraduate Level and in Off-Campus Programs

Coherency in General Education Strategic Planning [Measurable Goals Action Plans

Performance Measures Faculty Support Linkage of Planning and Budgeting]

Qualifications of Adjunct Faculty Culture of Diversity on the Flagstaff Campus

37

Federal Compliance Program

Credits Program Length and Tuition Compliance with the Higher Education

Reauthorization Act [Loan Default Rate]

Compliance Visits to Off-campus Locations Reference to the Commission in Advertising

and Recruitment Materials Institutional Records of Studentsrsquo Complaints

38

Institutional Snapshot

Student Demography Headcounts Student Recruitment and Admissions Financial Assistance for Students Student Retention and Program Productivity Faculty Demography Availability of Instructional Resources and

Information Technology Financial Data

39

Think Holistically about Your Organization

34

Institutional Capacity Mission Values and

Goals Institutional

Autonomy Teaching Research

and Service (Engagement)

Educational Programs and Services

Resources Human Physical Financial and Technological

Constituencies Students Communities and Collaborators

Sites and Outreach Outcomes

35

Content of the Self-Study

Addressing the Commissionrsquos Criteria for Accreditation and their Related Core Components

Address ConcernsChallenges Identified by Previous Visiting Team or other Formal Reviews

Address Federal Compliance Issues Provide ldquoInstitutional Snapshotrdquo Provide Supporting Materials [Paper and Electronic]

36

Team Identified Challenges Northern Arizona University

Assessment of Student Learning at the Undergraduate Level and in Off-Campus Programs

Coherency in General Education Strategic Planning [Measurable Goals Action Plans

Performance Measures Faculty Support Linkage of Planning and Budgeting]

Qualifications of Adjunct Faculty Culture of Diversity on the Flagstaff Campus

37

Federal Compliance Program

Credits Program Length and Tuition Compliance with the Higher Education

Reauthorization Act [Loan Default Rate]

Compliance Visits to Off-campus Locations Reference to the Commission in Advertising

and Recruitment Materials Institutional Records of Studentsrsquo Complaints

38

Institutional Snapshot

Student Demography Headcounts Student Recruitment and Admissions Financial Assistance for Students Student Retention and Program Productivity Faculty Demography Availability of Instructional Resources and

Information Technology Financial Data

39

Think Holistically about Your Organization

35

Content of the Self-Study

Addressing the Commissionrsquos Criteria for Accreditation and their Related Core Components

Address ConcernsChallenges Identified by Previous Visiting Team or other Formal Reviews

Address Federal Compliance Issues Provide ldquoInstitutional Snapshotrdquo Provide Supporting Materials [Paper and Electronic]

36

Team Identified Challenges Northern Arizona University

Assessment of Student Learning at the Undergraduate Level and in Off-Campus Programs

Coherency in General Education Strategic Planning [Measurable Goals Action Plans

Performance Measures Faculty Support Linkage of Planning and Budgeting]

Qualifications of Adjunct Faculty Culture of Diversity on the Flagstaff Campus

37

Federal Compliance Program

Credits Program Length and Tuition Compliance with the Higher Education

Reauthorization Act [Loan Default Rate]

Compliance Visits to Off-campus Locations Reference to the Commission in Advertising

and Recruitment Materials Institutional Records of Studentsrsquo Complaints

38

Institutional Snapshot

Student Demography Headcounts Student Recruitment and Admissions Financial Assistance for Students Student Retention and Program Productivity Faculty Demography Availability of Instructional Resources and

Information Technology Financial Data

39

Think Holistically about Your Organization

36

Team Identified Challenges Northern Arizona University

Assessment of Student Learning at the Undergraduate Level and in Off-Campus Programs

Coherency in General Education Strategic Planning [Measurable Goals Action Plans

Performance Measures Faculty Support Linkage of Planning and Budgeting]

Qualifications of Adjunct Faculty Culture of Diversity on the Flagstaff Campus

37

Federal Compliance Program

Credits Program Length and Tuition Compliance with the Higher Education

Reauthorization Act [Loan Default Rate]

Compliance Visits to Off-campus Locations Reference to the Commission in Advertising

and Recruitment Materials Institutional Records of Studentsrsquo Complaints

38

Institutional Snapshot

Student Demography Headcounts Student Recruitment and Admissions Financial Assistance for Students Student Retention and Program Productivity Faculty Demography Availability of Instructional Resources and

Information Technology Financial Data

39

Think Holistically about Your Organization

37

Federal Compliance Program

Credits Program Length and Tuition Compliance with the Higher Education

Reauthorization Act [Loan Default Rate]

Compliance Visits to Off-campus Locations Reference to the Commission in Advertising

and Recruitment Materials Institutional Records of Studentsrsquo Complaints

38

Institutional Snapshot

Student Demography Headcounts Student Recruitment and Admissions Financial Assistance for Students Student Retention and Program Productivity Faculty Demography Availability of Instructional Resources and

Information Technology Financial Data

39

Think Holistically about Your Organization

38

Institutional Snapshot

Student Demography Headcounts Student Recruitment and Admissions Financial Assistance for Students Student Retention and Program Productivity Faculty Demography Availability of Instructional Resources and

Information Technology Financial Data

39

Think Holistically about Your Organization

39

Think Holistically about Your Organization

40

Student Learning Central to Determining

Institutional Effectiveness

41

Focusing on Learning

Knowledge Base Subject Content Curricular

Sequence Academic Rigor

Learning Theories

Pedagogies Learning Styles Learning

Activities

Assessment of Learning Outcomes

42

More than Inputs and Processes Outcomes

43

Assess Studentsrsquo Learning Outcomes Using Multiple Quantitative and

Qualitative Indicators

Direct Indicators Pre-Testing and Post-

Testing Capstone Courses Oral Examinations Internships Portfolio

Assessments

Direct Indicators Theses and

Dissertations Standardized Tests Licensure Exams Juried Reviews and

Performances

44

Assess Studentsrsquo Learning Outcomes Using Multiple Quantitative and

Qualitative Measures

Indirect Indicators Job Placement

Data Surveys of Alumni

and Students Surveys of

Employers

Indirect Indicators Program

Completion Rates Retention and

Transfer Studies Graduate follow-

up Studies

45

1 How are (y)our stated student learning outcomes appropriate to (y)our mission programs and degrees

2 What evidence do youwe have that students achieve (y)our stated learning outcomes

Assessment Conversations ldquoFive Prompt Questionsrdquo

46

3 In what ways do youwe analyze and use evidence of student learning

4 How do youwe ensure shared responsibility for assessment of student learning

5 How do youwe evaluate and improve the effectiveness of (y)our efforts to assess and improve student learning

Assessment Conversations ldquoFive Prompt Questionsrdquo

47

The Commissionrsquos Requirement of a Member Institution

Host an Evaluation Team Inform Constituencies and the General Public Produce and Submit a Self-Study Report

including an Introductory ldquoInstitutional Snapshotrdquo

Conduct an Institution-wide Self-Study in the Context of the Commissionrsquos Criteria for Accreditation

48

Northern Arizona Universityrsquos Dynamic Existence

49

Engagement Strategies

Embed Engagement in Regular Mechanisms Used in Reaching Campus Off-Campus and Cyberspace Communities

Link to Existing Governing Structures Conduct Benchmarking Conversations Accreditation Web site Focused Groups Surveys Electronic Bulletin Board ldquoThird Party Commentrdquo

50

Comprehensive Evaluation Process[Two-Part Process]

InstitutionrsquosSelf-Study

CommissionrsquosPeer Review

Decision-Making

51

Peer Review Activities

Group Evaluation Review and Discussion

Formation of Team Recommendation

Share the Recommendation Write the Team Report

Individual Study of Institutionrsquos Materials and Website

Determination of Individual Perspective

Sharing of Perceptions

52

Visit Logistics

Three-day Visit and Peer Review

Sunday - Team Arrives Monday-Wednesday - Peer Review

Monday Entrance Conference with CEO and Others Monday-Wednesday - Interviews and Reviews of

Documents Evening Team Reflections Discussions and

Decision-making Wednesday - Announcement of Teamrsquos Planned

Recommendations and Exit Conference with CEO

53

The Team Report Format--Part I - Assurance Section--

1 Context and Nature of the Visit

2 Commitment to Peer Review

3 Compliance with Federal Requirements

4 Fulfillment of the Five Criteria

Evaluative Statements Evidence Criterion is Met Evidence that Criterion

Needs Institutional Attention

Evidence that Criterion Requires Institutional Attention and Follow-up by the Commission

Team Recommendation

5 Affiliation Status

6 Additional Comments and Explanations

54

The Team Report--Part II - Advancement Section--

1 Overall Observations about the Institution

2 Consultations of the Team3 Recognition of Significant

Accomplishments Significant Progress and Exemplary and Innovative Practice

55

The Accreditation Review Process

9 Board Validation8 Accreditation Decision by the Institutional

Actions Council or Review Committee7 Readers Panel or Review Committee6 Institutionrsquos Acceptance of Final Team Report5 Evaluation Teamrsquos Final Team Report4 Institutionrsquos Feedback to Team Chair3 Evaluation Teamrsquos Report [Draft]2 Evaluation Team Visit [Peer Review]1 Institutional Self-Study amp Snapshot

56

Northern Arizona University

Working toward a Brighter Future[After the Team Has Gone]

57

Contacting The Higher Learning Commission

wwwncahlcorg

jtaylorhlcommissionorg

312-263-0456 Ext 104

30 North LaSalle Street Suite 2400 Chicago IL 60602

• Slide 20
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• Northern Arizona Universityrsquos Dynamic Existence

41

Focusing on Learning

Knowledge Base Subject Content Curricular

Sequence Academic Rigor

Learning Theories

Pedagogies Learning Styles Learning

Activities

Assessment of Learning Outcomes

42

More than Inputs and Processes Outcomes

43

Assess Studentsrsquo Learning Outcomes Using Multiple Quantitative and

Qualitative Indicators

Direct Indicators Pre-Testing and Post-

Testing Capstone Courses Oral Examinations Internships Portfolio

Assessments

Direct Indicators Theses and

Dissertations Standardized Tests Licensure Exams Juried Reviews and

Performances

44

Assess Studentsrsquo Learning Outcomes Using Multiple Quantitative and

Qualitative Measures

Indirect Indicators Job Placement

Data Surveys of Alumni

and Students Surveys of

Employers

Indirect Indicators Program

Completion Rates Retention and

Transfer Studies Graduate follow-

up Studies

45

1 How are (y)our stated student learning outcomes appropriate to (y)our mission programs and degrees

2 What evidence do youwe have that students achieve (y)our stated learning outcomes

Assessment Conversations ldquoFive Prompt Questionsrdquo

46

3 In what ways do youwe analyze and use evidence of student learning

4 How do youwe ensure shared responsibility for assessment of student learning

5 How do youwe evaluate and improve the effectiveness of (y)our efforts to assess and improve student learning

Assessment Conversations ldquoFive Prompt Questionsrdquo

47

The Commissionrsquos Requirement of a Member Institution

Host an Evaluation Team Inform Constituencies and the General Public Produce and Submit a Self-Study Report

including an Introductory ldquoInstitutional Snapshotrdquo

Conduct an Institution-wide Self-Study in the Context of the Commissionrsquos Criteria for Accreditation

48

Northern Arizona Universityrsquos Dynamic Existence

49

Engagement Strategies

Embed Engagement in Regular Mechanisms Used in Reaching Campus Off-Campus and Cyberspace Communities

Link to Existing Governing Structures Conduct Benchmarking Conversations Accreditation Web site Focused Groups Surveys Electronic Bulletin Board ldquoThird Party Commentrdquo

50

Comprehensive Evaluation Process[Two-Part Process]

InstitutionrsquosSelf-Study

CommissionrsquosPeer Review

Decision-Making

51

Peer Review Activities

Group Evaluation Review and Discussion

Formation of Team Recommendation

Share the Recommendation Write the Team Report

Individual Study of Institutionrsquos Materials and Website

Determination of Individual Perspective

Sharing of Perceptions

52

Visit Logistics

Three-day Visit and Peer Review

Sunday - Team Arrives Monday-Wednesday - Peer Review

Monday Entrance Conference with CEO and Others Monday-Wednesday - Interviews and Reviews of

Documents Evening Team Reflections Discussions and

Decision-making Wednesday - Announcement of Teamrsquos Planned

Recommendations and Exit Conference with CEO

53

The Team Report Format--Part I - Assurance Section--

1 Context and Nature of the Visit

2 Commitment to Peer Review

3 Compliance with Federal Requirements

4 Fulfillment of the Five Criteria

Evaluative Statements Evidence Criterion is Met Evidence that Criterion

Needs Institutional Attention

Evidence that Criterion Requires Institutional Attention and Follow-up by the Commission

Team Recommendation

5 Affiliation Status

6 Additional Comments and Explanations

54

The Team Report--Part II - Advancement Section--

1 Overall Observations about the Institution

2 Consultations of the Team3 Recognition of Significant

Accomplishments Significant Progress and Exemplary and Innovative Practice

55

The Accreditation Review Process

9 Board Validation8 Accreditation Decision by the Institutional

Actions Council or Review Committee7 Readers Panel or Review Committee6 Institutionrsquos Acceptance of Final Team Report5 Evaluation Teamrsquos Final Team Report4 Institutionrsquos Feedback to Team Chair3 Evaluation Teamrsquos Report [Draft]2 Evaluation Team Visit [Peer Review]1 Institutional Self-Study amp Snapshot

56

Northern Arizona University

Working toward a Brighter Future[After the Team Has Gone]

57

Contacting The Higher Learning Commission

wwwncahlcorg

jtaylorhlcommissionorg

312-263-0456 Ext 104

30 North LaSalle Street Suite 2400 Chicago IL 60602

• Slide 20
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• Northern Arizona Universityrsquos Dynamic Existence

42

More than Inputs and Processes Outcomes

43

Assess Studentsrsquo Learning Outcomes Using Multiple Quantitative and

Qualitative Indicators

Direct Indicators Pre-Testing and Post-

Testing Capstone Courses Oral Examinations Internships Portfolio

Assessments

Direct Indicators Theses and

Dissertations Standardized Tests Licensure Exams Juried Reviews and

Performances

44

Assess Studentsrsquo Learning Outcomes Using Multiple Quantitative and

Qualitative Measures

Indirect Indicators Job Placement

Data Surveys of Alumni

and Students Surveys of

Employers

Indirect Indicators Program

Completion Rates Retention and

Transfer Studies Graduate follow-

up Studies

45

1 How are (y)our stated student learning outcomes appropriate to (y)our mission programs and degrees

2 What evidence do youwe have that students achieve (y)our stated learning outcomes

Assessment Conversations ldquoFive Prompt Questionsrdquo

46

3 In what ways do youwe analyze and use evidence of student learning

4 How do youwe ensure shared responsibility for assessment of student learning

5 How do youwe evaluate and improve the effectiveness of (y)our efforts to assess and improve student learning

Assessment Conversations ldquoFive Prompt Questionsrdquo

47

The Commissionrsquos Requirement of a Member Institution

Host an Evaluation Team Inform Constituencies and the General Public Produce and Submit a Self-Study Report

including an Introductory ldquoInstitutional Snapshotrdquo

Conduct an Institution-wide Self-Study in the Context of the Commissionrsquos Criteria for Accreditation

48

Northern Arizona Universityrsquos Dynamic Existence

49

Engagement Strategies

Embed Engagement in Regular Mechanisms Used in Reaching Campus Off-Campus and Cyberspace Communities

Link to Existing Governing Structures Conduct Benchmarking Conversations Accreditation Web site Focused Groups Surveys Electronic Bulletin Board ldquoThird Party Commentrdquo

50

Comprehensive Evaluation Process[Two-Part Process]

InstitutionrsquosSelf-Study

CommissionrsquosPeer Review

Decision-Making

51

Peer Review Activities

Group Evaluation Review and Discussion

Formation of Team Recommendation

Share the Recommendation Write the Team Report

Individual Study of Institutionrsquos Materials and Website

Determination of Individual Perspective

Sharing of Perceptions

52

Visit Logistics

Three-day Visit and Peer Review

Sunday - Team Arrives Monday-Wednesday - Peer Review

Monday Entrance Conference with CEO and Others Monday-Wednesday - Interviews and Reviews of

Documents Evening Team Reflections Discussions and

Decision-making Wednesday - Announcement of Teamrsquos Planned

Recommendations and Exit Conference with CEO

53

The Team Report Format--Part I - Assurance Section--

1 Context and Nature of the Visit

2 Commitment to Peer Review

3 Compliance with Federal Requirements

4 Fulfillment of the Five Criteria

Evaluative Statements Evidence Criterion is Met Evidence that Criterion

Needs Institutional Attention

Evidence that Criterion Requires Institutional Attention and Follow-up by the Commission

Team Recommendation

5 Affiliation Status

6 Additional Comments and Explanations

54

The Team Report--Part II - Advancement Section--

1 Overall Observations about the Institution

2 Consultations of the Team3 Recognition of Significant

Accomplishments Significant Progress and Exemplary and Innovative Practice

55

The Accreditation Review Process

9 Board Validation8 Accreditation Decision by the Institutional

Actions Council or Review Committee7 Readers Panel or Review Committee6 Institutionrsquos Acceptance of Final Team Report5 Evaluation Teamrsquos Final Team Report4 Institutionrsquos Feedback to Team Chair3 Evaluation Teamrsquos Report [Draft]2 Evaluation Team Visit [Peer Review]1 Institutional Self-Study amp Snapshot

56

Northern Arizona University

Working toward a Brighter Future[After the Team Has Gone]

57

Contacting The Higher Learning Commission

wwwncahlcorg

jtaylorhlcommissionorg

312-263-0456 Ext 104

30 North LaSalle Street Suite 2400 Chicago IL 60602

• Slide 20
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• Northern Arizona Universityrsquos Dynamic Existence

43

Assess Studentsrsquo Learning Outcomes Using Multiple Quantitative and

Qualitative Indicators

Direct Indicators Pre-Testing and Post-

Testing Capstone Courses Oral Examinations Internships Portfolio

Assessments

Direct Indicators Theses and

Dissertations Standardized Tests Licensure Exams Juried Reviews and

Performances

44

Assess Studentsrsquo Learning Outcomes Using Multiple Quantitative and

Qualitative Measures

Indirect Indicators Job Placement

Data Surveys of Alumni

and Students Surveys of

Employers

Indirect Indicators Program

Completion Rates Retention and

Transfer Studies Graduate follow-

up Studies

45

1 How are (y)our stated student learning outcomes appropriate to (y)our mission programs and degrees

2 What evidence do youwe have that students achieve (y)our stated learning outcomes

Assessment Conversations ldquoFive Prompt Questionsrdquo

46

3 In what ways do youwe analyze and use evidence of student learning

4 How do youwe ensure shared responsibility for assessment of student learning

5 How do youwe evaluate and improve the effectiveness of (y)our efforts to assess and improve student learning

Assessment Conversations ldquoFive Prompt Questionsrdquo

47

The Commissionrsquos Requirement of a Member Institution

Host an Evaluation Team Inform Constituencies and the General Public Produce and Submit a Self-Study Report

including an Introductory ldquoInstitutional Snapshotrdquo

Conduct an Institution-wide Self-Study in the Context of the Commissionrsquos Criteria for Accreditation

48

Northern Arizona Universityrsquos Dynamic Existence

49

Engagement Strategies

Embed Engagement in Regular Mechanisms Used in Reaching Campus Off-Campus and Cyberspace Communities

Link to Existing Governing Structures Conduct Benchmarking Conversations Accreditation Web site Focused Groups Surveys Electronic Bulletin Board ldquoThird Party Commentrdquo

50

Comprehensive Evaluation Process[Two-Part Process]

InstitutionrsquosSelf-Study

CommissionrsquosPeer Review

Decision-Making

51

Peer Review Activities

Group Evaluation Review and Discussion

Formation of Team Recommendation

Share the Recommendation Write the Team Report

Individual Study of Institutionrsquos Materials and Website

Determination of Individual Perspective

Sharing of Perceptions

52

Visit Logistics

Three-day Visit and Peer Review

Sunday - Team Arrives Monday-Wednesday - Peer Review

Monday Entrance Conference with CEO and Others Monday-Wednesday - Interviews and Reviews of

Documents Evening Team Reflections Discussions and

Decision-making Wednesday - Announcement of Teamrsquos Planned

Recommendations and Exit Conference with CEO

53

The Team Report Format--Part I - Assurance Section--

1 Context and Nature of the Visit

2 Commitment to Peer Review

3 Compliance with Federal Requirements

4 Fulfillment of the Five Criteria

Evaluative Statements Evidence Criterion is Met Evidence that Criterion

Needs Institutional Attention

Evidence that Criterion Requires Institutional Attention and Follow-up by the Commission

Team Recommendation

5 Affiliation Status

6 Additional Comments and Explanations

54

The Team Report--Part II - Advancement Section--

1 Overall Observations about the Institution

2 Consultations of the Team3 Recognition of Significant

Accomplishments Significant Progress and Exemplary and Innovative Practice

55

The Accreditation Review Process

9 Board Validation8 Accreditation Decision by the Institutional

Actions Council or Review Committee7 Readers Panel or Review Committee6 Institutionrsquos Acceptance of Final Team Report5 Evaluation Teamrsquos Final Team Report4 Institutionrsquos Feedback to Team Chair3 Evaluation Teamrsquos Report [Draft]2 Evaluation Team Visit [Peer Review]1 Institutional Self-Study amp Snapshot

56

Northern Arizona University

Working toward a Brighter Future[After the Team Has Gone]

57

Contacting The Higher Learning Commission

wwwncahlcorg

jtaylorhlcommissionorg

312-263-0456 Ext 104

30 North LaSalle Street Suite 2400 Chicago IL 60602

• Slide 20
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• Northern Arizona Universityrsquos Dynamic Existence

44

Assess Studentsrsquo Learning Outcomes Using Multiple Quantitative and

Qualitative Measures

Indirect Indicators Job Placement

Data Surveys of Alumni

and Students Surveys of

Employers

Indirect Indicators Program

Completion Rates Retention and

Transfer Studies Graduate follow-

up Studies

45

1 How are (y)our stated student learning outcomes appropriate to (y)our mission programs and degrees

2 What evidence do youwe have that students achieve (y)our stated learning outcomes

Assessment Conversations ldquoFive Prompt Questionsrdquo

46

3 In what ways do youwe analyze and use evidence of student learning

4 How do youwe ensure shared responsibility for assessment of student learning

5 How do youwe evaluate and improve the effectiveness of (y)our efforts to assess and improve student learning

Assessment Conversations ldquoFive Prompt Questionsrdquo

47

The Commissionrsquos Requirement of a Member Institution

Host an Evaluation Team Inform Constituencies and the General Public Produce and Submit a Self-Study Report

including an Introductory ldquoInstitutional Snapshotrdquo

Conduct an Institution-wide Self-Study in the Context of the Commissionrsquos Criteria for Accreditation

48

Northern Arizona Universityrsquos Dynamic Existence

49

Engagement Strategies

Embed Engagement in Regular Mechanisms Used in Reaching Campus Off-Campus and Cyberspace Communities

Link to Existing Governing Structures Conduct Benchmarking Conversations Accreditation Web site Focused Groups Surveys Electronic Bulletin Board ldquoThird Party Commentrdquo

50

Comprehensive Evaluation Process[Two-Part Process]

InstitutionrsquosSelf-Study

CommissionrsquosPeer Review

Decision-Making

51

Peer Review Activities

Group Evaluation Review and Discussion

Formation of Team Recommendation

Share the Recommendation Write the Team Report

Individual Study of Institutionrsquos Materials and Website

Determination of Individual Perspective

Sharing of Perceptions

52

Visit Logistics

Three-day Visit and Peer Review

Sunday - Team Arrives Monday-Wednesday - Peer Review

Monday Entrance Conference with CEO and Others Monday-Wednesday - Interviews and Reviews of

Documents Evening Team Reflections Discussions and

Decision-making Wednesday - Announcement of Teamrsquos Planned

Recommendations and Exit Conference with CEO

53

The Team Report Format--Part I - Assurance Section--

1 Context and Nature of the Visit

2 Commitment to Peer Review

3 Compliance with Federal Requirements

4 Fulfillment of the Five Criteria

Evaluative Statements Evidence Criterion is Met Evidence that Criterion

Needs Institutional Attention

Evidence that Criterion Requires Institutional Attention and Follow-up by the Commission

Team Recommendation

5 Affiliation Status

6 Additional Comments and Explanations

54

The Team Report--Part II - Advancement Section--

1 Overall Observations about the Institution

2 Consultations of the Team3 Recognition of Significant

Accomplishments Significant Progress and Exemplary and Innovative Practice

55

The Accreditation Review Process

9 Board Validation8 Accreditation Decision by the Institutional

Actions Council or Review Committee7 Readers Panel or Review Committee6 Institutionrsquos Acceptance of Final Team Report5 Evaluation Teamrsquos Final Team Report4 Institutionrsquos Feedback to Team Chair3 Evaluation Teamrsquos Report [Draft]2 Evaluation Team Visit [Peer Review]1 Institutional Self-Study amp Snapshot

56

Northern Arizona University

Working toward a Brighter Future[After the Team Has Gone]

57

Contacting The Higher Learning Commission

wwwncahlcorg

jtaylorhlcommissionorg

312-263-0456 Ext 104

30 North LaSalle Street Suite 2400 Chicago IL 60602

• Slide 20
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• Northern Arizona Universityrsquos Dynamic Existence

45

1 How are (y)our stated student learning outcomes appropriate to (y)our mission programs and degrees

2 What evidence do youwe have that students achieve (y)our stated learning outcomes

Assessment Conversations ldquoFive Prompt Questionsrdquo

46

3 In what ways do youwe analyze and use evidence of student learning

4 How do youwe ensure shared responsibility for assessment of student learning

5 How do youwe evaluate and improve the effectiveness of (y)our efforts to assess and improve student learning

Assessment Conversations ldquoFive Prompt Questionsrdquo

47

The Commissionrsquos Requirement of a Member Institution

Host an Evaluation Team Inform Constituencies and the General Public Produce and Submit a Self-Study Report

including an Introductory ldquoInstitutional Snapshotrdquo

Conduct an Institution-wide Self-Study in the Context of the Commissionrsquos Criteria for Accreditation

48

Northern Arizona Universityrsquos Dynamic Existence

49

Engagement Strategies

Embed Engagement in Regular Mechanisms Used in Reaching Campus Off-Campus and Cyberspace Communities

Link to Existing Governing Structures Conduct Benchmarking Conversations Accreditation Web site Focused Groups Surveys Electronic Bulletin Board ldquoThird Party Commentrdquo

50

Comprehensive Evaluation Process[Two-Part Process]

InstitutionrsquosSelf-Study

CommissionrsquosPeer Review

Decision-Making

51

Peer Review Activities

Group Evaluation Review and Discussion

Formation of Team Recommendation

Share the Recommendation Write the Team Report

Individual Study of Institutionrsquos Materials and Website

Determination of Individual Perspective

Sharing of Perceptions

52

Visit Logistics

Three-day Visit and Peer Review

Sunday - Team Arrives Monday-Wednesday - Peer Review

Monday Entrance Conference with CEO and Others Monday-Wednesday - Interviews and Reviews of

Documents Evening Team Reflections Discussions and

Decision-making Wednesday - Announcement of Teamrsquos Planned

Recommendations and Exit Conference with CEO

53

The Team Report Format--Part I - Assurance Section--

1 Context and Nature of the Visit

2 Commitment to Peer Review

3 Compliance with Federal Requirements

4 Fulfillment of the Five Criteria

Evaluative Statements Evidence Criterion is Met Evidence that Criterion

Needs Institutional Attention

Evidence that Criterion Requires Institutional Attention and Follow-up by the Commission

Team Recommendation

5 Affiliation Status

6 Additional Comments and Explanations

54

The Team Report--Part II - Advancement Section--

1 Overall Observations about the Institution

2 Consultations of the Team3 Recognition of Significant

Accomplishments Significant Progress and Exemplary and Innovative Practice

55

The Accreditation Review Process

9 Board Validation8 Accreditation Decision by the Institutional

Actions Council or Review Committee7 Readers Panel or Review Committee6 Institutionrsquos Acceptance of Final Team Report5 Evaluation Teamrsquos Final Team Report4 Institutionrsquos Feedback to Team Chair3 Evaluation Teamrsquos Report [Draft]2 Evaluation Team Visit [Peer Review]1 Institutional Self-Study amp Snapshot

56

Northern Arizona University

Working toward a Brighter Future[After the Team Has Gone]

57

Contacting The Higher Learning Commission

wwwncahlcorg

jtaylorhlcommissionorg

312-263-0456 Ext 104

30 North LaSalle Street Suite 2400 Chicago IL 60602

• Slide 20
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• Northern Arizona Universityrsquos Dynamic Existence

46

3 In what ways do youwe analyze and use evidence of student learning

4 How do youwe ensure shared responsibility for assessment of student learning

5 How do youwe evaluate and improve the effectiveness of (y)our efforts to assess and improve student learning

Assessment Conversations ldquoFive Prompt Questionsrdquo

47

The Commissionrsquos Requirement of a Member Institution

Host an Evaluation Team Inform Constituencies and the General Public Produce and Submit a Self-Study Report

including an Introductory ldquoInstitutional Snapshotrdquo

Conduct an Institution-wide Self-Study in the Context of the Commissionrsquos Criteria for Accreditation

48

Northern Arizona Universityrsquos Dynamic Existence

49

Engagement Strategies

Embed Engagement in Regular Mechanisms Used in Reaching Campus Off-Campus and Cyberspace Communities

Link to Existing Governing Structures Conduct Benchmarking Conversations Accreditation Web site Focused Groups Surveys Electronic Bulletin Board ldquoThird Party Commentrdquo

50

Comprehensive Evaluation Process[Two-Part Process]

InstitutionrsquosSelf-Study

CommissionrsquosPeer Review

Decision-Making

51

Peer Review Activities

Group Evaluation Review and Discussion

Formation of Team Recommendation

Share the Recommendation Write the Team Report

Individual Study of Institutionrsquos Materials and Website

Determination of Individual Perspective

Sharing of Perceptions

52

Visit Logistics

Three-day Visit and Peer Review

Sunday - Team Arrives Monday-Wednesday - Peer Review

Monday Entrance Conference with CEO and Others Monday-Wednesday - Interviews and Reviews of

Documents Evening Team Reflections Discussions and

Decision-making Wednesday - Announcement of Teamrsquos Planned

Recommendations and Exit Conference with CEO

53

The Team Report Format--Part I - Assurance Section--

1 Context and Nature of the Visit

2 Commitment to Peer Review

3 Compliance with Federal Requirements

4 Fulfillment of the Five Criteria

Evaluative Statements Evidence Criterion is Met Evidence that Criterion

Needs Institutional Attention

Evidence that Criterion Requires Institutional Attention and Follow-up by the Commission

Team Recommendation

5 Affiliation Status

6 Additional Comments and Explanations

54

The Team Report--Part II - Advancement Section--

1 Overall Observations about the Institution

2 Consultations of the Team3 Recognition of Significant

Accomplishments Significant Progress and Exemplary and Innovative Practice

55

The Accreditation Review Process

9 Board Validation8 Accreditation Decision by the Institutional

Actions Council or Review Committee7 Readers Panel or Review Committee6 Institutionrsquos Acceptance of Final Team Report5 Evaluation Teamrsquos Final Team Report4 Institutionrsquos Feedback to Team Chair3 Evaluation Teamrsquos Report [Draft]2 Evaluation Team Visit [Peer Review]1 Institutional Self-Study amp Snapshot

56

Northern Arizona University

Working toward a Brighter Future[After the Team Has Gone]

57

Contacting The Higher Learning Commission

wwwncahlcorg

jtaylorhlcommissionorg

312-263-0456 Ext 104

30 North LaSalle Street Suite 2400 Chicago IL 60602

• Slide 20
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• Northern Arizona Universityrsquos Dynamic Existence

47

The Commissionrsquos Requirement of a Member Institution

Host an Evaluation Team Inform Constituencies and the General Public Produce and Submit a Self-Study Report

including an Introductory ldquoInstitutional Snapshotrdquo

Conduct an Institution-wide Self-Study in the Context of the Commissionrsquos Criteria for Accreditation

48

Northern Arizona Universityrsquos Dynamic Existence

49

Engagement Strategies

Embed Engagement in Regular Mechanisms Used in Reaching Campus Off-Campus and Cyberspace Communities

Link to Existing Governing Structures Conduct Benchmarking Conversations Accreditation Web site Focused Groups Surveys Electronic Bulletin Board ldquoThird Party Commentrdquo

50

Comprehensive Evaluation Process[Two-Part Process]

InstitutionrsquosSelf-Study

CommissionrsquosPeer Review

Decision-Making

51

Peer Review Activities

Group Evaluation Review and Discussion

Formation of Team Recommendation

Share the Recommendation Write the Team Report

Individual Study of Institutionrsquos Materials and Website

Determination of Individual Perspective

Sharing of Perceptions

52

Visit Logistics

Three-day Visit and Peer Review

Sunday - Team Arrives Monday-Wednesday - Peer Review

Monday Entrance Conference with CEO and Others Monday-Wednesday - Interviews and Reviews of

Documents Evening Team Reflections Discussions and

Decision-making Wednesday - Announcement of Teamrsquos Planned

Recommendations and Exit Conference with CEO

53

The Team Report Format--Part I - Assurance Section--

1 Context and Nature of the Visit

2 Commitment to Peer Review

3 Compliance with Federal Requirements

4 Fulfillment of the Five Criteria

Evaluative Statements Evidence Criterion is Met Evidence that Criterion

Needs Institutional Attention

Evidence that Criterion Requires Institutional Attention and Follow-up by the Commission

Team Recommendation

5 Affiliation Status

6 Additional Comments and Explanations

54

The Team Report--Part II - Advancement Section--

1 Overall Observations about the Institution

2 Consultations of the Team3 Recognition of Significant

Accomplishments Significant Progress and Exemplary and Innovative Practice

55

The Accreditation Review Process

9 Board Validation8 Accreditation Decision by the Institutional

Actions Council or Review Committee7 Readers Panel or Review Committee6 Institutionrsquos Acceptance of Final Team Report5 Evaluation Teamrsquos Final Team Report4 Institutionrsquos Feedback to Team Chair3 Evaluation Teamrsquos Report [Draft]2 Evaluation Team Visit [Peer Review]1 Institutional Self-Study amp Snapshot

56

Northern Arizona University

Working toward a Brighter Future[After the Team Has Gone]

57

Contacting The Higher Learning Commission

wwwncahlcorg

jtaylorhlcommissionorg

312-263-0456 Ext 104

30 North LaSalle Street Suite 2400 Chicago IL 60602

• Slide 20
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• Northern Arizona Universityrsquos Dynamic Existence

48

Northern Arizona Universityrsquos Dynamic Existence

49

Engagement Strategies

Embed Engagement in Regular Mechanisms Used in Reaching Campus Off-Campus and Cyberspace Communities

Link to Existing Governing Structures Conduct Benchmarking Conversations Accreditation Web site Focused Groups Surveys Electronic Bulletin Board ldquoThird Party Commentrdquo

50

Comprehensive Evaluation Process[Two-Part Process]

InstitutionrsquosSelf-Study

CommissionrsquosPeer Review

Decision-Making

51

Peer Review Activities

Group Evaluation Review and Discussion

Formation of Team Recommendation

Share the Recommendation Write the Team Report

Individual Study of Institutionrsquos Materials and Website

Determination of Individual Perspective

Sharing of Perceptions

52

Visit Logistics

Three-day Visit and Peer Review

Sunday - Team Arrives Monday-Wednesday - Peer Review

Monday Entrance Conference with CEO and Others Monday-Wednesday - Interviews and Reviews of

Documents Evening Team Reflections Discussions and

Decision-making Wednesday - Announcement of Teamrsquos Planned

Recommendations and Exit Conference with CEO

53

The Team Report Format--Part I - Assurance Section--

1 Context and Nature of the Visit

2 Commitment to Peer Review

3 Compliance with Federal Requirements

4 Fulfillment of the Five Criteria

Evaluative Statements Evidence Criterion is Met Evidence that Criterion

Needs Institutional Attention

Evidence that Criterion Requires Institutional Attention and Follow-up by the Commission

Team Recommendation

5 Affiliation Status

6 Additional Comments and Explanations

54

The Team Report--Part II - Advancement Section--

1 Overall Observations about the Institution

2 Consultations of the Team3 Recognition of Significant

Accomplishments Significant Progress and Exemplary and Innovative Practice

55

The Accreditation Review Process

9 Board Validation8 Accreditation Decision by the Institutional

Actions Council or Review Committee7 Readers Panel or Review Committee6 Institutionrsquos Acceptance of Final Team Report5 Evaluation Teamrsquos Final Team Report4 Institutionrsquos Feedback to Team Chair3 Evaluation Teamrsquos Report [Draft]2 Evaluation Team Visit [Peer Review]1 Institutional Self-Study amp Snapshot

56

Northern Arizona University

Working toward a Brighter Future[After the Team Has Gone]

57

Contacting The Higher Learning Commission

wwwncahlcorg

jtaylorhlcommissionorg

312-263-0456 Ext 104

30 North LaSalle Street Suite 2400 Chicago IL 60602

• Slide 20
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• Northern Arizona Universityrsquos Dynamic Existence

49

Engagement Strategies

Embed Engagement in Regular Mechanisms Used in Reaching Campus Off-Campus and Cyberspace Communities

Link to Existing Governing Structures Conduct Benchmarking Conversations Accreditation Web site Focused Groups Surveys Electronic Bulletin Board ldquoThird Party Commentrdquo

50

Comprehensive Evaluation Process[Two-Part Process]

InstitutionrsquosSelf-Study

CommissionrsquosPeer Review

Decision-Making

51

Peer Review Activities

Group Evaluation Review and Discussion

Formation of Team Recommendation

Share the Recommendation Write the Team Report

Individual Study of Institutionrsquos Materials and Website

Determination of Individual Perspective

Sharing of Perceptions

52

Visit Logistics

Three-day Visit and Peer Review

Sunday - Team Arrives Monday-Wednesday - Peer Review

Monday Entrance Conference with CEO and Others Monday-Wednesday - Interviews and Reviews of

Documents Evening Team Reflections Discussions and

Decision-making Wednesday - Announcement of Teamrsquos Planned

Recommendations and Exit Conference with CEO

53

The Team Report Format--Part I - Assurance Section--

1 Context and Nature of the Visit

2 Commitment to Peer Review

3 Compliance with Federal Requirements

4 Fulfillment of the Five Criteria

Evaluative Statements Evidence Criterion is Met Evidence that Criterion

Needs Institutional Attention

Evidence that Criterion Requires Institutional Attention and Follow-up by the Commission

Team Recommendation

5 Affiliation Status

6 Additional Comments and Explanations

54

The Team Report--Part II - Advancement Section--

1 Overall Observations about the Institution

2 Consultations of the Team3 Recognition of Significant

Accomplishments Significant Progress and Exemplary and Innovative Practice

55

The Accreditation Review Process

9 Board Validation8 Accreditation Decision by the Institutional

Actions Council or Review Committee7 Readers Panel or Review Committee6 Institutionrsquos Acceptance of Final Team Report5 Evaluation Teamrsquos Final Team Report4 Institutionrsquos Feedback to Team Chair3 Evaluation Teamrsquos Report [Draft]2 Evaluation Team Visit [Peer Review]1 Institutional Self-Study amp Snapshot

56

Northern Arizona University

Working toward a Brighter Future[After the Team Has Gone]

57

Contacting The Higher Learning Commission

wwwncahlcorg

jtaylorhlcommissionorg

312-263-0456 Ext 104

30 North LaSalle Street Suite 2400 Chicago IL 60602

• Slide 20
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• Northern Arizona Universityrsquos Dynamic Existence

50

Comprehensive Evaluation Process[Two-Part Process]

InstitutionrsquosSelf-Study

CommissionrsquosPeer Review

Decision-Making

51

Peer Review Activities

Group Evaluation Review and Discussion

Formation of Team Recommendation

Share the Recommendation Write the Team Report

Individual Study of Institutionrsquos Materials and Website

Determination of Individual Perspective

Sharing of Perceptions

52

Visit Logistics

Three-day Visit and Peer Review

Sunday - Team Arrives Monday-Wednesday - Peer Review

Monday Entrance Conference with CEO and Others Monday-Wednesday - Interviews and Reviews of

Documents Evening Team Reflections Discussions and

Decision-making Wednesday - Announcement of Teamrsquos Planned

Recommendations and Exit Conference with CEO

53

The Team Report Format--Part I - Assurance Section--

1 Context and Nature of the Visit

2 Commitment to Peer Review

3 Compliance with Federal Requirements

4 Fulfillment of the Five Criteria

Evaluative Statements Evidence Criterion is Met Evidence that Criterion

Needs Institutional Attention

Evidence that Criterion Requires Institutional Attention and Follow-up by the Commission

Team Recommendation

5 Affiliation Status

6 Additional Comments and Explanations

54

The Team Report--Part II - Advancement Section--

1 Overall Observations about the Institution

2 Consultations of the Team3 Recognition of Significant

Accomplishments Significant Progress and Exemplary and Innovative Practice

55

The Accreditation Review Process

9 Board Validation8 Accreditation Decision by the Institutional

Actions Council or Review Committee7 Readers Panel or Review Committee6 Institutionrsquos Acceptance of Final Team Report5 Evaluation Teamrsquos Final Team Report4 Institutionrsquos Feedback to Team Chair3 Evaluation Teamrsquos Report [Draft]2 Evaluation Team Visit [Peer Review]1 Institutional Self-Study amp Snapshot

56

Northern Arizona University

Working toward a Brighter Future[After the Team Has Gone]

57

Contacting The Higher Learning Commission

wwwncahlcorg

jtaylorhlcommissionorg

312-263-0456 Ext 104

30 North LaSalle Street Suite 2400 Chicago IL 60602

• Slide 20
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• Northern Arizona Universityrsquos Dynamic Existence

51

Peer Review Activities

Group Evaluation Review and Discussion

Formation of Team Recommendation

Share the Recommendation Write the Team Report

Individual Study of Institutionrsquos Materials and Website

Determination of Individual Perspective

Sharing of Perceptions

52

Visit Logistics

Three-day Visit and Peer Review

Sunday - Team Arrives Monday-Wednesday - Peer Review

Monday Entrance Conference with CEO and Others Monday-Wednesday - Interviews and Reviews of

Documents Evening Team Reflections Discussions and

Decision-making Wednesday - Announcement of Teamrsquos Planned

Recommendations and Exit Conference with CEO

53

The Team Report Format--Part I - Assurance Section--

1 Context and Nature of the Visit

2 Commitment to Peer Review

3 Compliance with Federal Requirements

4 Fulfillment of the Five Criteria

Evaluative Statements Evidence Criterion is Met Evidence that Criterion

Needs Institutional Attention

Evidence that Criterion Requires Institutional Attention and Follow-up by the Commission

Team Recommendation

5 Affiliation Status

6 Additional Comments and Explanations

54

The Team Report--Part II - Advancement Section--

1 Overall Observations about the Institution

2 Consultations of the Team3 Recognition of Significant

Accomplishments Significant Progress and Exemplary and Innovative Practice

55

The Accreditation Review Process

9 Board Validation8 Accreditation Decision by the Institutional

Actions Council or Review Committee7 Readers Panel or Review Committee6 Institutionrsquos Acceptance of Final Team Report5 Evaluation Teamrsquos Final Team Report4 Institutionrsquos Feedback to Team Chair3 Evaluation Teamrsquos Report [Draft]2 Evaluation Team Visit [Peer Review]1 Institutional Self-Study amp Snapshot

56

Northern Arizona University

Working toward a Brighter Future[After the Team Has Gone]

57

Contacting The Higher Learning Commission

wwwncahlcorg

jtaylorhlcommissionorg

312-263-0456 Ext 104

30 North LaSalle Street Suite 2400 Chicago IL 60602

• Slide 20
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• Northern Arizona Universityrsquos Dynamic Existence

52

Visit Logistics

Three-day Visit and Peer Review

Sunday - Team Arrives Monday-Wednesday - Peer Review

Monday Entrance Conference with CEO and Others Monday-Wednesday - Interviews and Reviews of

Documents Evening Team Reflections Discussions and

Decision-making Wednesday - Announcement of Teamrsquos Planned

Recommendations and Exit Conference with CEO

53

The Team Report Format--Part I - Assurance Section--

1 Context and Nature of the Visit

2 Commitment to Peer Review

3 Compliance with Federal Requirements

4 Fulfillment of the Five Criteria

Evaluative Statements Evidence Criterion is Met Evidence that Criterion

Needs Institutional Attention

Evidence that Criterion Requires Institutional Attention and Follow-up by the Commission

Team Recommendation

5 Affiliation Status

6 Additional Comments and Explanations

54

The Team Report--Part II - Advancement Section--

1 Overall Observations about the Institution

2 Consultations of the Team3 Recognition of Significant

Accomplishments Significant Progress and Exemplary and Innovative Practice

55

The Accreditation Review Process

9 Board Validation8 Accreditation Decision by the Institutional

Actions Council or Review Committee7 Readers Panel or Review Committee6 Institutionrsquos Acceptance of Final Team Report5 Evaluation Teamrsquos Final Team Report4 Institutionrsquos Feedback to Team Chair3 Evaluation Teamrsquos Report [Draft]2 Evaluation Team Visit [Peer Review]1 Institutional Self-Study amp Snapshot

56

Northern Arizona University

Working toward a Brighter Future[After the Team Has Gone]

57

Contacting The Higher Learning Commission

wwwncahlcorg

jtaylorhlcommissionorg

312-263-0456 Ext 104

30 North LaSalle Street Suite 2400 Chicago IL 60602

• Slide 20
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• Northern Arizona Universityrsquos Dynamic Existence

53

The Team Report Format--Part I - Assurance Section--

1 Context and Nature of the Visit

2 Commitment to Peer Review

3 Compliance with Federal Requirements

4 Fulfillment of the Five Criteria

Evaluative Statements Evidence Criterion is Met Evidence that Criterion

Needs Institutional Attention

Evidence that Criterion Requires Institutional Attention and Follow-up by the Commission

Team Recommendation

5 Affiliation Status

6 Additional Comments and Explanations

54

The Team Report--Part II - Advancement Section--

1 Overall Observations about the Institution

2 Consultations of the Team3 Recognition of Significant

Accomplishments Significant Progress and Exemplary and Innovative Practice

55

The Accreditation Review Process

9 Board Validation8 Accreditation Decision by the Institutional

Actions Council or Review Committee7 Readers Panel or Review Committee6 Institutionrsquos Acceptance of Final Team Report5 Evaluation Teamrsquos Final Team Report4 Institutionrsquos Feedback to Team Chair3 Evaluation Teamrsquos Report [Draft]2 Evaluation Team Visit [Peer Review]1 Institutional Self-Study amp Snapshot

56

Northern Arizona University

Working toward a Brighter Future[After the Team Has Gone]

57

Contacting The Higher Learning Commission

wwwncahlcorg

jtaylorhlcommissionorg

312-263-0456 Ext 104

30 North LaSalle Street Suite 2400 Chicago IL 60602

• Slide 20
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• Northern Arizona Universityrsquos Dynamic Existence

54

The Team Report--Part II - Advancement Section--

1 Overall Observations about the Institution

2 Consultations of the Team3 Recognition of Significant

Accomplishments Significant Progress and Exemplary and Innovative Practice

55

The Accreditation Review Process

9 Board Validation8 Accreditation Decision by the Institutional

Actions Council or Review Committee7 Readers Panel or Review Committee6 Institutionrsquos Acceptance of Final Team Report5 Evaluation Teamrsquos Final Team Report4 Institutionrsquos Feedback to Team Chair3 Evaluation Teamrsquos Report [Draft]2 Evaluation Team Visit [Peer Review]1 Institutional Self-Study amp Snapshot

56

Northern Arizona University

Working toward a Brighter Future[After the Team Has Gone]

57

Contacting The Higher Learning Commission

wwwncahlcorg

jtaylorhlcommissionorg

312-263-0456 Ext 104

30 North LaSalle Street Suite 2400 Chicago IL 60602

• Slide 20
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• Northern Arizona Universityrsquos Dynamic Existence

55

The Accreditation Review Process

9 Board Validation8 Accreditation Decision by the Institutional

Actions Council or Review Committee7 Readers Panel or Review Committee6 Institutionrsquos Acceptance of Final Team Report5 Evaluation Teamrsquos Final Team Report4 Institutionrsquos Feedback to Team Chair3 Evaluation Teamrsquos Report [Draft]2 Evaluation Team Visit [Peer Review]1 Institutional Self-Study amp Snapshot

56

Northern Arizona University

Working toward a Brighter Future[After the Team Has Gone]

57

Contacting The Higher Learning Commission

wwwncahlcorg

jtaylorhlcommissionorg

312-263-0456 Ext 104

30 North LaSalle Street Suite 2400 Chicago IL 60602

• Slide 20
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• Northern Arizona Universityrsquos Dynamic Existence

56

Northern Arizona University

Working toward a Brighter Future[After the Team Has Gone]

57

Contacting The Higher Learning Commission

wwwncahlcorg

jtaylorhlcommissionorg

312-263-0456 Ext 104

30 North LaSalle Street Suite 2400 Chicago IL 60602

• Slide 20
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• Northern Arizona Universityrsquos Dynamic Existence

57

Contacting The Higher Learning Commission

wwwncahlcorg

jtaylorhlcommissionorg

312-263-0456 Ext 104

30 North LaSalle Street Suite 2400 Chicago IL 60602

• Slide 20
• Slide 22
• Slide 23
• Slide 24
• Slide 25
• Slide 26
• Slide 27
• Slide 28
• Slide 29
• Northern Arizona Universityrsquos Dynamic Existence