GUIDE TO EVALUATING INSTITUTIONS - College of the Desert Stud… · achievement,andevidenceofstudentlearning–andeachrequirescarefulconsideration. Personsevaluatingacollegewillwanttobethoughtfulaboutthekindsofevidencethey

ACCJC/WASC10 Commercial Blvd.Suite 204Novato, CA 94949

Phone: 415.506.0234FAX: 415.506.0238Email: [email protected]: www.accjc.org

AUGUST 2010Edition

GUIDE TO EVALUATING

INSTITUTIONSA PUBLICATION OF THE

ACCREDITING COMMISSION FOR COMMUNITY AND JUNIOR COLLEGES

Western Association of Schools and Colleges

2

3TableofContents

Table of Contents

Introduction 5

General Information About Accreditation 6

Dialogue 7

Themes 8InstitutionalCommitments 8Evaluation,Planning,andImprovement 9StudentLearningOutcomes 9Organization 9Dialogue 10InstitutionalIntegrity 10

Evolution of the Standards 10

Characteristics of Evidence 11

Questions to Use in Institutional Evaluation 15

Standard I: Institutional Mission and Effectiveness 16A.Mission 16B.ImprovingInstitutionalEffectiveness 17Sources of Evidence: Examples for Standard I 20

Standard II: Student Learning Programs and Services 22A.InstructionalPrograms 22B.StudentSupportServices 33C.LibraryandLearningSupportServices 36Sources of Evidence: Examples for Standard II 39

Standard III: Resources 46A.HumanResources 46B.PhysicalResources 51C.TechnologyResources 54

4 TableofContents

D.FinancialResources 56Sources of Evidence: Examples for Standard III 60

Standard IV: Leadership and Governance 66A.Decision-MakingRolesandProcesses 66B.BoardandAdministrativeOrganization 68Sources of Evidence: Examples for Standard IV 76

List of Policies Referenced in the Standards 79

5Introduction

Introduction

ThisGuide to Evaluating InstitutionsisdesignedtobeusedbyinstitutionspreparingtheirSelfStudyReportaswellasbyteamsconductingacomprehensiveevaluationvisit.TheGuideismeanttoprovokesomethoughtfulconsiderationaboutwhethertheinstitutionmeetstheAccreditationStandardsatadeeperlevelthanmerecompliance–itisintendedtoalsoprovidesomeguidanceforaholisticviewofaninstitutionanditsquality.ThecommonguideispredicatedonthebeliefthatbothinstitutionalmembersandpeerevaluatorsusetheStandardstoassesstheinstitution,andthattheyoughttobeusingthesametoolstoconductthatassessment.

TheGuidebeginswith“GeneralInformationonAccreditation,”adescriptionofthepurposeandgeneralprocessofaccreditation.Readersshouldreviewthissectioneachtimetheyengageinactivitiesassociatedwithacomprehensiveaccreditationvisit.Itisimportanttobeclearonthethingsaccreditationseekstoaccomplish,andthethingsitdoesnot.

Thenextsectiondescribes“Dialogue,”akeycomponentofaqualityinstitutionandanecessaryattributeforaninstitutionthatistryingtofocusprimaryattentiononstudentlearning.Thekindofdialoguedescribedwillbeusefulasinstitutionsstrivetosupportandimprovestudentlearning,asinstitutionplanninggroupstrytobeself-reflectiveandself-evaluativeinanefforttoimprove,andasteamsconsiderthequalityofcolleges.

Thenextsection,“ThemesofAccreditation,”describesthesixthemesofqualitythatpervadetheAccreditationStandards.WhiletheindividualStandardsarethekeybenchmarksorcriteriaaninstitutionmustmeet,theStandardsthemselvesareinterlocking.AcarefulreadoftheStandardswillrevealseveralthemesthatpervadetheStandards’definitionofaqualityinstitution.ThissectionoftheGuidehasarticulatedsixofthosethemes;theycanprovideabasisforasummativeassessmentofhowwelltheinstitutionisworkingasawhole.

Asectionentitled“CharacteristicsofEvidence”hasbeenincludedtoprovidesomeguidanceonthenatureofgoodevidencethatselfstudyteamsandevaluationteamswillusetoevaluateaninstitution.Thereareseveraldifferentkindsofevidencerequiredduringanaccreditationreview–evidenceofstructure,evidenceofresources,evidenceofprocess,evidenceofstudentachievement,andevidenceofstudentlearning–andeachrequirescarefulconsideration.Personsevaluatingacollegewillwanttobethoughtfulaboutthekindsofevidencetheyconsider,andthedegreetowhichtheirconclusionsarebackedbytheappropriateevidence.

ThemainbodyoftheGuideiscontainedin“QuestionstoUseinInstitutionalEvaluation.”Herethereaderwillfindthe2002Standardsfollowedbysamplequestionsabouttheirapplicationataninstitution.Thequestionsaredesignedtoguideathoughtfulexamination

6 GeneralInformationAboutAccreditation

ofinstitutionalquality.Therearemanyotherquestionsthatinstitutionscoulddeveloptostimulatethoroughself-reflection.Likewise,therearemanyotherquestionsteammemberscanandshouldasktodeterminethedegreetowhichtheinstitutionismeetingtheStandardsandensuringinstitutionalqualityandimprovement.ThequestionsshouldnotbeusedasasubstitutefortheStandardsorassubstitutesforthoroughintrospectionandexamination.AttheendofeachStandard,thereisalistofpotentialsourcesofevidence.Thisnon-exhaustivelistisnotmeanttoindicatethateachofthedocumentsmustbepresent,butthatthesemightbesourcesoftheevidence.Theremaybemanyothersourcesthatinstitutionsshouldprovideandteamsshouldlookfor.

General Information About Accreditation

Accreditationasasystemofvoluntary,non-governmentalselfregulationandpeerreviewisuniquetoAmericaneducationalinstitutions.Itisasystembywhichaninstitutionevaluatesitselfinaccordancewithstandardsofgoodpracticeregardinggoalsandobjectives;theappropriateness,sufficiency,andutilizationofresources;theusefulness,integrity,andeffectivenessofitsprocesses;andtheextenttowhichitisachievingitsintendedoutcomes.Itisaprocessbywhichaccreditorsprovidestudents,thepublic,andeachotherwithassurancesofinstitutionalintegrity,quality,andeffectiveness.Accreditationisintendedtoencourageinstitutionstoplanforinstitutionalimprovementinqualityandeffectiveness.

EachinstitutionaffiliatedwiththeAccreditingCommissionforCommunityandJuniorCollegesacceptstheobligationtoundergoacycleofperiodicevaluationthroughinstitutionalselfstudyandprofessionalpeerreview.TheheartofthisobligationisconductingarigorousselfstudyduringwhichaninstitutionappraisesitselfagainsttheAccreditationStandardsintermsofitsstatedinstitutionalpurposes.Thecycleofevaluationrequiresacomprehensiveselfstudyeverysixyearsfollowinginitialaccreditationandavisitbyateamofpeers.ThecycleincludesamandatorymidtermreportinthethirdyearaswellasanyotherreportsrequestedbytheCommission.AllreportsbeyondthecomprehensiveselfstudymaybefollowedbyavisitbyCommissionrepresentatives.

TeamsconductareviewfollowingcompletionofaselfstudyinordertodeterminetheextenttowhichaninstitutionmeetstheStandards.Teammembers,selectedfortheirexpertisefrommemberinstitutions,makerecommendationstomeetStandards,makerecommendationsforimprovementtoaninstitution,commendexemplarypractices,andprovideboththecollegeandtheCommissionwithareportoftheirfindings.

Itistheresponsibilityofthenineteen-memberCommissiontodeterminetheaccreditedstatusofaninstitution.Indeterminingthisstatus,theCommissionusestheinstitutional

7Dialogue

SelfStudyReport,thevisitingteamreport,andtheaccreditationhistoryoftheinstitution.TheCommissiondecisioniscommunicatedtotheinstitutionviaanactionletterandismadepublicthroughCommissionannouncements.

Dialogue

AstheCommissionwasdevelopingthecurrentStandards,itbecameevidentthatifaninstitutionistoensurethatitsresourcesandprocessessupportstudentlearninganditscontinuousassessment,aswellasthepursuitofinstitutionalexcellenceandimprovement,an“ongoing,self-reflectivedialogue”mustbecomecentraltoinstitutionalprocesses.Thisdialogue,itwasthought,shouldservetoprovideacollegecommunitywiththemeanstointegratealloftheelementsoftheStandards,resultinginacomprehensiveinstitutionalperspectivethatwouldservetoverifyintegrityand“promotequalityandimprovement.”Accordingly,thesubtitleoftheIntroductiontotheAccreditationStandardsis“ShapingtheDialogue.”

Adialogueisagroupdiscussionamong“colleagues,”oftenfacilitated,thatisdesignedtoexplorecomplexissues,creategreatergroupintelligenceandfacilitategrouplearning.Theideaof“colleagues”isimportant;dialogueoccurswhereindividualsseethemselvesascolleagues.Inorderforthegrouptoengageindialogue,individualsmustsuspendtheirownviewstolistenfullytooneanotherinordertounderstandeachother’sviewpoints.Groupsengagedindialoguedevelopgreaterinsights,sharedmeaningsandultimately,collectiveunderstandingofcomplexissuesandhowbesttoaddressthem.

Dialogueimprovescollectivethinking.Apracticeofdialoguecanhavebenefitsfortheindividualaswellastheinstitution.Dialoguecanhelpbuildself-awareness,improvecommunicationskills,strengthenteams,andstimulateinnovationthatfosterseffectivechange.Dialoguearepowerful,transformationalexperiencesthatleadtobothpersonalandcollaborativeaction.Dialoguealsoallowscontroversialtopicsthatmayhaveinthepastbecomesourcesofdisagreementanddivisiontobeexploredinamoreusefulcontextthatcanleadtogreatergroupinsight.

TheStandardsemphasizedialogueasameansforaninstitutiontocometocollectiveunderstandingofwhatitmeanstobelearning-focusedinthecontextofaparticularinstitution’shistoryandmission,ofwhatthemeaningfulstudentlearningoutcomesattheprogramanddegreelevelshouldbe,andonhowinstitutionalresourcesandprocessesmightbestructuredtosupporttheimprovementofstudentlearning.

Unlikedebate,inwhichmostacademiciansaretrainedtoseektoscorepointsandtopersuade,thegoalofdialogueismutualunderstandingandrespect.Dialogueinvolvesactive

8 Themes

listening,seekingtounderstand,givingeveryonetheopportunitytotalk,andtryingnottointerrupt.Aconsciouscommitmenttoengageindialogueensuresthatagroupwelcomesarangeofviewpointsduringitssearchforeffectivewaysofaddressingimportantissues.Retainingtheuseofafacilitatorcanhelpensurethatthegroundrulesaremaintainedandcanhelpclarifythemesandideas.

Whiledialoguemaynotleadtoaresolutionofaconflict,itcanleadtoamakeoverofthewayinwhichtheconflictispursuedfromonewhichisdestructiveanddivisivetoonewhichisconstructiveandleadstopersonalandinstitutionalgrowth.Toooftenoncampus,constituentgroupsavoidcertaincontroversialtopicsortakeaperspectivethatleavestheminaboutthesameplacetheystarted,withlittletonoadditionalunderstandingoftheissue.Byassistinginthediscoveryofcommongroundandbydevelopingincreasedwillingnesstoworkcollegiallytoilluminateandsolveproblems,dialoguehasthepotentialtoimproveaninstitution’sabilitytodealwiththeinevitabledisagreementsthatariseinthelifeofaninstitution.

The2002Standards’focusonstudentlearningcallsforhighereducationinstitutionstodealwithaverycomplexissue,improvingstudentlearning.Italsocallsoninstitutionstochange–andtolearn.Dialoguecanbeapowerfulstrategyforgeneratingthecreativediscussionsandcollectivewisdomthatcanenableinstitutionalchange.

Themes

SeveralthemesthreadthroughouttheseStandards.Thesethemescanprovideguidanceandstructuretoself-reflectivedialogueandevaluationofinstitutionaleffectiveness.Thethemesareasfollows:

Institutional CommitmentsTheStandardsaskinstitutionstomakeacommitmentinactiontoprovidinghighqualityeducationcongruentwithinstitutionalmission.ThefirstexpressionofthisisinStandardI,whichcallsforaninstitutionalmissionstatementthatreflectstheintendedstudentpopulationandtheinstitution’scommitmenttostudentlearning.ThroughouttheStandards,theCommissionasksthatinstitutionsinsuretheconsistencybetweenmissionandinstitutionalgoalsandplansandinsurethatthemissionismorethatastatementofintention—thatitguidesinstitutionalaction.TheStandardsalsoaskthataninstitutioncommittosupportingstudentlearningasitsprimarymission.

ThenumberofreferencestostudentlearningoutcomesthroughouttheStandardsaredesignedtoguidethisinstitutionalcommitmenttostudentlearning.TheStandards’requirementthattheentireinstitutionparticipateinreviewinginstitutionalperformanceanddevelopingplans

9Themes

forimprovementofstudentlearningoutcomesisintendedtohelptheinstitutionsustainitscommitmenttostudentlearning.Finally,therequirementthataninstitutionregularlyreviewitsmissionstatementasksthattheinstitutionperiodicallyreflectonitsmissionstatement,adaptitasneeded,andrenewcommitmenttoachievingthemission.

Evaluation, Planning, and ImprovementTheStandardsrequireongoinginstitutionalevaluationandimprovementtohelpservestudentsbetter.Evaluationfocusesonstudentachievement,studentlearning,andtheeffectivenessofprocesses,policies,andorganization.Improvementisachievedthroughanongoingandsystematiccycleofevaluation,integratedplanning,implementation,andre-evaluation.Theplanningcyclebeginswithevaluationofstudentneedsandcollegeprogramsandservices.Thisevaluationinturninformscollegedecisionsaboutwhereitneedstoimprove,andthecollegeidentifiesimprovementgoalscampus-wide.Resourcesaredistributedinordertoimplementthesegoals.Whenresourcesareinsufficienttosupportimprovementgoals,thecollegeadjustsitsresourcedecisionstoreflectitsprioritiesorseeksothermeansofsupplyingresourcestomeetitsgoals.Onceimprovementplanshavebeenfullyimplemented,evaluationofhowwellthegoalshavebeenmetensues.Thus,theplanningcycleiscomprisedofevaluation,goalsetting,resourcedistribution,implementation,andreevaluation.

Student Learning OutcomesThedevelopmentofStudentLearningOutcomesisoneofthekeythemesinTheStandards.Thethemehastodowiththeinstitutionconsciouslyandrobustlydemonstratingtheeffectivenessofitseffortstoproduceandsupportstudentlearningbydevelopingstudentlearningoutcomesatthecourse,program,anddegreelevel.Thisdemonstrationofeffectivenessrequiresthatlearningoutcomesbemeasuredandassessedtodeterminehowwelllearningisoccurringsothatchangestoimprovelearningandteachingcanbemade.Itrequiresthatfacultyengageindiscussionsofwaystodeliverinstructiontomaximizestudentlearning.Itrequiresthatthoseprovidingstudentsupportservicesdevelopstudentlearningoutcomesandevaluatethequalityoftheirpolicies,processes,andproceduresforprovidingstudentsaccessandmovementthroughtheinstitution.Anditrequiresthatstudentlearningoutcomesbeatthecenteroftheinstitution’skeyprocessesandallocationofresources.Ultimately,thisthemerequiresthataninstitutionengageinself-analysisleadingtoimprovementofallthatitdoesregardinglearningandteaching.

OrganizationTheStandardsrequirecollegestohaveinclusive,informedandintentionaleffortstodefinestudentlearning,provideprogramstosupportthatlearning,andtoevaluatehowwelllearningisoccurring.Thisrequirementmeansthattheinstitutionmusthaveinplacetheorganizationalmeanstoidentifyandmakepublicthelearningoutcomes,toevaluatethe

10 EvolutionoftheStandards

effectivenessofprogramsinproducingthoseoutcomes,andtomakeimprovements.Thisrequirementforadequatestaff,resourcesandorganizationalstructure(communicationanddecisionmakingstructures)isnotnewtoaccreditationstandards,butthenewexpectationisthatthesebeorientedtoproduceandsupportstudentlearning.Consequently,theywillbeevaluatedinpartbyhowwelltheysupportlearning.

DialogueTheStandardsaredesignedtofacilitatecollegeengagementininclusive,informed,andintentionaldialogueaboutinstitutionalqualityandimprovement.Thedialogueshouldpurposefullyguideinstitutionalchange.Allmembersofthecollegecommunityshouldparticipateinthisreflectionandexchangeaboutstudentachievement,studentlearning,andtheeffectivenessofitsprocesses,policies,andorganization.Forthedialoguetohaveitsintendedeffect,itshouldbebasedonreliableinformationaboutthecollege’sprogramsandservicesandevidenceonhowwelltheinstitutionismeetingstudentneeds.Informationshouldbequantitativeandqualitative,responsivetoaclearinquiry,meaningfullyinterpreted,andbroadlycommunicated.Theinstitutionaldialogueshouldresultinongoingself-reflectionandconsciousimprovement.

Institutional IntegrityThisthemedealswiththeinstitution’sdemonstratedconcernwithhonesty,truthfulness,andthemanneritwhichitrepresentsitselftoallstakeholders,internalandexternal.Thisthemespeakstotheintentionsofaninstitutionaswellastohowitcarriesthemout.Itpromptsinstitutionalassessmentoftheintegrityofitspolicies,practices,andproceduresandtohowittreatsstudents,employees,anditspublics.Itasksthattheinstitutionconcernitselfwiththeclarity,understandability,accessibility,andappropriatenessofitspublications;thatitsfacultyprovideforopeninquiryintheirclassesaswellasstudentgradesthatreflectanhonestappraisalofstudentperformanceagainstfacultystandards.Ithasanexpectationofacademichonestyonthepartofstudents.Itrequiresthattheinstitutiondemonstrateregardforissuesofequityanddiversity.ItencouragestheinstitutiontolookatitshiringandemploymentpracticesaswellastoitsrelationshipwiththeCommissionandotherexternalagencies.Finally,itexpectsthataninstitutionbeself-reflectiveandhonestwithitselfinallitsoperations.

Evolution of the Standards

Intheearly1960sinitialaccreditationrequiredevidencethatbasicstructuresandprocesseswereinplaceandminimalresourceswereavailabletooperateaninstitution.Forexample,theexistenceofmissionstatement,apresident,agoverningboard,etc.,providedevidenceofstructures,whilesufficientfull-timefacultywithappropriatetraining,sufficientfunds,anadequatelibrary,etc.,providedevidenceofresourcessufficienttorunacollege.In

11CharacteristicsofEvidence

additionevidenceofprocessesforsupportingacademicfreedom,curriculumdevelopment,governance,decisionmakingwasalsorequired.

Beginninginthe1990s,accreditationaddedarequirementthatcollegesprovideevidencethatstudentshadactuallymovedthroughcollegeprogramsandwerecompletingthem.Thisstudent achievement dataprovidedevidencethatstudentswerecompletingcourses,persistingsemestertosemester,completingdegreesandcertificates,graduating,transferring,andgettingjobs.Thestandardsofthiseraalsospecifiedthatinstitutionsprovideevidencethatprogramreviewwasbeingconductedandthatplanstoimproveeducationwerebeingdevelopedandimplemented.

Theinitialfocusonstructures,resources,andprocesseswasanapproachtoqualitythatwasbuiltonwhatanygoodorganizationneededtosurvive.Itwasnotparticularlyeducation-oriented,butitwasnecessarytosupporteducation.Thesecondfocusonstudentsmovingthroughtheinstitutionbegantoaddresstheresultsofcollegeeffortsconcerningstudentachievement.

These2002StandardsofAccreditationaddanotherelementtoaccreditation’sfocusofattention.Theyfocusonwhatstudentshavelearnedasaresultofattendingcollege—student learning outcomes.Thisfocusrequiresthattheinstitutionprovideevidenceofaconsciouseffortto:

• makelearningtheinstitution’scoreactivity;• supportandproducestudentlearning;• measurethatlearning;• assesshowwelllearningisoccurring;• makechangestoimprovestudentlearning;• organizeitskeyprocessestoeffectivelysupportstudentlearning;• allocateitsresourcestoeffectivelysupportstudentlearning;and• improvelearningasanimportantmeanstoinstitutionalimprovement.

Characteristics of Evidence

Evidenceisthedatauponwhichajudgmentorconclusionmaybebased.Assuch,itispresentedinanswertoquestionsthathavebeendeliberatelyposedbecauseaninstitutionregardsthemasimportant.Evidencetellsallstakeholdersthataninstitutionhasinvestigateditsquestionsandknowssomethingaboutitself—itknowswhatitachieves.

Forevidencetobeuseful,itmusthaveundergoneanalysisandreflectionbythecollegecommunity.Thedialoguerequiredforanalysisandreflectionisanintegralpartofthecapacityaninstitutionhasforusingtheevidenceithasaccruedtomakeimprovements.

12 CharacteristicsofEvidence

Goodevidence,then,isobviouslyrelatedtothequestionsthecollegehasinvestigatedanditcanbereplicated,makingitreliable.Goodevidenceisrepresentativeofwhatis,notjustanisolatedcase,anditisinformationuponwhichaninstitutioncantakeactiontoimprove.Itis,inshort,relevant,verifiable,representative,andactionable.

Evidence on Student Achievement and Student LearningTheevidencetheinstitutionpresentsshouldbeaboutstudentachievements(studentmovementthroughtheinstitution)andshouldincludedataonthefollowing:

• Studentpreparednessforcollege,includingperformanceonplacementtestsand/orplacement,

• Studenttraining,needs,includinglocalemploymenttrainingneeds,transfereducationneeds,basicskillsneeds,etc.,

• Coursecompletiondata,• Retentionofstudentsfromtermtoterm,• Studentprogressiontothenextcourse/nextlevelofcourse,• Studentprogram(major)completion,• Studentgraduationrates,• Studenttransferratestofour-yearinstitutions,• Studentjobplacementrates,• Studentscoresonlicensureexams.

Theevidencetheinstitutionpresentsshouldalsobeaboutstudentlearningoutcomes(masteryoftheknowledge,skills,abilities,competenciesattitudes,beliefs,opinions,andvaluesatthecourse,program,anddegreelevelsinthecontextofeachcollege’smissionandpopulation)andshouldincludedataonthefollowing:

• Developmentanddisseminationofstudentlearningoutcomes• Samplesofstudentwork/performance(recitals,projects,capstonecourses,etc.),• Summarydataonmeasuredstudentlearningoutcomes,• Measurementandanalysisofstudentattainmentofstudentlearningoutcomesusedas

partoftheinstitution’sselfevaluationandplanningprocesses,• Improvementoftheteaching/learningprocessasaresultoftheaboveanalysis.

Selfstudyshouldbeonlyonephaseofon-goinginstitutionalevaluation,andanevaluatingteamshouldbeabletoseehowtheinstitutiondevelopsandusesevidenceofeffectivenessaspartofitsongoingevaluativeprocesses.Institutionsshouldgatherandusebothqualitativeandquantitativeevidence,andoftenmustuseindirectaswellasdirectmeasurestoassessinstitutionaleffectiveness.Goodevidenceusedinevaluationshasthefollowingcharacteristics:

• Itisintentional,andadialogueaboutitsmeaningandrelevancehastakenplace.• Itispurposeful,designedtoanswerquestionstheinstitutionhasraised.

13CharacteristicsofEvidence

• Ithasbeeninterpretedandreflectedupon,notjustofferedupinitsraworunanalyzedform.

• Itisintegratedandpresentedinacontextofotherinformationabouttheinstitutionthatcreatesaholisticviewoftheinstitutionorprogram.

• Itiscumulativeandiscorroboratedbymultiplesourcesofdata.• Itiscoherentandsoundenoughtoprovideguidanceforimprovement.

Itisimportanttonotethatevidencepersedoesnotleadtoconfirmationsofvalueandquality.Rather,themembersofthecollegecommunity,orofthehighereducationcommunity,mustarriveatthedecisionsaboutvalueandqualitythroughactivejudgments.Thepurposeofgoodevidenceistoencourageinformedinstitutionaldialoguethatengagesthecollegecommunityandleadstoimprovementofitsprocesses,procedures,policies,relationships,ultimatelywiththeeffectofimprovingstudentlearning.Goodevidenceshouldprovidethemeansforinstitutionsorevaluatorstomakesoundjudgmentsaboutqualityandfuturedirection,butatthesametime,itwillprobablystimulatefurtherinquiryaboutinstitutionalquality.

Institutionsreportorstoregoodevidenceinmanyformats,andinstitutionsengagedinselfstudyorevaluativeteamsmayfindgoodevidenceinanumberofsources,includinginstitutionaldatabases;documentssuchasfacultyhandbooks,catalogues,studenthandbooks,policystatements,programreviewdocuments,planningdocuments,minutesofimportantmeetings,syllabi,courseoutlines,andinstitutionalfactbooks;fromsurveyresults;fromassessmentsofstudentworkonexaminations,classassignments,capstoneprojects,etc;fromfacultygradingrubricsandanalysesofstudentlearningoutcomes;andfromspecialinstitutionalresearchreports.

14 CharacteristicsofEvidence

15QuestionstoUseinInstitutionalEvaluation

Questions to Use in Institutional Evaluation

ThisGuideisdesignedtoprovokethoughtfuldialogueandjudgmentaboutinstitutionalqualitybycollegecommunitiesengagedinselfstudyandbypeerevaluationteamsassignedtoaffirmthequalityofinstitutions.Aseithergroupseekstoevaluateaninstitution’sabilitytomeasureuptotheStandardsofAccreditation,inquiry—askingquestionsandseekinganswers—isnecessarybeforejudgmentismade.Thefollowingquestionsaredesignedtoprovokethoughtfulreflectionaboutinstitutionalquality.Thesequestionsaredesignedtobeaskedbyeithertheinstitutionengagedinself-reflectionaspartofselfstudy,orbythepeerevaluationteamthatvisitsthecampus.TheGuidealsoprovidesalistofpossiblesourcesofevidencethatcanbeusedtodevelopanswerstothequestionsraisedthroughtheprocessofinquiry.

Thequestions,andlistsofpossibleevidence,aredesignedtoinformdiscussionsofstudent achievement,suchasnumberofgraduates,numberoftransferstudents,retentionrates,coursecompletionrates,jobplacementrates;institutional performance suchasthepresenceandeffectiveuseofinstitutionalresources,structures,andpolicies,toachievetheinstitutionseducationalmission;andstudent learning outcomessuchastheacquisitionofknowledge,skills,abilitiesandattitudesthattheinstitutionintendedstudentstolearnandwhicharedefinedbytheinstitutionastheintendedlearningoutcomes.Remember,theremaybemanyotherquestionsthatinstitutionsandteammemberscanandshouldaskinordertoassessinstitutionalqualityandeffectiveness.

16 StandardI:InstitutionalMissionandEffectiveness

Standard I: Institutional Mission and Effectiveness

Theinstitutiondemonstratesstrongcommitmenttoamissionthatemphasizesachievementofstudentlearningandtocommunicatingthemissioninternallyandexternally.Theinstitutionusesanalysesofquantitativeandqualitativedataandanalysisinanongoingandsystematiccycleofevaluation,integratedplanning,implementation,andre-evaluationtoverifyandimprovetheeffectivenessbywhichthemissionisaccomplished.

A Mission Theinstitutionhasastatementofmissionthatdefinestheinstitution’sbroadeducationalpurposes,itsintendedstudentpopulation,anditscommitmenttoachievingstudentlearning.

� Whatdoestheinstitution’smissionstatementsayaboutitseducationalpurposes?Arethesepurposesappropriatetoaninstitutionofhigherlearning?

� Whoarethecollege’sintendedstudents?Howdoestheinstitutiondetermineitsintendedpopulation?Istheidentifiedpopulationareasonablematchfortheinstitution’slocation,resources,androleinhighereducation?

� Whatprocessesdoestheinstitutionusetofostercollege-widecommitmenttostudentlearning?Doesthemissionstatementexpressthiscommitment?

1.Theinstitutionestablishesstudentlearningprogramsandservicesalignedwithitspurposes,itscharacter,anditsstudentpopulation.

� Havediscussionsbeenheldamongkeyconstituentsregardingtherelevanceofthemissionstatementtostudentlearning?

� Whatstatementsaboutstudentlearningareincludedinthemissionstatement?Howdothesestatementsmakeexplicitthepurposesoftheinstitution?

� Howdoestheinstitutionknowthatitisaddressingtheneedsofitsstudentpopulation?

� Whatassessmentsofinstitutionaleffectivenessareundertaken?

2.Themissionstatementisapprovedbythegoverningboardandpublished.

� Whenwasthecurrentmissionstatementapprovedbytheboard?

17StandardI:InstitutionalMissionandEffectiveness

3.Usingtheinstitution’sgovernanceanddecision-makingprocesses,theinstitutionreviewsitsmissionstatementonaregularbasisandrevisesitasnecessary.

� Howeffectiveistheinstitution’sprocessforperiodicreviewofthemissionstatement?Doestheprocessallowforincorporatingtheinterestsoftheinstitutions’stakeholders?

� Howdoestheinstitutionknowthatthewaythemissionstatementisdeveloped,approvedandcommunicatedtoallstakeholdersiseffective?Whatcircumstancespromptchangestothestatement?

4.Theinstitution’smissioniscentraltoinstitutionalplanninganddecisionmaking.

� Howeffectivelydoesthemissionstatementpromptplanninganddecisionmaking?Towhatextentisthemissionstatementcentraltothechoicesthecollegemakes?

B Improving Institutional Effectiveness Theinstitutiondemonstratesaconsciousefforttoproduceandsupportstudentlearning,measuresthatlearning,assesseshowwelllearningisoccurring,andmakeschangestoimprovestudentlearning.Theinstitutionalsoorganizesitskeyprocessesandallocatesitsresourcestoeffectivelysupportstudentlearning.Theinstitutiondemonstratesitseffectivenessbyproviding1)evidenceoftheachievementofstudentlearningoutcomesand2)evidenceofinstitutionandprogramperformance.Theinstitutionusesongoingandsystematicevaluationandplanningtorefineitskeyprocessesandimprovestudentlearning.

1.Theinstitutionmaintainsanongoing,collegial,self-reflectivedialogueaboutthecontinuousimprovementofstudentlearningandinstitutionalprocesses

� Howhasthecollegestructureditsdialogue?Howwelldoesthecollegeembraceandunderstandthepurposeofthedialogue?

� When,how,andaboutwhatsubjectshasthecollegeengagedindialogue?Whatimpacthasthedialoguehadonstudentlearning?

� Doesthedialogueleadtoacollectiveunderstandingofthemeaningofdataandresearchusedinevaluationofstudentlearning?


2.Theinstitutionsetsgoalstoimproveitseffectivenessconsistentwithitsstatedpurposes.Theinstitutionarticulatesitsgoalsandstatestheobjectivesderivedfromtheminmeasurabletermssothatthedegreetowhichtheyareachievedcanbedeterminedandwidelydiscussed.Theinstitutionalmembersunderstandthesegoalsandworkcollaborativelytowardtheirachievement.

� Whatcriteriadoesthecollegeusetodetermineitspriorities(setgoals)?

� Istherebroad-basedunderstandingofthegoalsandtheprocessestoimplementthem?Isthereinstitutionalcommitmenttoachieveidentifiedgoals?

� Howwelldoesthecollegeimplementitsgoals?

� Aregoalsarticulatedsothattheinstitutioncanlaterdeterminethedegreetowhichtheyhavebeenmet?

� Towhatextentdoesthecollegeachieveitsgoals?

3.Theinstitutionassessesprogresstowardachievingitsstatedgoalsandmakesdecisionsregardingtheimprovementofinstitutionaleffectivenessinanongoingandsystematiccycleofevaluation,integratedplanning,resourceallocation,implementation,andre-evaluation.Evaluationisbasedonanalysesofbothquantitativeandqualitativedata.

� Towhatextentdoestheinstitutionunderstandandembracethenotionofongoingplanning?

� Doesthecollegehaveaplanningprocessinplace?Isitcyclical,i.e.,doesitincorporatesystematicevaluationofprogramsandservices,improvementplanning,implementation,andre-evaluation?Howdoescollegebudgetingofresourcesfollowplanning?Howisplanningintegrated?

� Towhatextentareinstitutionaldataavailableandusedforplanning?Aredataanalyzedandinterpretedforeasyunderstandingbythecollegecommunity?

4.Theinstitutionprovidesevidencethattheplanningprocessisbroad-based,offersopportunitiesforinputbyappropriateconstituencies,allocatesnecessaryresources,andleadstoimprovementofinstitutionaleffectiveness.

� Whatmechanismsexistforparticipationincollegeplanning?


� Howisbroadinvolvementguaranteed?

� Towhatextentdoesthecollegeallocateresourcestofulfillitsplans?

� Whenresourcestofulfillplansarenotavailable,doesthecollegeidentifyandfollowstrategiestoincreaseitscapacity,i.e.,seekalternatemeansforsecuringresources?

� Whatchangeshaveoccurredasaresultofimplementedplans?

5.Theinstitutionusesdocumentedassessmentresultstocommunicatemattersofqualityassurancetoappropriateconstituencies.

� Whatassessmentdatadoesthecollegecollect?

� Bywhatmeansdoesthecollegemakepublicitsdataandanalysesinternallyandexternally?

� Howdoesthecollegeassesswhetheritiseffectivelycommunicatinginformationaboutinstitutionalqualitytothepublic?

6. Theinstitutionassurestheeffectivenessofitsongoingplanningandresourceallocationprocessesbysystematicallyreviewingandmodifying,asappropriate,allpartsofthecycle,includinginstitutionalandotherresearchefforts.

� Whatprocessesdoestheinstitutionusetoassesstheeffectivenessofitscycleofevaluation,integratedplanning,resourceallocationimplementation,andre-evaluation?

� Howeffectiveisthecollegeplanningprocessforfosteringimprovement?

7. Theinstitutionassessesitsevaluationmechanismsthroughasystematicreviewoftheireffectivenessinimprovinginstructionalprograms,studentsupportservices,andlibraryandotherlearningsupportservices.

� Whatmechanismsdoestheinstitutionusetogatherevidenceabouttheeffectivenessofprogramsandservices?

� Howeffectivelydoevaluationprocessesandresultscontributetoimprovementinprogramsandservices?


Sources of Evidence: Examples for Standard I

ListedbelowareexamplesofpotentialsourcesofevidenceforStandardI.Theremaybemanyothersourcesthatinstitutionsshouldprovideandteamsshouldaskfor.

Standard I: Institutional Mission and Effectiveness

A Mission Evidencethatanalysisofhowinstitutionalgoalsandobjectivesarelinkedtotheneedsofthestudentpopulationhastakenplace.

❑ Evidenceofanalysisofhowthemissionstatementisdeveloped,approvedandcommunicatedtoallstakeholders.

❑ Evidenceofanalysisoftheprocessusedfortheperiodicreviewoftheinstitution’smission;evidencethattheprocessisinclusive.

❑ Evidencethatthemissionstatementprovidesthepreconditionsforsettinginstitutionalgoals.

❑ Evidenceofanalysisofhowthecycleofevaluation,integratedplanning,implementation,andre-evaluationrelatestothemissionandisusedforinstitutionalimprovement.

B Improving Institutional Effectiveness

❑ Evidencethattheinstitutionhasdevelopedprocessesbywhichcontinuousdialogueaboutbothstudentlearningandinstitutionalprocessescantakeplace.

❑ Evidenceofbroad-basedparticipationinthedialogue.

❑ Evidencethatclearly-stated,measurablegoalsandobjectivesguidethecollegecommunityinmakingdecisionsregardingplanningandallocationofresourcesaswellascurriculumandprogramdevelopment.

❑ Written,currentinstitutionalplansthatdescribewaysinwhichtheinstitutionwillachieveitsgoals.


❑ Evidencethattheprocessesusedinplanningandinstitutionalimprovementarecommunicatedandthattheyprovidethemeansbywhichthecollegecommunitycanparticipateindecision-making.

❑ Evidencethatgoalsaredevelopedwiththeknowledgeandunderstandingofthecollegecommunity.

❑ Evidencethatthereexistsacurrentcycleinwhichevaluationresultsareutilizedinintegratingplanning,resourceallocation,implementation,andre-evaluation.

❑ Evidencethatdataisbothquantitativeandqualitative.

❑ Evidencethatwell-defined,decision-makingprocessesandauthorityservetofacilitateplanningandinstitutionaleffectiveness.

❑ Evidenceofperiodicandsystematicassessmentoftheeffectivenessofallinstitutionalservicesandprocesses.

❑ Evidencethattheresultsaredisseminatedtoandunderstoodbythecollegecommunity.

❑ Evidencethatresultsofperiodicandsystematicassessmentareutilizedforimprovement.

❑ Evidenceofcurrent,systematicprogramreviewandimplementationofresults.

❑ Evidencethatprogramreviewprocessesaresystematicallyevaluated.

22 StandardII:StudentLearningProgramsandServices

Standard II: Student Learning Programs and Services

Theinstitutionoffershigh-qualityinstructionalprograms,studentsupportservices,andlibraryandlearningsupportservicesthatfacilitateanddemonstratetheachievementofstatedstudentlearningoutcomes.Theinstitutionprovidesanenvironmentthatsupportslearning,enhancesstudentunderstandingandappreciationofdiversity,andencouragespersonalandcivicresponsibilityaswellasintellectual,aesthetic,andpersonaldevelopmentforallofitsstudents.

A Instructional Programs Theinstitutionoffershigh-qualityinstructionalprogramsinrecognizedandemergingfieldsofstudythatculminateinidentifiedstudentoutcomesleadingtodegrees,certificates,employment,ortransfertootherhighereducationinstitutionsorprogramsconsistentwithitsmission.Instructionalprogramsaresystematicallyassessedinordertoassurecurrency,improveteachingandlearningstrategies,andachievestatedstudentlearningoutcomes.Theprovisionsofthisstandardarebroadlyapplicabletoallinstructionalactivitiesofferedinthenameoftheinstitution.

1.Theinstitutiondemonstratesthatallinstructionalprograms,regardlessoflocationormeansofdelivery,addressandmeetthemissionoftheinstitutionandupholditsintegrity.1

� Howdoestheinstitutionensurethatallinstitutionalofferingsfitthestatedmissionoftheinstitution?

� Howdoestheinstitutionensurethatitsprogramsandservicesarehighqualityandappropriatetoaninstitutionofhighereducation?

� Howdoestheinstitutionchoosethefieldsofstudyinwhichitoffersprograms?Whatarethestudentachievementoutcomesoftheinstitution’sprograms;i.e.,towhatextentdostudentsprogressthroughandcompletedegreesandcertificates,gainemployment,ortransfertofour-yearinstitutions?Bywhatmeansareprogramsassessedforcurrency,teachingandlearningstrategies,andstudentlearningoutcomes?

� Howdoestheinstitutionensurethatitsprogramsandcurriculaarecurrent?

23StandardII:StudentLearningProgramsandServices

a. Theinstitutionidentifiesandseekstomeetthevariededucationalneedsofitsstudentsthroughprogramsconsistentwiththeireducationalpreparationandthediversity,demographics,andeconomyofitscommunities.Theinstitutionreliesuponresearchandanalysistoidentifystudentlearningneedsandtoassessprogresstowardachievingstatedlearningoutcomes.

� Whatresearchisconductedtoinformwhatstudentlearningneedsare?Whatmeansdoestheinstitutionusetoassessstudents’educationalpreparedness?

� Howisthisinformationincorporatedintoprogramplanning?

� Whatkindofresearchisbeingconductedtodetermineifstudentsareachievingstatedlearningoutcomes?

b. Theinstitutionutilizesdeliverysystemsandmodesofinstructioncompatiblewiththeobjectivesofthecurriculumandappropriatetothecurrentandfutureneedsofitsstudents.1

� Howdoestheinstitutiondeterminethatdeliveryofinstructionfitstheobjectivesandcontentofitscourses?

� Howaredeliverymethodsevaluatedfortheireffectivenessinmeetingstudentneeds?

� Whatdialogueistakingplaceaboutdeliverysystemsandmodesofinstruction?

� Howeffectivelyaredeliverysystemsandmodesofinstructionfacilitatingstudentlearning?

c. Theinstitutionidentifiesstudentlearningoutcomesforcoursesprograms,certificates,anddegrees;assessesstudentachievementofthoseoutcomes;andusesassessmentresultstomakeimprovements.

� Whatstudentlearningoutcomeshastheinstitutionidentifiedforitscourses,itsprograms,itscertificates,itsdegrees?

� Howandbywhomarestudentlearningoutcomesandstrategiesforattainingthemcreated?Howandbywhomarestudentlearningoutcomesandprogramoutcomesassessed?Howaretheresultsusedforimprovement?


� Arestudentlearningoutcomesverifiablyatthecollegiatelevel?Whatassessmentsareinplaceformeasuringtheseoutcomes?Howeffectivelyaretheassessmentsworking?

� Whatdialoguehasoccurredaboutusingassessmentresultstoguideimprovementstocourses,programs,etc.?Whatimprovementshaveresulted?

2.Theinstitutionassuresthequalityandimprovementofallinstructionalcoursesandprogramsofferedinthenameoftheinstitution,includingcollegiate,developmental,andpre-collegiatecoursesandprograms,continuingandcommunityeducation,studyabroad,short-termtrainingcoursesandprograms,programsforinternationalstudents,andcontractorotherspecialprograms,regardlessoftypeofcreditawarded,deliverymode,orlocation.1,2

� Bywhatcriteriaandprocessesdoestheinstitutiondecidetoofferdevelopmental,pre-collegiate,continuingandcommunityeducation,studyabroad,short-termtraining,internationalstudent,orcontracteducationprograms?

� Whichofthese(orother)categoriesofcoursesandprogramsdoestheinstitutionoffer?

� Bywhatmeansdoestheinstitutionensurethatallofitsinstructionalcoursesandprogramsareofhighquality?Aretheyallofhighquality?

� Whatistheprocessforestablishingandevaluatingeachtypeofcourseandprogram?Howdoesthecollegedeterminetheappropriatecredittype,deliverymode,andlocationofitscoursesandprograms?

� Isthequalityofallinstructionalcoursesandprogramsofferedinthenameoftheinstitutionensured?Doestheinstitutionuseevaluationofcoursesandprogramseffectivelyforimprovement?

a. Theinstitutionusesestablishedprocedurestodesign,identifylearningoutcomesfor,approve,administer,deliver,andevaluatecoursesandprograms.Theinstitutionrecognizesthecentralroleofitsfacultyforestablishingqualityandimprovinginstructionalcoursesandprograms.

� Whatestablishedpoliciesandinstitutionalprocessesguidethedevelopmentandevaluationofcoursesandprograms?Whatistheroleoffaculty?


� Dotheseproceduresleadtoassessmentofqualityandimprovement?Whoisresponsibleforidentifyingappropriatestudentlearningoutcomes?

� Arestudentlearningoutcomesestablishedforeachcourseandprogram?Howisthis“fit”evaluated?

� Whatprocessesexisttoapproveandadministercoursesandprograms?Aretheprocesseseffective?

� Howarecoursesandprogramsevaluated?Howoften?Whataretheresultsoftheevaluations?

� Whatimprovementstocoursesandprogramshaveoccurredasaresultofevaluation?Howdoestheinstitutionassurethatitreliesonfacultydisciplineexpertiseforestablishingthequalityofitscoursesandprograms?

b. Theinstitutionreliesonfacultyexpertiseandtheassistanceofadvisorycommitteeswhenappropriatetoidentifycompetencylevelsandmeasurablestudentlearningoutcomesforcourses,certificates,programsincludinggeneralandvocationaleducation,anddegrees.Theinstitutionregularlyassessesstudentprogresstowardsachievingthoseoutcomes.

� Howarecompetencylevelsandmeasurablestudentlearningoutcomesdetermined?Whatistheroleoffaculty?Whatistheroleofadvisorycommittees?

� Howhastheinstitutionstructuredtherelationshipbetweenstudentlearningoutcomes,competencylevelsfordegrees,certificates,programs,andcourses?

� Dostudentshaveaclearpathtoachievingthestudentlearningoutcomesrequiredofacourse,programdegree,certificate?Howwelldoestheinstitutionachieveandevaluatetheeffectivenessoflearningateachlevel?

c. High-qualityinstructionandappropriatebreadth,depth,rigor,sequencing,timetocompletion,andsynthesisoflearningcharacterizeallprograms.

� Howdoestheinstitutiondemonstratethequalityofitsinstruction?Whatevidenceexiststhatallprogramsarecharacterizedbythevariablescitedinthisstandard?


� Whatinstitutionaldialoguehasoccurredtoenhanceunderstandingandagreementaboutthequalityandlevelofitsprograms?

� Whatcriteriadoesthecollegeuseindecidingonthebreadth,depth,rigor,sequencing,timetocompletion,andsynthesisoflearningbreadthofeachprogramitoffers?

� Whatroledofacultyplayinthesedecisions?Howdoesthecollegeusethesequalities(breadth,depth,etc.)todeterminethataprogramiscollegiateorpre-collegiatelevel?

d. Theinstitutionusesdeliverymodesandteachingmethodologiesthatreflectthediverseneedsandlearningstylesofitsstudents.1

� Whatassessmentofstudentlearningstyleshasthecollegeperformed?

� Howdoestheinstitutiondemonstratethatitismeetingtheneedsandlearningstylesofitsstudents?Whatdofacultyandstaffknowaboutlearningneedsandpedagogicalapproaches?

� Docoursesincludemultiplewaysofassessingstudentlearning?Howdoesthecollegedeterminewhatdeliverymodesareappropriateforitsstudents?

� Whatteachingmethodologiesarecommonlyused?Howaremethodologiesselected?Havefacultydiscussedtherelationshipbetweenteachingmethodologiesandstudentperformance?Whateffortshasthecollegemadetomatchmethodologieswithparticularneedsofstudentswithlearningstyles?

� Hasthecollegeinvestigatedtheeffectivenessofitsdeliverymodes?Howeffectivearedeliverymodesandinstructionalmethodologiesthatthecollegeusesinproducinglearning?

e. Theinstitutionevaluatesallcoursesandprogramsthroughanongoingsystematicreviewoftheirrelevance,appropriateness,achievementoflearningoutcomes,currency,andfutureneedsandplans.

� Howdoesthecollegeevaluatetheeffectivenessofitscoursesandprograms?

� Docriteriausedinprogramreviewincluderelevancy,appropriateness,


achievementofstudentlearningoutcomes,currency,planningforthefuture?Isthisprocessconsistentlyfollowedforallcollegeprograms,regardlessofthetypeofprogram(collegiate,developmental,etc.)?

� Whattypesofdataareavailableforprogramevaluation?Doestheevaluationincludeacurricularreview?Doestheevaluationincludeacomprehensivereviewoftheroleoftheprogramintheoverallcollegecurriculum?

� Howistherelevancyofaprogramdetermined?Havestudentlearningoutcomesfortheprogrambeenidentified?Howwellarestudentachievingtheseoutcomes?

� Howareresultsofprogramevaluationusedininstitutionalplanning?Whatchanges/improvementsinprogramshaveoccurredasaresultoftheconsiderationofprogramevaluations?

f. Theinstitutionengagesinongoing,systematicevaluationandintegratedplanningtoassurecurrencyandmeasureachievementofitsstatedstudentlearningoutcomesforcourses,certificates,programsincludinggeneralandvocationaleducation,anddegrees.Theinstitutionsystematicallystrivestoimprovethoseoutcomesandmakestheresultsavailabletoappropriateconstituencies.

� Towhatextentdoestheinstitutionunderstandandembracethenotionofongoingplanning?

� Doesthecollegehaveaplanningprocessinplace?Isitcyclical,i.e.,doesitincorporatesystematicevaluationofprogramsandservices,improvementplanning,implementation,andre-evaluation?Howdoescollegebudgetingofresourcesfollowplanning?

� Towhatextentareinstitutionaldataavailableandusedforplanning?Aredataanalyzedandinterpretedforeasyunderstandingbythecollegecommunity?

g. Ifaninstitutionusesdepartmentalcourseand/orprogramexaminations,itvalidatestheireffectivenessinmeasuringstudentlearningandminimizestestbiases.

� Howdoestheinstitutionensuretheuseofnon-biasedvalidmeasuresofstudentlearning?


h. Theinstitutionawardscreditbasedonstudentachievementofthecourse’sstatedlearningoutcomes.Unitsofcreditawardedareconsistentwithinstitutionalpoliciesthatreflectgenerallyacceptednormsorequivalenciesinhighereducation.4

� Arestudentlearningoutcomesthebasisforcreditawardedforcourses?Arecreditsawardedconsistentwithacceptednormsinhighereducation?

i. Theinstitutionawardsdegreesandcertificatesbasedonstudentachievementofaprogram’sstatedlearningoutcomes.

� Bywhatmeansdoestheinstitutionensurethatachievementofstatedprogrammaticlearningoutcomesarethebasisforawardingdegreesandcertificates?

� Whatinstitutionaldialoguehasoccurredaboutthelearningexpectedofstudentsinorderforthemtoearnadegreeorcertificate?

� Howhasthecollegeidentifiedstudentlearningoutcomesforitsdegreesandcertificates?

3.Theinstitutionrequiresofallacademicandvocationaldegreeprogramsacomponentofgeneraleducationbasedonacarefullyconsideredphilosophythatisclearlystatedinitscatalogue.Theinstitution,relyingontheexpertiseofitsfaculty,determinestheappropriatenessofeachcourseforinclusioninthegeneraleducationcurriculumbyexaminingthestatedlearningoutcomesforthecourse.

� Whatevidenceisfoundinthecatalogueofafaculty-developedrationaleforgeneraleducationthatservesasthebasisforinclusionofcoursesingeneraleducation?

� Howarestudentlearningoutcomesusedtoanalyzecoursesforinclusionasgeneraleducation?

� Howistherationaleforgeneraleducationcommunicatedtoallstakeholders?

� Howisthegeneraleducationphilosophyreflectedinthedegreerequirements?

Generaleducationhascomprehensivelearningoutcomesforthestudentswhocompleteit,includingthefollowing:


a. Anunderstandingofthebasiccontentandmethodologyofthemajorareasofknowledge:areasincludethehumanitiesandfinearts,thenaturalsciences,andthesocialsciences.

� Howarethebasiccontentandmethodologyoftraditionalareasofknowledgeingeneraleducationdetermined?

� Whatprocessisusedtoensurethatgeneraleducationcoursesincludethiscontentandmethodology?

� Dogeneraleducationcoursesdemonstratestudentachievementofcomprehensivestudentlearningoutcomes?

� Dostudentlearningoutcomesforgeneraleducationcoursesrequirestudentstounderstandthebasiccontentandmethodologyinthemajorareasofknowledge?Isthereaconsistentprocessforassuringthatthecontentandmethodologyareincludedincourseoutlines?

� Howwellarestudentsabletoapplytheirunderstandingtosubsequentcoursework,employment,orotherendeavors?

b. Acapabilitytobeaproductiveindividualandlifelonglearner:skillsincludeoralandwrittencommunication,informationcompetency,computerliteracy,scientificandquantitativereasoning,criticalanalysis/logicalthinking,andtheabilitytoacquireknowledgethroughavarietyofmeans.

� Whatcriteriahavebeendevelopedtodetermineifgeneraleducationstudentshaveattainedthesegoals?

� Whatcriteriadoesthecollegeusetoassurethattherequiredskilllevelmeetscollegiatestandards?Isthereaconsistentprocessforassuringthatexpectedskilllevelsareincludedincourseoutlines?Whatmeasuresofstudentskillareemployed?Isthecollegesatisfiedthatthesemeasuresareeffective?

� Howwellarestudentsachievingtheseoutcomes?Howwellarestudentsabletoapplytheseskillstosubsequentcoursework,employment,orotherendeavors?


c. Arecognitionofwhatitmeanstobeanethicalhumanbeingandeffectivecitizen:qualitiesincludeanappreciationofethicalprinciples;civilityandinterpersonalskills;respectforculturaldiversity;historicalandaestheticsensitivity;andthewillingnesstoassumecivic,political,andsocialresponsibilitieslocally,nationally,andglobally.

� Howarestudentlearningoutcomesdevelopedtoaddressconcernsaboutethicsandeffectivecitizenship?Howisitdeterminedwheretoincludestudentlearningleadingtodevelopmentofthesequalities?

4.Alldegreeprogramsincludefocusedstudyinatleastoneareaofinquiryorinanestablishedinterdisciplinarycore.

� Dodegreeprogramsincludeatleastoneareaoffocusedstudyorinterdisciplinarycore?

5.Studentscompletingvocationalandoccupationalcertificatesanddegreesdemonstratetechnicalandprofessionalcompetenciesthatmeetemploymentandotherapplicablestandardsandarepreparedforexternallicensureandcertification.

� Whatevidenceexiststhatstudentswhocompletevocationalandoccupationaldegreesandcertificatesmeetemploymentcompetencies?Arepreparedforlicensure?Arepreparedforcertificationbyexternalagencies?

� Howdoesthecollegeacquirereliableinformationaboutitsstudents’abilitytomeettheserequirements?

6.Theinstitutionassuresthatstudentsandprospectivestudentsreceiveclearandaccurateinformationabouteducationalcoursesandprogramsandtransferpolicies.4Theinstitutiondescribesitsdegreesandcertificatesintermsoftheirpurpose,content,courserequirements,andexpectedstudentlearningoutcomes.Ineveryclasssectionstudentsreceiveacoursesyllabusthatspecifieslearningoutcomesconsistentwiththoseintheinstitution’sofficiallyapprovedcourseoutline.

� Howdoestheinstitutionassurethatinformationaboutitsprogramsisclearandaccurate?Aredegreesandcertificatesclearlydescribed?Arestudentlearningoutcomesincludedindescriptionsofcoursesandprograms?

� Howdoestheinstitutionverifythatstudentsreceiveacoursesyllabusthatincludesstudentlearningoutcomes?


� Howdoesthecollegeverifythatindividualsectionsofcoursesadheretothecourseobjectives/learningoutcomes?

a. Theinstitutionmakesavailabletoitsstudentsclearlystatedtransfer-of-creditpoliciesinordertofacilitatethemobilityofstudentswithoutpenalty.Inacceptingtransfercreditstofulfilldegreerequirements,theinstitutioncertifiesthattheexpectedlearningoutcomesfortransferredcoursesarecomparabletothelearningoutcomesofitsowncourses.Wherepatternsofstudentenrollmentbetweeninstitutionsareidentified,theinstitutiondevelopsarticulationagreementsasappropriatetoitsmission.4

� Whatpoliciesdoestheinstitutionhavetoaddresstransferofcourseworkinandoutoftheinstitutionandhowaretheycommunicatedtostudents?Arethesepoliciesregularlyreviewed?

� Howdoestheinstitutiondevelop,implement,andevaluatearticulationagreements?

b. Whenprogramsareeliminatedorprogramrequirementsaresignificantlychanged,theinstitutionmakesappropriatearrangementssothatenrolledstudentsmaycompletetheireducationinatimelymannerwithaminimumofdisruption.3

� Whatpolicydoestheinstitutionhavetoaddresseliminationoformajorchangesinprograms?

� Arestudentsadvisedonhowtocompleteeducationalrequirementswhenprogramsareeliminatedormodified?

c. Theinstitutionrepresentsitselfclearly,accurately,andconsistentlytoprospectiveandcurrentstudents,thepublic,anditspersonnelthroughitscatalogs,statements,andpublications,includingthosepresentedinelectronicformats.Itregularlyreviewsinstitutionalpolicies,procedures,andpublicationstoassureintegrityinallrepresentationsaboutitsmission,programs,andservices.7

� Howdoestheinstitutionconductregularreviewsofitspoliciesandpracticesregardingpublicationstoensuretheirintegrity?Areelectronicrepresentationsoftheinstitutionregularlyreviewed?

� Doestheinstitutionprovideinformationonstudentachievementtothepublic?Isthatinformationaccurate?Current?


7.Inordertoassuretheacademicintegrityoftheteaching-learningprocess,theinstitutionusesandmakespublicgoverningboard-adoptedpoliciesonacademicfreedomandresponsibility,studentacademichonesty,andspecificinstitutionalbeliefsorworldviews.Thesepoliciesmakecleartheinstitution’scommitmenttothefreepursuitanddisseminationofknowledge.

� Doboard-approvedpoliciesonacademicfreedomexistandaretheymadepublic?Doboard-approvedpoliciesonstudentacademichonestyexistandaretheymadepublic?

a. Facultydistinguishesbetweenpersonalconvictionandprofessionallyacceptedviewsinadiscipline.Theypresentdataandinformationfairlyandobjectively.

� Whatpoliciesdemonstrateinstitutionalcommitmenttofreepursuitanddisseminationofknowledge?

� Howdoesthecollegecommunicateitsexpectationthatfacultydistinguishbetweenpersonalconvictionandprofessionallyacceptedviewsinadiscipline?Inwhatdiscussionshavefacultyengagedtodeepenunderstandingofthisexpectation?Howsuccessfullydoesthefacultymakethisdistinctionintheclassroom?Whatmechanismsdoesthecollegehavefordetermininghoweffectivelyitismeetingthisexpectation?

b. Theinstitutionestablishesandpublishesclearexpectationsconcerningstudentacademichonestyandconsequencesfordishonesty.

� Whatmechanismdoestheinstitutionhaveforinformingstudentsandfacultyabout,andenforcing,itspoliciesonacademichonesty?

c. Institutionsthatrequireconformitytospecificcodesofconductofstaff,faculty,administrators,orstudents,orthatseektoinstillspecificbeliefsorworldviews,giveclearpriornoticeofsuchpolicies,includingstatementsinthecatalogand/orappropriatefacultyorstudenthandbooks.

� Howarerequirementsofconformitytocodesofconductcommunicated?

� Ifacollegeseekstoinstillspecificbeliefsorworldviews,whatpoliciesdoesithaveinplacetodetailthesegoals?Howarethepoliciescommunicatedtoappropriateconstituencies?


8.InstitutionsofferingcurriculainforeignlocationstostudentsotherthanU.S.nationalsoperateinconformitywithstandardsandapplicableCommissionpolicies.2

� Howwelldocurriculaofferedinforeignlocationstonon-U.S.studentsconformtothespecificationsofCommissionpolicyPrinciplesofGoodPracticeinOverseasInternationalEducationProgramsforNon-U.S.Nationals?

B Student Support Services Theinstitutionrecruitsandadmitsdiversestudentswhoareabletobenefitfromitsprograms,consistentwithitsmission.Studentsupportservicesaddresstheidentifiedneedsofstudentsandenhanceasupportivelearningenvironment.Theentirestudentpathwaythroughtheinstitutionalexperienceischaracterizedbyaconcernforstudentaccess,progress,learning,andsuccess.Theinstitutionsystematicallyassessesstudentsupportservicesusingstudentlearningoutcomes,facultyandstaffinput,andotherappropriatemeasuresinordertoimprovetheeffectivenessoftheseservices.

� Howdoestheinstitutiondeterminethatadmittedstudentsareabletobenefitfromitsprograms?Howisthisinformationappliedtoadmissionspoliciesandprocedures?

� Whatcollege-widediscussionshaveoccurredabouthowstudentaccess,progress,learning,andsuccessareconsistentlysupported?

1.Theinstitutionassuresthequalityofstudentsupportservicesanddemonstratesthattheseservices,regardlessoflocationormeansofdelivery,supportstudentlearningandenhanceachievementofthemissionoftheinstitution.1,2

� Bywhatmeansdoestheinstitutionassurethequalityofitsstudentsupportservices?Howdoestheinstitutiondemonstratethattheseservicessupportstudentlearning?

2.Theinstitutionprovidesacatalogforitsconstituencieswithprecise,accurate,andcurrentinformationconcerningthefollowing:

a. GeneralInformation• OfficialName,Address(es),TelephoneNumber(s),andWebSite• AddressoftheInstitution• EducationalMission• Course,Program,andDegreeOfferings• AcademicCalendarandProgramLength• AcademicFreedomStatement


• AvailableStudentFinancialAid• AvailableLearningResources• NamesandDegreesofAdministratorsandFaculty• NamesofGoverningBoardMembers

b. Requirements• Admissions• StudentFeesandOtherFinancialObligations• Degree,Certificates,GraduationandTransfer

c. MajorPoliciesAffectingStudents• AcademicRegulations,includingAcademicHonesty• Nondiscrimination• AcceptanceofTransferCredits• GrievanceandComplaintProcedures• SexualHarassment• RefundofFees

d. LocationsorPublicationsWhereOtherPoliciesMaybeFound

� Isthecatalogcurrent,complete,clear,easytounderstand,easytouse,well-structured?

� Howisthecatalogreviewedforaccuracyandcurrency?Whatprocessdoesthecollegeusetoensurethattheinformationinitspublicationsiseasilyaccessibletostudents,prospectivestudents,andthepublic?

� Whenpoliciesarenotincludedinthecatalog,arethepublicationsinwhichtheyarefoundeasilyaccessible?

� Doestheinstitutionmaintainrecordsofstudentcomplaints/grievancesandmakethemavailabletotheteam?

3.Theinstitutionresearchesandidentifiesthelearningsupportneedsofitsstudentpopulationandprovidesappropriateservicesandprogramstoaddressthoseneeds.

� Bywhatmeansdoestheinstitutiondeterminethesupportneedsofitsstudents?Howwelldoesitaddresstheseneeds?


a. Theinstitutionassuresequitableaccesstoallofitsstudentsbyprovidingappropriate,comprehensive,andreliableservicestostudentsregardlessofservicelocationordeliverymethod.1

� Whatevidenceisprovidedthattheinstitutionassessesstudentneedsforservicesregardlessoflocationandprovidesforthem?

� Howareon-lineservicesandservicesatoff-sitelocationsevaluated?Howwellareservicesmeetingtheneedsofstudents?

b. Theinstitutionprovidesanenvironmentthatencouragespersonalandcivicresponsibility,aswellasintellectual,aesthetic,andpersonaldevelopmentforallofitsstudents.

� Whatistheinstitutiondoingtoprovidealearningenvironmentthatpromotesthesepersonalattributes?Whatdialoguehastheinstitutionengagedinconcerningwhatconstitutesagoodlearningenvironment?

� Whatprogramsorserviceshastheinstitutiondeterminedcontributetothisenvironment?Whatareashavebeenidentifiedforimprovement?Howdoesthecollegeevaluateitseffortsinthisarea?Howaretheresultsoftheevaluationsusedtoimprovetheenvironment?

c. Theinstitutiondesigns,maintains,andevaluatescounselingand/oracademicadvisingprogramstosupportstudentdevelopmentandsuccessandpreparesfacultyandotherpersonnelresponsiblefortheadvisingfunction.

� Doestheinstitutiondevelop,implement,andevaluatecounselingand/oracademicadvising?

� Doestheevaluationofcounselingand/oracademicadvisingincludehowitenhancesstudentdevelopmentandsuccess?

� Arethoseresponsibleforcounseling/advisingtrained?

d. Theinstitutiondesignsandmaintainsappropriateprograms,practices,andservicesthatsupportandenhancestudentunderstandingandappreciationofdiversity.


� Whatdoestheinstitutiondotopromotestudentunderstandingandappreciationofdiversity?Whatmeasuresdoestheinstitutionusetodeterminetheeffectivenessofservices?

e. Theinstitutionregularlyevaluatesadmissionsandplacementinstrumentsandpracticestovalidatetheireffectivenesswhileminimizingbiases.

� Whatprocessesareusedtoevaluatetheeffectivenessofpracticesandtoolsofadmissions?Whatevaluationsofplacementprocessesareusedtoensuretheirconsistencyandeffectiveness?Howareculturalandlinguisticbiasintheinstrumentsandprocessesminimized?

f. Theinstitutionmaintainsstudentrecordspermanently,securely,andconfidentially,withprovisionforsecurebackupofallfiles,regardlessoftheforminwhichthosefilesaremaintained.Theinstitutionpublishesandfollowsestablishedpoliciesforreleaseofstudentrecords.

� Whatinstitutionalpoliciesgovernthemaintenanceofstudentrecords?Arerecordssecure?Doestheinstitutionhaveapolicyforreleaseofstudentrecords?

4.Theinstitutionevaluatesstudentsupportservicestoassuretheiradequacyinmeetingidentifiedstudentneeds.Evaluationoftheseservicesprovidesevidencethattheycontributetotheachievementofstudentlearningoutcomes.Theinstitutionusestheresultsoftheseevaluationsasthebasisforimprovement.

� Howdoestheinstitutionprovideforsystematicandregularreviewofitsstudentsupportservices?Howaretheresultsused?

� Doestheevaluationassesshowstudentsupportservicescontributetotheachievementofstudentlearningoutcomes?Howareevaluationresultsusedtoimproveservices?

C Library and Learning Support Services Libraryandotherlearningsupportservicesforstudentsaresufficienttosupporttheinstitution’sinstructionalprogramsandintellectual,aesthetic,andculturalactivitiesinwhateverformatandwherevertheyareoffered.Suchservicesincludelibraryservicesandcollections,tutoring,learningcenters,computerlaboratories,andlearningtechnologydevelopmentandtraining.Theinstitutionprovidesaccessandtrainingtostudentssothatlibraryandotherlearningsupportservicesmaybeusedeffectivelyand


efficiently.Theinstitutionsystematicallyassessestheseservicesusingstudentlearningoutcomes,facultyinput,andotherappropriatemeasuresinordertoimprovetheeffectivenessoftheservices.

1.Theinstitutionsupportsthequalityofitsinstructionalprogramsbyprovidinglibraryandotherlearningsupportservicesthataresufficientinquantity,currency,depth,andvarietytofacilitateeducationalofferings,regardlessoflocationormeansofdelivery.1

a. Relyingonappropriateexpertiseoffaculty,includinglibrariansandotherlearningsupportservicesprofessionals,theinstitutionselectsandmaintainseducationalequipmentandmaterialstosupportstudentlearningandenhancetheachievementofthemissionoftheinstitution.

� Whatinformationaboutstudentlearningneedsisprovidedbyotherinstructionalfacultyandstafftoinformselectionoflibraryresources?

� Howdoestheinstitutionassesstheeffectivenessofitsownlibrarycollectionintermsofquantity,quality,depthandvariety?

� Whatisthequalitydeterminedasnecessarybytheinstitution?

� Howdoestheinstitutionknowithassufficientdepthandvarietyofmaterialstomeetthelearningneedsofitsstudents?

� Whatinformationdoesthelibraryusetodeterminewhetheritisenhancingstudentachievementofidentifiedlearningoutcomes?

b. Theinstitutionprovidesongoinginstructionforusersoflibraryandotherlearningsupportservicessothatstudentsareabletodevelopskillsininformationcompetency.

� Whataretheinformationcompetenciesthattheinstitutionpurportstoteachallstudents?Whatistheevidencethattheinstitutionactspurposefullytoteachthesecompetencies?

� Howdoestheinstitutionassessthecompetenciesininformationretrieval/usethatitteachesstudents?Howdoestheinstitutionevaluateitsteachingeffectivenessandsetgoalsforimprovement?


c. Theinstitutionprovidesstudentsandpersonnelresponsibleforstudentlearningprogramsandservicesadequateaccesstothelibraryandotherlearningsupportservices,regardlessoftheirlocationormeansofdelivery.1

� Whatarethehoursofoperationofthelibrary?

� Whatistheavailabilityofelectronicaccesstolibrarymaterials?

� Areallcampuslocations/alltypesofstudents/allcollegeinstructionalprogramsequallysupportedbylibraryservicesandaccessibility?

d. Theinstitutionprovideseffectivemaintenanceandsecurityforitslibraryandotherlearningsupportservices.

e. Whentheinstitutionreliesonorcollaborateswithotherinstitutionsorothersourcesforlibraryandotherlearningsupportservicesforitsinstructionalprograms,itdocumentsthatformalagreementsexistandthatsuchresourcesandservicesareadequatefortheinstitution’sintendedpurposes,areeasilyaccessible,andutilized.Theperformanceoftheseservicesisevaluatedonaregularbasis.Theinstitutiontakesresponsibilityforandassuresthereliabilityofallservicesprovidedeitherdirectlyorthroughcontractualarrangement.

� Whatcontracts,ifany,existfortheprovisionoflibraryandlearningsupportservices?Whatprocessesdoestheinstitutionhaveforevaluatingandensuringthequalityofthosecontractedservices?Howdoestheinstitutiongatherinformationtoassesswhethertheservicesarebeingused?

2.Theinstitutionevaluateslibraryandotherlearningsupportservicestoassuretheiradequacyinmeetingidentifiedstudentneeds.Evaluationoftheseservicesprovidesevidencethattheycontributetotheachievementofstudentlearningoutcomes.Theinstitutionusestheresultsoftheseevaluationsasthebasisforimprovement.

� Whatmethodsdoestheinstitutionusetoevaluateitslibraryandotherlearningsupportservices?Doestheevaluationassessuse,access,andrelationshipoftheservicestointendedstudentlearning?Doestheevaluationincludeinputbyfaculty,staffandstudents?


Sources of Evidence: Examples for Standard II

ListedbelowareexamplesofpotentialsourcesofevidenceforStandardII.Theremaybemanyothersourcesthatinstitutionsshouldprovideandteamsshouldaskfor.

Standard II: Student Learning Programs and Services

A Instructional Programs

❑ Evidencethatallinstructionalofferingsareinkeepingwiththeinstitution’smissionregardlessofwhereandhowtheyaretaught.

❑ Evidencethatthequalityofallprogramsisconsistentlydeterminedtomeetahighstandard.

❑ Evidenceofanalyticalreviewsdemonstratingthatinstructionalprogramsarerelevanttotheinterest,needs,goals,andaspirationsofthestudentsservedbytheinstitution.

❑ Evidencethatstudentsareachievingstatedlearningoutcomes.

❑ Evidencethattheinstitutionconsidershowinstructionisdeliveredandhowitassessesthatdeliveryisbothappropriateandcurrent.

❑ Evidenceofthedevelopmentofstudentlearningoutcomesandstrategiesforattainingthoseoutcomesatthecourse,program,certificateanddegreelevel.

❑ Evidenceofassessmentofstudentlearningandprogramoutcomes.

❑ Evidenceofassessmentofstudentachievementdata.

❑ Evidenceofreviewofassessmentresultsandutilizationforimprovementofstudentlearning.

❑ Evidencethataninstitutionalprocessexistsfordeterminingthequalityofallcoursesandprograms.

❑ Evidencethatestablishedproceduresareusedtodevelopcoursesandprogramsandthatfacultyplayamajorroleinthisendeavor.


❑ Evidenceforafaculty-drivenassessmentplanthatincludessystematicevaluationandintegratedplanningofstudentlearningoutcomesforallcourses,certificates,programs,anddegrees.

❑ Evidencethatsystematicevaluationandreviewofstudentprogresstowardachievinglearningoutcomestakeplace.

❑ Evidenceoftheroleplayedbyadvisorycommittees.

❑ Evidencethatinstructionalofferingsareinappropriateareasofacademicstudygiventheinstitution’smission.

❑ Evidencethatprogramsareappropriatelysequencedtoprovidethebasesforsubsequentcourses.

❑ Evidencethatcoursesareofsufficientcontent,breadth,andlengthtopermitthestudenttolearnandpracticeexpectedknowledge,skills,andabilities.

❑ Evidencethattheinstitutionconcernsitselfwithpedagogythataddressesstudentneedsandlearningstyles.

❑ Evidencethatdiversemethodsofinstructionareusedandthatstudentsareexposedtoavarietyofpointsofview.

❑ Evidenceofregular,systematicevaluationandreviewofinstructionalcoursesandprograms,usingconsistentandvalidresearchstrategies.

❑ Evidencethatevaluationresultsareusedforimprovement.

❑ Evidencethatelementsassessedincludemeasuresofstudentlearning.

❑ Evidenceforanassessmentplanthatincludessystematicevaluationandintegratedplanningofstudentlearningoutcomesforallcourses,certificates,programs,anddegrees.

❑ Evidencethatresultsofevaluationaredisseminated.

❑ Evidencethatresultsofevaluationareusedforimprovement.


❑ Evidenceofaprocessforvalidatingtheeffectivenessofexaminationsinassessingstudentlearning.

❑ Evidencethatplacementtestsareexaminedforbiases.

❑ Evidencethattheinstitutionhasdevelopedameansforawardingcreditbasedonstudentlearningoutcomes.

❑ Evidencethatcreditsawardedareconsistentwithacceptedhighereducationpractices.

❑ Evidencethatthecollegeusesstudentachievementofstatedlearningoutcomesinawardingcreditfordegreesandcertificates.

❑ Evidencethataconsistentprocessforexaminingstudentlearningoutcomesisusedtoanalyzecoursesforinclusionasgeneraleducation.

❑ Evidencethattherationaleforgeneraleducationiscommunicatedtostudents,employers,andotherconstituencies.

❑ Evidencethatcontentandmethodologyisdeterminedbyappropriatedisciplinefaculty.

❑ Evidencethattheinstitutionhasdeterminedstandardsfortheskillsingeneraleducation.

❑ Evidencethatstudentswhocompletegeneraleducationprogramsareproficientinthesegeneraleducationskills.

❑ Evidencethattheprogramofgeneraleducationincludesstudentlearningoutcomesconcerningvalues,ethics,civicresponsibility,anddiverseperspectives.

❑ Evidencethatstudentswhocompletevocationalandoccupationaldegreesandcertificatesmeetemploymentcompetencies,arepreparedforcertificationbyexternalagencies,arepreparedforlicensure.

❑ Evidencethatclearandcompleteinformationaboutdegreesandcertificatesismadeavailabletostudentsinpublicationsandcoursesyllabi.

❑ Evidencethattransferpoliciesaremadeavailabletostudents.


❑ Evidencethattransferredcoursesacceptedarecomparabletothecollege’sstudentlearningoutcomesforcourses.

❑ Evidencethatarticulationagreementsexistandareregularlyevaluated.

❑ Evidencethatstudentsareabletocompleteprogramsthatundergochangeorareeliminated.

❑ Evidencethatstudentsareadvisedonwhattheymustdotocompletesuchprograms.

❑ Evidencethatpublicationsandotherrepresentationsofthecollegeareregularlyreviewedforclarityandaccuracy.

❑ Evidencethatinstitutionalpoliciesareregularlyreviewedtoensureintegrity.

❑ Evidencethattheinstitutionprovidesthepublicwithinformationaboutstudentachievement.

❑ Evidenceofboard-approvedanddistributedpoliciesonacademicfreedomandstudentacademichonesty.

❑ Evidencethatthesepoliciesarefollowed.

❑ Evidenceoffacultyawarenessandcommitmenttofairandobjectivepresentationofknowledge.

❑ Evidencethatacollegesespousingspecificworldviewsorcodesofconductmakepoliciesclearinpublicationsprovidedinadvanceofenrollmentoremployment.

B Student Support Services

❑ Evidencethattheinstitutionsystematicallyevaluatesitsstudentsupportservicesinlightofitsstatedmission.

❑ Evidencethatstudentsupportservicessupportlearning.

❑ EvidencethatthecatalogcontainsitemsspecifiedinStandardsIIB.2.a,IIB.2.bandIIB.2.c,IIB.2.d.


❑ Evidencethattheinstitutionassessesstudentneedsforservicesandprovidesforthem.

❑ Evidencethattheinstitutionassessesstudentneedsforservicesregardlessoflocationandprovidesthem.

❑ Evidencethatactivitiesencouragingpersonaldevelopmentaremadeavailabletostudents.

❑ Evidencethattheinstitutiondevelops,implements,andevaluatescounselingand/oracademicadvising.

❑ Evidencethatevaluationofcounselingand/oracademicadvisingincludeshowitenhancesstudentdevelopmentandsuccess.

❑ Evidencethatthoseresponsibleforcounseling/advisingaretrained.

❑ Evidencethattheinstitutiondevelops,implements,andevaluatestheeffectivenessofservicesinenhancingstudentunderstandingandappreciationofdiversity.

❑ Evidencethatadmissionspracticesandplacementinstrumentsareregularlyevaluated.

❑ Evidencethatplacementinstrumentsarevalidandminimizebias.

❑ Evidencethatstudentrecordsarekeptconfidentialandsecure.

❑ Evidenceforhowstudentrecordsarereleased.

❑ Evidencethatreviewofstudentserviceprogramsisregularlyconductedandthattheresultsareusedforimprovement.

❑ Evidencethatanalysisofreviewofstudentserviceprogramsincludesverificationthatservicescontributetostudentlearningoutcomes.

❑ Evidencethattheinstitutionmaintainsafileofstudentcomplaints/grievances.

C Library and Learning Support Services

❑ Evidencethatincludestheevaluationinstruments,theiranalysis,conclusionsandplansforimprovementofthelibraryandlearningsupportservices,evidencethatimprovementsareplannedandimplemented.


❑ Evidencethatshowsquantity,quality,depthandvariety:• Description of quantity:Numberofvolumes,numberofperiodicals,description

ofnumberandkindsoftechnologicalresourcesorequipment,includingcomputers,microfichemachines,videoequipment,audiotapes,CDROM’sandotherdatasource,numberof“seats”availableinlibraryandlearningresourcecenter(LRC).

❑ Evidencethatshowsongoinginstruction:• Listofcourses,workshopsandothertrainingheldeachacademicyearandattendance.• Courseorworkshopoutlines,materialsusedintraining,includingidentified

learningoutcomes.

❑ Evidencethatthelibraryevaluatestheeffectivenessofstudentlearningduringcourses,workshopsoninformationcompetencyanduseofthelibraryandlearningsupportservices(LLSS).

❑ EvidencethatdatalinkingpurchasestoeducationalprogramsandSLOsdefinedbyeducationalprogramsandbyassessmentsofstudentlearning.

❑ Adescriptionoflibraryacquisitionplansrelatedtoeducationalplans.• Dataandanalysesoftheinstitutionalevaluationsoflibraryholdingsbyfaculty(or

disciplinesorprograms),students,andanyexternalreviewers.• Otheranalysesshowingrelationshipbetweenlibraryuseandstudentlearning.

❑ Evidencethatincludesadescriptionofhoursofoperationoraccess,descriptionofremoteaccesstolibraryandLRCholdings,capacityoftheremotemeansofdelivery,anycontingenciesonturnaroundtime,limitstoaccessrelativetoon-campusstudents.

❑ Evidencethatholdingsarerelatedtoeducationalprogramsandthatalleducationalprogramneedshaveadequatematerialsinthelibrary.

❑ EvidencethatthereisaccesstolibraryandLSSforremotestudents/staffinstitutionalpoliciesonremoteaccess,includingpersonnelpoliciesthatdescribeaccessprovidedtoeducationalstaff.• Descriptionofremoteaccesspractice—computerbased,circulationofvolumes,

etc.,foreachremotesiteorpopulation.• DescriptionofuseoflibraryandLSSbyremoteusers–students,faculty.


❑ Evidencethatincludesinstitutionalmaintenanceschedules,capitalimprovementplans.Descriptionofsecurityprovisionsforlibraryholdings.Anyinstitutionalself-assessmentsofadequacyofsame.• InstitutionalplansforimprovementoflibraryandLSS.

❑ Evidencethatincludestheformalagreementsorcontractsthemselves,andevidencethereinoftheaccreditedinstitution’sexpectationsforservices.• Descriptionofthecontracted/collaboratedservicesquantity,quality,depthand

currency,asina,b,candd,above.• Resultsofevaluationofthecontracted/collaboratedlibraryandLSS.• Provisionsofthecontractthatprovideforaccreditedinstitution’scontrolof

qualityorabilitytoinfluencequalityofcontracted/collaboratedservice.

46 StandardIII:Resources

Standard III: Resources

Theinstitutioneffectivelyusesitshuman,physical,technology,andfinancialresourcestoachieveitsbroadeducationalpurposes,includingstatedstudentlearningoutcomes,andtoimproveinstitutionaleffectiveness.

A Human Resources Theinstitutionemploysqualifiedpersonneltosupportstudentlearningprogramsandserviceswhereverofferedandbywhatevermeansdelivered,andtoimproveinstitutionaleffectiveness.Personnelaretreatedequitably,areevaluatedregularlyandsystematically,andareprovidedopportunitiesforprofessionaldevelopment.Consistentwithitsmission,theinstitutiondemonstratesitscommitmenttothesignificanteducationalroleplayedbypersonsofdiversebackgroundsbymakingpositiveeffortstoencouragesuchdiversity.Humanresourceplanningisintegratedwithinstitutionalplanning.

1.Theinstitutionassurestheintegrityandqualityofitsprogramsandservicesbyemployingpersonnelwhoarequalifiedbyappropriateeducation,training,andexperiencetoprovideandsupporttheseprogramsandservices.

� Whatmethodsdoestheinstitutionusetoassurethatqualificationsforeachpositionarecloselymatchedtospecificprogrammaticneeds?Whatanalysesanddiscussionshaveledtheinstitutiontoagreeonthoseneeds?

� Aretheinstitution’spersonnelsufficientlyqualifiedtoguaranteetheintegrityofprogramsandservices?

a. Criteria,qualifications,andproceduresforselectionofpersonnelareclearlyandpubliclystated.Jobdescriptionsaredirectlyrelatedtoinstitutionalmissionandgoalsandaccuratelyreflectpositionduties,responsibilities,andauthority.Criteriaforselectionoffacultyincludeknowledgeofthesubjectmatterorservicetobeperformed(asdeterminedbyindividualswithdisciplineexpertise),effectiveteaching,scholarly,andpotentialtocontributetothemissionoftheinstitution.Institutionalfacultyplayasignificantroleinselectionofnewfaculty.DegreesheldbyfacultyandadministratorsarefrominstitutionsaccreditedbyrecognizedU.S.accreditingagencies.Degreesfromnon-U.S.institutionsarerecognizedonlyifequivalencehasbeenestablished.4

� Howdoestheinstitutiondecideonhiringcriteria?

47StandardIII:Resources

� Howarefacultyinvolvedintheselectionofnewfaculty?

� Howdoesthecollegedecideanapplicantiswell-qualified?

� Howdoesthecollegeknowthatthefacultyselectedhaveknowledgeoftheirsubjectmatter?

� Bywhatmethodsdoesthecollegedefineandevaluate“effectiveteaching”initshiringprocesses?Howisthateffectivenessjudged?

� Howdoesthecollegedefineandjudgescholarshipinacandidate,andbywhatmeansdoesitjudgeacandidate’spotentialtocontributetoacollegemission?

� Howarejobsadvertised?

� Bywhatmeansdoestheinstitutionverifythequalificationsofapplicantsandnewlyhiredpersonnel?

� Howdoesthecollegechecktheequivalencyofdegreesfromnon-U.S.institutions?

� Whatevidenceistherethathiringprocessesyieldhighlyqualifiedemployees?

� Whatsafeguardsareinplacetoassurethathiringproceduresareconstantlyapplied?

b. Theinstitutionassurestheeffectivenessofitshumanresourcesbyevaluatingallpersonnelsystematicallyandatstatedintervals.Theinstitutionestablisheswrittencriteriaforevaluatingallpersonnel,includingperformanceofassigneddutiesandparticipationininstitutionalresponsibilitiesandotheractivitiesappropriatetotheirexpertise.Evaluationprocessesseektoassesseffectivenessofpersonnelandencourageimprovement.Actionstakenfollowingevaluationsareformal,timely,anddocumented.

� Howdoesthecollegedecideonappropriateinstitutionalresponsibilitiesforpersonnelparticipation?Howisparticipationjudged?

� Whatprocessisinplacetoassurethatevaluationsleadtoimprovementofjobperformance?

� Whatistheconnectionbetweenpersonnelevaluationsandinstitutionaleffectivenessandimprovement?


� Doevaluationcriteriameasuretheeffectivenessofpersonnelinperformingtheirduties?

c. Facultyandothersdirectlyresponsibleforstudentprogresstowardachievingstatedstudentlearningoutcomeshave,asacomponentoftheirevaluation,effectivenessinproducingthoselearningoutcomes.

� Whataretherolesofteachers,tutors,andothersinproducingstudentlearningoutcomes?

� Whatdeepthinkinghavefaculty,asindividualsandcollectively,engagedinabouthowwellstudentsarelearningintheircoursesandprograms?Whatmeasureshavethey,againasindividualsandcollectively,createdorselectedtomeasurethatlearning?

� Whatdiscussionshavefacultyhadabouthowtoimprovelearning?Whatplanshavebeenmade?

� Whatchangeshavefacultymadeinteachingmethodologiestoimprovelearning?

� Whatchangesincoursecontentorsequencinghaveresultedfromanalysesofhowwellstudentsaremasteringcoursecontent?

� Whatmethodshastheinstitutiondevelopedtoevaluateeffectivenessinproducingstudentlearningoutcomes?Arethesemethodsyieldingmeaningfulandusefulresults?

� Howdoestheinstitutionuseanalysisoftheresultsofassessmenttoimprovestudentlearningoutcomes?

� Howhasstaffdevelopmentsupportedfacultyperformanceinsatisfactorydevelopmentandassessmentofstudentlearningoutcomes?

d. Theinstitutionupholdsawrittencodeofprofessionalethicsforallofitspersonnel.

� Howdoestheinstitutionfosterethicalbehaviorinitsemployees?

� Doestheinstitutionhaveawrittencodeofprofessionalethicsforallitspersonnel?


2.Theinstitutionmaintainsasufficientnumberofqualifiedfacultywithfull-timeresponsibilitytotheinstitution.Theinstitutionhasasufficientnumberofstaffandadministratorswithappropriatepreparationandexperiencetoprovidetheadministrativeservicesnecessarytosupporttheinstitution’smissionandpurposes.

� Bywhatmeansdoestheinstitutiondetermineappropriatestaffinglevelsforeachprogramandservice?

� Howdoestheinstitutiondecideontheorganizationofadministrativeandsupportstaffing?

� Howeffectivelydoesthenumberandorganizationoftheinstitution’spersonnelworktosupportitsprogramsandservices?Howdoestheinstitutionevaluatethiseffectiveness?

3.Theinstitutionsystematicallydevelopspersonnelpoliciesandproceduresthatareavailableforinformationandreview.Suchpoliciesandproceduresareequitablyandconsistentlyadministered.

� Whatprocessesdoestheinstitutionusetodevelopandpublicizeitspersonnelpolicies?

� Howdoestheinstitutionensurethatitadministersitspersonnelpoliciesandproceduresconsistentlyandequitably?Dothesepoliciesandprocessesresultinfairtreatmentofpersonnel?

a. Theinstitutionestablishesandadherestowrittenpoliciesensuringfairnessinallemploymentprocedures.

b. Theinstitutionmakesprovisionforthesecurityandconfidentialityofpersonnelrecords.Eachemployeehasaccesstohis/herpersonnelrecordsinaccordancewithlaw.

� Whataretheinstitution’sprovisionsforkeepingpersonnelrecordssecureandconfidential?

� Howdoestheinstitutionprovideemployeesaccesstotheirrecords?

4.Theinstitutiondemonstratesthroughpoliciesandpracticesanappropriateunderstandingofandconcernforissuesofequityanddiversity.


� Inwhatwaysdoestheinstitutionfosteranappreciationfordiversity?

� Howeffectivearetheinstitution’spoliciesandpracticesinpromotingunderstandingofequityanddiversityissues?Howdoestheinstitutionknowthesepoliciesandpracticesareeffective?

a. Theinstitutioncreatesandmaintainsappropriateprograms,practices,andservicesthatsupportitsdiversepersonnel.

� Howdoestheinstitutiondeterminewhatkindsofsupportitspersonnelneed?

� Howdoestheinstitutiondesignprogramsandservicesthatprovidefortherangeofdiversepersonnelattheinstitution?

� Whatprogramsandservicesdoestheinstitutionhavetosupportitspersonnel?Howeffectivearetheseprograms?

b. Theinstitutionregularlyassessesthatitsrecordinemploymentequityanddiversityisconsistentwithitsmission.

� Whatistheinstitution’srecordonemploymentequityanddiversity?

� Howdoestheinstitutiontrackandanalyzeitsemploymentequityrecord?Howdoesitusethisinformation?

c. Theinstitutionsubscribesto,advocates,anddemonstratesintegrityinthetreatmentofitsadministration,faculty,staffandstudents.

� Whatpoliciesandproceduresaboutthetreatmentofpersonneldoestheinstitutionhaveinplace?

� Howdoestheinstitutionensurethatitspersonnelandstudentsaretreatedfairly?

5.Theinstitutionprovidesallpersonnelwithappropriateopportunitiesforcontinuedprofessionaldevelopment,consistentwiththeinstitutionalmissionandbasedonidentifiedteachingandlearningneeds.

a. Theinstitutionplansprofessionaldevelopmentactivitiestomeettheneedsofitspersonnel.


b. Withtheassistanceoftheparticipants,theinstitutionsystematicallyevaluatesprofessionaldevelopmentprogramsandusestheresultsoftheseevaluationsasthebasisforimprovement.

� Whatprofessionaldevelopmentprogramsdoestheinstitutionsupport?

� Howdoestheinstitutionidentifyteachingandlearningneedsofitsfacultyandotherpersonnel?

� Whatprocessesensurethatprofessionaldevelopmentopportunitiesaddressthoseneeds?

� Howdoesthecollegeensuremeaningfulevaluationofprofessionaldevelopmentactivities?

� Whatimpactdoprofessionaldevelopmentactivitieshaveontheimprovementofteachingandlearning?Howdoestheinstitutionevaluatethatimprovement?

6.Humanresourceplanningisintegratedwithinstitutionalplanning.Theinstitutionsystematicallyassessestheeffectiveuseofhumanresourcesandusestheresultsoftheevaluationasthebasisforimprovement.

� Bywhatprocessdoestheinstitutionassesstheuseofitshumanresources?

� Howdoestheinstitutionensurethathumanresourcedecisionsemanatefrominstitutionalneedsandplansforimprovement?Specifically,whatevidenceistherethattheinstitutionbasesitshumanresourcedecisionsontheresultsofevaluationofprogramandserviceneeds?

� Howdoestheinstitutiondeterminethathumanresourceneedsinprogramandserviceareasaremeteffectively?

B Physical Resources Physicalresources,whichincludefacilities,equipment,land,andotherassets,supportstudentlearningprogramsandservicesandimproveinstitutionaleffectiveness.Physicalresourceplanningisintegratedwithinstitutionalplanning.

1.Theinstitutionprovidessafeandsufficientphysicalresourcesthatsupportandassuretheintegrityandqualityofitsprogramsandservices,regardlessoflocationormeansofdelivery.


� Againstwhatcriteriaandbywhatprocessesdoestheinstitutionevaluatethesafetyofitsfacilities?

� Uponwhatdatahastheinstitutiondeterminedthesufficiencyofitsclassrooms,lecturehalls,laboratories,andotherfacilities?Whatmechanismsdoesthecollegeemploytoevaluatehoweffectivelyfacilitiesmeettheneedsofprogramsandservices?

� Howwelldoestheinstitutionmeetitsfacilitiesneeds?Doestheinstitutionusethesamecriteriaandprocessesfordeterminingsafetyandsufficiencyoffacilitiesatoff-campussites?Towhatextentareoff-campussitessafeandsufficient?

� Howdoesthecollegeusetheresultsoffacilitiesevaluationstoimprovethem?Doesthecollegeemploysimilarprocessestoassurethesafetyandsufficiencyofitsequipment?

� Howdoestheinstitutionsupporttheequipmentneedsofthedistancedeliverymodesitoffers?Areinstitutionalneedsforequipmentmet?

a. Theinstitutionplans,builds,maintains,andupgradesorreplacesitsphysicalresourcesinamannerthatassureseffectiveutilizationandthecontinuingqualitynecessarytosupportitsprogramsandservices.

� Howdoestheinstitutionconsidertheneedsofprogramsandserviceswhenplanningitsbuildings?

� Whatprocessesensurethatprogramandserviceneedsdetermineequipmentreplacementandmaintenance?

� Howdoestheinstitutionevaluateeffectivenessoffacilitiesandequipmentinmeetingtheneedsofprogramsandservices?

� Howeffectivelydoestheinstitutionuseitsphysicalresources?

b. Theinstitutionassuresthatphysicalresourcesatalllocationswhereitofferscourses,programs,andservicesareconstructedandmaintainedtoassureaccess,safety,security,andahealthfullearningandworkingenvironment.

� Howdoestheinstitutionassureaccesstoitsfacilities?


� Howdoestheinstitutionensurethatitmaintainssufficientcontroloveroff-sitefacilitiestoensuretheirquality?

2.Toassurethefeasibilityandeffectivenessofphysicalresourcesinsupportinginstitutionalprogramsandservices,theinstitutionplansandevaluatesitsfacilitiesandequipmentonaregularbasis,takingutilizationandotherrelevantdataintoaccount.

� Bywhatprocessdoestheinstitutionassesstheuseofitsfacilities?Howoftendoestheevaluationoccur?

� Howdoesthecollegeusetheresultsoftheevaluationtoimprovefacilitiesorequipment?

a. Long-rangecapitalplanssupportinstitutionalimprovementgoalsandreflectprojectionsofthetotalcostofownershipofnewfacilitiesandequipment.

� Whatprocessdoestheinstitutionfollowtomakecapitalplans?Howarelong-rangecapitalprojectslinkedtoinstitutionalplanning?

� Whatelementscomprisethedefinitionof“totalcostofownership”theinstitutionuseswhenmakingdecisionsaboutfacilitiesandequipment?

� Howdoplanningprocessesensurethatcapitalprojectssupportcollegegoals?Howeffectivelyislong-rangecapitalplanninghelpingthecollegetoachieveimprovementgoals?

b. Physicalresourceplanningisintegratedwithinstitutionalplanning.Theinstitutionsystematicallyassessestheeffectiveuseofphysicalresourcesandusestheresultsoftheevaluationasthebasisforimprovement.

� Howdoestheinstitutionensurethatfacilitiesdecisionsemanatefrominstitutionalneedsandplansforimprovement?

� Whatevidenceistherethattheinstitutionbasesitsphysicalresourcedecisionsontheresultsofevaluationofprogramandserviceneeds?Howdoestheinstitutionprioritizeneedswhenmakingdecisionsaboutequipmentpurchases?

� Howdoestheinstitutiondeterminethatphysicalresourceneedsinprogramandserviceareasaremeteffectively?Howeffectivelyarethoseneedsmet?


C Technology Resources Technologyresourcesareusedtosupportstudentlearningprogramsandservicesandtoimproveinstitutionaleffectiveness.Technologyplanningisintegratedwithinstitutionalplanning.

1.Theinstitutionassuresthatanytechnologysupportitprovidesisdesignedtomeettheneedsoflearning,teaching,college-widecommunications,research,andoperationalsystems.

� Howdoestheinstitutionmakesurethatitsvarioustypesoftechnologyneedsareidentified?

� Ifthecollegeisnotsupportedbytechnology,howdidthecollegemakethatdecision?

� Howdoestheinstitutionevaluatetheeffectivenessofitstechnologyinmeetingitsrangeofneeds?Howeffectivelyarethoseneedsmet?

a. Technologyservices,professionalsupport,facilities,hardware,andsoftwarearedesignedtoenhancetheoperationandeffectivenessoftheinstitution.

� Howdoestheinstitutionmakedecisionsabouttechnologyservices,facilities,hardware,andsoftware?

� Howwelldoestechnologyaccommodatethecollege’scurricularcommitmentsfordistancelearningprogramsandcourses?Whethertechnologyisprovideddirectlybytheinstitutionorthroughcontractualarrangements,arethereprovisionsforreliability,disasterrecovery,privacy,andsecurity?

b. Theinstitutionprovidesqualitytrainingintheeffectiveapplicationofitsinformationtechnologytostudentsandpersonnel.

� Howdoestheinstitutionassesstheneedforinformationtechnologytrainingforstudentsandpersonnel?

� Whattechnologytrainingdoestheinstitutionprovidetostudentsandpersonnel?Howdoestheinstitutionensurethatthetrainingandtechnicalsupportitprovidesforfacultyandstaffareappropriateandeffective?Howeffectiveisthetrainingprovided?


c. Theinstitutionsystematicallyplans,acquires,maintains,andupgradesorreplacestechnologyinfrastructureandequipmenttomeetinstitutionalneeds.

� Howhastheinstitutionprovidedforthemanagement,maintenance,andoperationofitstechnologicalinfrastructureandequipment?

� Doesthecollegeprovideappropriatesystemreliabilityandemergencybackup?

d. Thedistributionandutilizationoftechnologyresourcessupportthedevelopment,maintenance,andenhancementofitsprogramsandservices.

� Howdoestheinstitutionmakedecisionsaboutuseanddistributionofitstechnologyresources?

� Whatprovisionshastheinstitutionmadetoassurearobustandsecuretechnicalinfrastructure,providingmaximumreliabilityforstudentsandfaculty?

� Whatpoliciesorproceduresdoestheinstitutionhaveinplacetokeeptheinfrastructurereasonablyup-to-date?

� Doestheinstitutiongivesufficientconsiderationtoequipmentselectedfordistanceprograms?Howeffectivelyistechnologydistributedandused?

2.Technologyplanningisintegratedwithinstitutionalplanning.Theinstitutionsystematicallyassessestheeffectiveuseoftechnologyresourcesandusestheresultsofevaluationasthebasisforimprovement.

� Howdoestheinstitutionensurethatfacilitiesdecisionsemanatefrominstitutionalneedsandplansforimprovement?

� Whatevidenceistherethattheinstitutionbasesitstechnologydecisionsontheresultsofevaluationofprogramandserviceneeds?

� Howdoestheinstitutiondeterminethattechnologyneedsinprogramandserviceareasaremeteffectively?

� Howdoestheinstitutionprioritizeneedswhenmakingdecisionsabouttechnologypurchases?Howeffectivelyarethoseneedsmet?


D Financial Resources Financialresourcesaresufficienttosupportstudentlearningprogramsandservicesandtoimproveinstitutionaleffectiveness.Thedistributionofresourcessupportsthedevelopment,maintenance,andenhancementofprogramsandservices.Theinstitutionplansandmanagesitsfinancialaffairswithintegrityandinamannerthatensuresfinancialstability.Theleveloffinancialresourcesprovidesareasonableexpectationofbothshort-termandlong-termfinancialsolvency.Financialresourcesplanningisintegratedwithinstitutionalplanning.

� Whatistheinstitution’soverallbudget?

� Doesithavesufficientrevenuestosupporteducationalimprovements?

� Doestheresourceallocationprocessprovideameansforsettingprioritiesforfundinginstitutionalimprovements?

1.Theinstitutionreliesuponitsmissionandgoalsasthefoundationforfinancialplanning.

a. Financialplanningisintegratedwithandsupportsallinstitutionalplanning.

� Doestheinstitutionreviewitsmissionandgoalsaspartoftheannualfiscalplanningprocess?

� Doestheinstitutionidentifygoalsforachievementinanygivenbudgetcycle?

� Doestheinstitutionestablishprioritiesamongcompetingneedssothatitcanpredictfuturefunding?Doinstitutionalplansexist,andaretheylinkedclearlytofinancialplans,bothshorttermandlongrange?

� Doesthefinancialplanningprocessrelyprimarilyoninstitutionalplansforcontentandtimelines?

� Cantheinstitutionprovideevidencethatpastfiscalexpenditureshavesupportedachievementofinstitutionalplans?

� Doestheboardandotherinstitutionalleadershipreceiveinformationaboutfiscalplanningthatdemonstratesitslinkstoinstitutionalplanning?

b. Institutionalplanningreflectsrealisticassessmentoffinancialresourceavailability,developmentoffinancialresources,partnerships,andexpenditurerequirements.


� Doindividualsinvolvedininstitutionalplanningreceiveaccurateinformationaboutavailablefunds,includingtheannualbudgetshowingongoingandanticipatedfiscalcommitments?

� Doestheinstitutionestablishfundingprioritiesinsomefashionthathelpstheinstitutionachieveitsgoalsinreasonablefashion?Areitemsfocusedonstudentlearninggivenappropriatepriority?Whatotherdocumentsdescribingfundingprioritiesareusedbyinstitutionalplanners?

c. Whenmakingshort-rangefinancialplans,theinstitutionconsidersitslong-rangefinancialprioritiestoassurefinancialstability.Theinstitutionclearlyidentifiesandplansforpaymentofliabilitiesandfutureobligations.

� Whatevidenceoflong-termfiscalplanningandprioritiesexits?

� Doestheinstitutionhaveplansforpaymentsoflong-termliabilitiesandobligations,includingdebt,healthbenefits,insurancecosts,buildingmaintenancecosts,etc?Isthisinformationusedinshort-termorannualbudgetandotherfiscalplanning?

d. Theinstitutionclearlydefinesandfollowsitsguidelinesandprocessesforfinancialplanningandbudgetdevelopmentwithallconstituencieshavingappropriateopportunitiestoparticipateinthedevelopmentofinstitutionalplansandbudgets.

� Whereorhowaretheprocessesforfinancialplanningandbudgetrecordedandmadeknowntocollegeconstituents?

2.Toassurethefinancialintegrityoftheinstitutionandresponsibleuseoffinancialresources,thefinancialmanagementsystemhasappropriatecontrolmechanismsandwidelydisseminatesdependableandtimelyinformationforsoundfinancialdecisionmaking.

a. Financialdocuments,includingthebudgetandindependentaudit,reflectappropriateallocationanduseoffinancialresourcestosupportstudentlearningprogramsandservices.Institutionalresponsestoexternalauditfindingsarecomprehensive,timely,andcommunicatedappropriately.

� Arefundsallocated,asshowninthebudget,inamannerthatwillrealisticallyachievetheinstitution’sstatedgoalsforstudentlearning?


� Whatdotheauditstatementssayaboutfinancialmanagement?

� Doestheinstitutionprovidetimelycorrectionstoauditexceptionsandmanagementadvice?

b. Appropriatefinancialinformationisprovidedthroughouttheinstitution.

� Whatinformationaboutbudget,aboutfiscalconditions,aboutfinancialplanningandaboutauditresultsisprovidedthroughoutthecollege?Isthisinformationsufficientincontentandtimingtosupportinstitutionalandfinancialplanningandfinancialmanagement?

c. Theinstitutionhassufficientcashflowandreservestomaintainstability,strategiesforappropriateriskmanagement,andrealisticplanstomeetfinancialemergenciesandunforeseenoccurrences.

� Whatistheendingbalanceofunrestrictedfundsfortheinstitution’simmediatepastthreeyears.Isthisamountsufficienttomaintainareserveneededforemergencies?

� Doestheinstitutionhaveanyotheraccesstocashshouldtheneedarise?

� Howdoestheinstitutionreceiveitsrevenues?Doesthisreceiptposecashflowdifficultiesforthecollege?Ifso,howdoesthecollegeaddresscashflowdifficulties?(e.g.,COPS,loans)?

� Hastheinstitutionsufficientinsurancetocoveritsneeds?Istheinstitutionself-fundedinanyinsurancecategories?Ifso,doesithavesufficientreservestohandlefinancialemergencies?

d. Theinstitutionpracticeseffectiveoversightoffinances,includingmanagementoffinancialaid,grants,externallyfundedprograms,contractualrelationships,auxiliaryorganizationsorfoundations,andinstitutionalinvestmentsandassets.

� Whataretheinstitution’sproceduresforreviewingfiscalmanagement?Arethoseregularlyimplemented?

� Whatevidenceaboutfiscalmanagementisprovidedbyexternalauditsandfinancialprogramreviews?


� Hastheinstitutionreceivedanyauditfindingsornegativereviewsduringthelastsixyears?

e. Allfinancialresources,includingthosefromauxiliaryactivities,fund-raisingefforts,andgrantsareusedwithintegrityinamannerconsistentwiththemissionandgoalsoftheinstitution.

� Aretheinstitution’sspecialfundsauditedorreviewedbyfundingagenciesregularly?

� Dotheauditsdemonstratetheintegrityoffinancialmanagementpractices?

f. Contractualagreementswithexternalentitiesareconsistentwiththemissionandgoalsoftheinstitution,governedbyinstitutionalpolicies,andcontainappropriateprovisionstomaintaintheintegrityoftheinstitution.5

� Whatcontractualagreementsexist,andaretheyconsistentwithinstitutionalmissionandgoals?

� Doestheinstitutionhaveappropriatecontroloverthesecontracts?Canitchangeorterminatecontractsthatdon’tmeetitsrequiredstandardsofquality?

g. Theinstitutionregularlyevaluatesitsfinancialmanagementprocesses,andtheresultsoftheevaluationareusedtoimprovefinancialmanagementsystems.

� Doestheinstitutionhaveanannualexternalaudittoprovidefeedbackonitsprocesses?

� Doestheinstitutionreviewtheeffectivenessofitspastfiscalplanningaspartofplanningforcurrentandfuturefiscalneeds?

3.Theinstitutionsystematicallyassessestheeffectiveuseoffinancialresourcesandusestheresultsoftheevaluationasthebasisforimprovement.

� Whatprocessesdoestheinstitutionusetoassessitsuseoffinancialresources?

� Howdoestheinstitutionensurethatitassessesitsuseoffinancialresourcessystematicallyandeffectively?

� Howdoestheinstitutionuseresultsoftheevaluationasthebasisforimprovement?


Sources of Evidence: Examples for Standard III

ListedbelowareexamplesofpotentialsourcesofevidenceforStandardIII.Theremaybemanyothersourceswhichinstitutionsshouldprovideandteamsshouldaskfor.

Standard III: Resources

A Human Resources

❑ Evidenceabouthowtheinstitutiondetermineshumanresourceneedsofprogramsandservices.

❑ Evidencethattheinstitutionusesanalysesindetermininghiringpriorities.

❑ Evidence,suchasplanningmeetingminutes,thattheinstitutionsystematicallyconsidersandreliesonneedsofprogramsandservicesindetermininghiringpriorities.

❑ Evidencethattheinstitutionhasareasonablemeansfordecidingwhatemployeequalificationsareneededforeachposition.

❑ Evidencethattheinstitutionusesaclearandreasonableprocessfordeterminingpersonnelselectioncriteria.

❑ Evidencethathiringproceduresarewrittenandconsistentlyapplied.

❑ Evidencethattheinstitutionverifiesemployeedegrees,experience,andreferencesofnewlyhiredpersonnel.

❑ Evidenceofasystematicprocessfordeterminingpersonnelevaluationcriteria.

❑ Evidencethatevaluationcriteriaarebasedonjobresponsibilities.

❑ Evidencethatevaluationprocessesarewrittenandfollowed.

❑ Evidencethatevaluationsareconductedregularly.

❑ Evidencethattheinstitutionusestheresultsofpersonnelevaluationsforimprovement.


❑ Evidencethattheinstitutionevaluatestheeffectivenessinproducingstudentlearningoutcomesofteachers,tutors,andothersinvolvedintheteaching-learningprocess.

❑ Evidencethattheinstitutionappliesanethicsdocumentordocumentsforallpersonnel.

❑ Evidencethattheinstitutionemploysacoreoffull-timefaculty.

❑ Evidencethattheinstitutionemploysqualifiedadministratorsandsupportstaffinsufficientnumbers.

❑ Evidencethattheinstitutionadministersitspersonnelpoliciesconsistentlyandfairly.

❑ Evidencethattheinstitutionmaintainspersonnelrecordssafely.

❑ Evidenceabouthowtheinstitutionprovidesemployeesaccesstotheirrecords.

❑ Evidencethattheinstitutionhaswrittenpoliciesonequityanddiversity.

❑ Evidencethattheinstitutionissensitivetoissuesofequityanddiversity.

❑ Evidencethatprogramsandservicesaredesignedtoprovidefortherangeofpersonnelneedsattheinstitution.

❑ Evidenceabouthowtheinstitutiontracks,analyzes,andusesitsemploymentequityrecord.

❑ Evidenceabouthowtheinstitutiontreatsitspersonnelandstudents.

❑ Evidenceabouthowtheinstitutionusesidentifiedteachingandlearningneedstodetermineprofessionaldevelopmentopportunities.

❑ Evidencethattheinstitutionevaluatesprofessionaldevelopmentneedsofitspersonnel.

❑ Evidencethattheinstitutionbasesitsprogramsonidentifiedneeds.

❑ Evidenceabouthowparticipantsareinvolvedintheprograms’evaluation.

❑ Evidencethattheinstitutionassessestheuseofitshumanresources.


❑ Evidencethatinstitutionalplansdeterminehumanresourceallocationpriorities.

❑ Evidencethathumanresourcedecisionsarebasedontheresultsofevaluationofprogramandserviceneeds.

B Physical Resources

❑ Evidenceabouthowtheinstitutionevaluatesthesafetyandsufficiencyofitsfacilities.

❑ Evidencethattheinstitutionprovidesadequatefacilitiesforitsprogramsandservices.

❑ Evidencethatoff-campussitesareadequatetosupportprogramsconductedatthosesites.

❑ Evidencethatequipmentsupportstheneedsofitsprogramsandservices.

❑ Evidencethatequipmentsupportstheneedsofthedistancemodesofdeliverythecollegeoffers.

❑ Evidenceabouthowtheinstitutionplansandmaintainsitsfacilities.

❑ Evidencethattheinstitutionhasconsideredthetotalcostofownershipwhenmakingdecisionsaboutfacilitiesandequipment.

❑ Evidencethattheinstitution’sbasesitsbuildingplansontheneedsofprogramsandservices.

❑ Evidencethattheinstitutionhasreplacementandmaintenanceplansforequipment.

❑ Evidencethattheinstitutionusesitsfacilitiesandequipmenteffectively.

❑ Evidenceabouthowtheinstitutionconstructsandmaintainsitsfacilitiesatalllocations.

❑ Evidenceabouthowtheinstitutionevaluatesitsfacilities.

❑ Evidenceabouthowtheinstitutionevaluatesthephysicalre-sourcesneedsofitsprogramsandservices.

❑ Evidenceabouthowtheinstitutionplansitsfacilities.


❑ Evidenceabouthowtheinstitutionmakesdecisionsaboutequipmentpurchases.

❑ Evidencethatlong-rangecapitalprojectsarebasedoninstitutionalplanning.

❑ Evidencethattheinstitutionassessestheuseofitsphysicalresources.

❑ Evidencethatinstitutionalplansdeterminephysicalresourcepriorities.

❑ Evidencethatphysicalresourcedecisionsarebasedontheresultsofevaluationofprogramandserviceneeds.

C Technology Resources

❑ Evidenceabouthowtheinstitutionevaluateshowwellitstechnologymeetstheneedsofitsprogramsandservices.

❑ Evidenceabouthowtheinstitutionevaluateshowwellitstechnologymeetstheneedforcollege-widecommunications,research,andoperationalsystems.

❑ Evidenceabouthowtheinstitutionmakesdecisionsabouttechnologyservices,facilities,hardware,andsoftware.

❑ Evidenceabouthowtheinstitutionevaluatestheeffectivenessofitstechnology.

❑ Evidencethattheinstitutionassessestheneedforinformationtechnologytrainingforstudentsandpersonnel.

❑ Evidencethattrainingisdesignedtomeettheneedsofstudentsandpersonnel.

❑ Evidenceabouthowtheinstitutionplansandmaintainsitstechnology,infrastructure,andequipment.

❑ Evidencethattheinstitutionbasesitstechnologyplansontheneedsofprogramsandservices.

❑ Evidencethattheinstitutionhasreplacementandmaintenanceplansforitstechnology.

❑ Evidenceabouthowtheinstitutionusesanddistributesitstechnologyresources.


❑ Evidenceabouthowtheinstitutionassessesthetechnologyneedsofitsprogramsandservices.

❑ Evidencethattheinstitutionassessestheuseofitstechnologyresources.

❑ Evidencethatinstitutionalplansdeterminetechnologyresourcepriorities.

❑ Evidencethattechnologyresourcedecisionsarebasedontheresultsofevaluationofprogramandserviceneeds.

D Financial Resources

❑ Evidencethatincludescopiesofannualbudget,auditsforpastthreeyears,financialplansassociatedwithinstitutionalplans,budgetdocumentspreparedtograntandotherexternalfunding,datashowingfinancialplanningisregularlyevaluatedandtheresultsofthatevaluation,documentsshowinginstitutionalfiscalcommitmentsforforeseeablefuture,includingcontractsforservices,employeeagreements,loansandotherdebt.

❑ Evidencethatthemissionandgoalsareusedinshortandlong-rangefinancialplanning,suchasalistoffinancialgoals,agridshowingfinancialcontributionstomeetinggoals,oranintroductorytexttofiscaldocumentssuchasannualbudgets,long-rangecapitalplans,long-rangefinancialplans,etc.,thatshowrelationshiptoeducationalgoalsasidentifiedthroughinstitutionalassessmentandplanning.

❑ Evidenceshowingthefiscalplanningfollowsinstitutionalplanningintimesequence,andthatfundsareusedtoachieveinstitutionalplans.

❑ Evidencethatfiscalplanningisevaluatedonthebasisofitscontributiontoachievementofinstitutionalgoals,notsolelyonthebasisofaccountingprinciplesofgoodpractice.Evidencethatthefinancialplans,includingannualbudget,capitalplans,longtermfiscalplansundergoperiodicreviewandevaluation.

❑ Evidenceofafiscalplanningprocessanddocumentsdescribingthefinancialplanningandbudgetingprocessesandminutesorotherrecordsshowingtheinstitutionhasfollowedthoseprocesses.


❑ Evidencethatthereisanannualindependentauditreportandauditedfinancialstatements.

❑ Evidenceofactuarialstudies,bargainingagreements,andotherobligationsthatreflectlong-termliabilitiesandplanstomeetthesefiscalliabilities.

66 StandardIV:LeadershipandGovernance

Standard IV: Leadership and Governance

Theinstitutionrecognizesandutilizesthecontributionsofleadershipthroughouttheorganizationforcontinuousimprovementoftheinstitution.Governancerolesaredesignedtofacilitatedecisionsthatsupportstudentlearningprogramsandservicesandimproveinstitutionaleffectiveness,whileacknowledgingthedesignatedresponsibilitiesofthegoverningboardandthechiefadministrator.

A Decision-Making Roles and Processes Theinstitutionrecognizesthatethicalandeffectiveleadershipthroughouttheorganizationenablestheinstitutiontoidentifyinstitutionalvalues,setandachievegoals,learn,andimprove.

1.Institutionalleaderscreateanenvironmentforempowerment,innovation,andinstitutionalexcellence.Theyencouragestaff,faculty,administrators,andstudents,nomatterwhattheirofficialtitles,totakeinitiativeinimprovingthepractices,programs,andservicesinwhichtheyareinvolved.Whenideasforimprovementhavepolicyorsignificantinstitution-wideimplications,systematicparticipativeprocessesareusedtoassureeffectivediscussion,planning,andimplementation.

� Whatdothestatementsaboutinstitutionalgoalstellyouabouttheinstitution’scommitmenttoexcellence?

� Aretheinstitution’sgoalsandvaluesclearlyarticulatedandunderstoodbyall?Cancollegestafftellyouwhatthosegoalsandvaluesare?

� Canstaffdescribetheirownrolesinhelpingtheinstitutionachieveitsgoals?

� Whatinformationaboutinstitutionalperformanceiscirculatingandavailabletostaffandstudents?Istheinformationkeptcurrent?Isiteasilyaccessed,isitunderstandable?Isitregularlyusedininstitutionaldiscussionsanddecision-makingsessions?

� Dotheinstitution’sprocessesforinstitutionalevaluationandreview,andplanningforimprovements,providevenueswheretheevaluationsoftheinstitution’sperformancearemadeavailabletoallstaff?

� Doinstitutionalplanningeffortsprovideopportunityforappropriatestaffparticipation?

� Howdoindividualsbringforwardideasforinstitutionalimprovement?

67StandardIV:LeadershipandGovernance

� Howdoestheinstitutionarticulatetheresponsibilitiesofindividualstodevelopideasforimprovementsintheirareasofresponsibility?

� Howdoindividualsandgroupsattheinstitutionusethegovernanceprocesstoenhancestudentlearning?

2.Theinstitutionestablishesandimplementsawrittenpolicyprovidingforfaculty,staff,administrator,andstudentparticipationindecision-makingprocesses.Thepolicyspecifiesthemannerinwhichindividualsbringforwardideasfromtheirconstituenciesandworktogetheronappropriatepolicy,planning,andspecial-purposebodies.

a. Facultyandadministratorshaveasubstantiveandclearlydefinedroleininstitutionalgovernanceandexerciseasubstantialvoiceininstitutionalpolicies,planning,andbudgetthatrelatetotheirareasofresponsibilityandexpertise.Studentsandstaffalsohaveestablishedmechanismsororganizationsforprovidinginputintoinstitutionaldecisions.

� Whatdoinstitutionalpoliciesandproceduresdescribeastherolesforeachgroupingovernance,includingplanningandbudgetdevelopment?

b. Theinstitutionreliesonfaculty,itsacademicsenateorotherappropriatefacultystructures,thecurriculumcommittee,andacademicadministratorsforrecommendationsaboutstudentlearningprogramsandservices.

� Whatdocumentsdescribetheofficialresponsibilitiesandauthorityofthefacultyandofacademicadministratorsincurricularandothereducationalmatters?

3.Throughestablishedgovernancestructures,processes,andpractices,thegoverningboard,administrators,faculty,staff,andstudentsworktogetherforthegoodoftheinstitution.Theseprocessesfacilitatediscussionofideasandeffectivecommunicationamongtheinstitution’sconstituencies.

� Dothewrittenpoliciesongovernanceproceduresspecifyappropriaterolesforallstaffandstudents?Dothesepoliciesspecifytheacademicrolesoffacultyinareasofstudenteducationalprogramsandservicesplanning?

� Arestaffandstudentswellinformedoftheirrespectiveroles.Dostaffparticipateasencouragedbythesepolicies?Dothevariousgroupsworkincollaborativeeffortonbehalfofinstitutionalimprovements?Istheresultofthiseffortactualinstitutionalimprovement?


� Isthereeffectivecommunicationatthecollege–clear,understood,widelyavailable,currentcommunication?

� Dostaffatthecollegeknowessentialinformationaboutinstitutionaleffortstoachievegoalsandimprovelearning?

4.Theinstitutionadvocatesanddemonstrateshonestyandintegrityinitsrelationshipswithexternalagencies.ItagreestocomplywithAccreditingCommissionstandards,policies,andguidelines,andCommissionrequirementsforpublicdisclosure,self-study,andotherreports,teamvisits,andpriorapprovalofsubstantivechanges.TheinstitutionmovesexpeditiouslytorespondtorecommendationsmadebytheCommission.

� Whatdoesdocumentationoftheinstitution’spastaccreditationhistoryshowaboutintegrityinitsrelationshipwiththeCommission–hasitrespondedexpeditiouslyandhonestlytorecommendations,aretherecitationsindicatingdifficulty,etc.?

� Aretheinstitution’scommunicationsofinstitutionalqualitiesoreffectivenesstothepublicaccurate?

� Whatistheinstitution’strackrecordinitsrelationshipwiththeU.S.DepartmentofEducation?

5.Theroleofleadershipandtheinstitution’sgovernanceanddecision-makingstructuresandprocessesareregularlyevaluatedtoassuretheirintegrityandeffectiveness.Theinstitutionwidelycommunicatestheresultsoftheseevaluationsandusesthemasthebasisforimprovement.

� Whatprocessdoestheinstitutionusetoevaluateitsgovernanceanddecision-makingstructures?Aretheresultscommunicatedwithinthecampuscommunity?

� Howdoestheinstitutionuseidentifiedweaknessestomakeneededimprovements?

B Board and Administrative Organization Inadditiontotheleadershipofindividualsandconstituencies,institutionsrecognizethedesignatedresponsibilitiesofthegoverningboardforsettingpoliciesandofthechiefadministratorfortheeffectiveoperationoftheinstitution.Multi-collegedistricts/systemsclearlydefinetheorganizationalrolesofthedistrict/systemandthecolleges.6


1.Theinstitutionhasagoverningboardthatisresponsibleforestablishingpoliciestoassurethequality,integrity,andeffectivenessofthestudentlearningprogramsandservicesandthefinancialstabilityoftheinstitution.Thegoverningboardadherestoaclearlydefinedpolicyforselectingandevaluatingthechiefadministratorforthecollegeorthedistrict/system.

� Doestheinstitutionhaveapolicymanualorothercompilationofpolicydocumentsthatshowtheboard’sroleinestablishingsaidpolicyandreviewingitonaregularbasis?

� Whatstatementsaboutqualityofprogram,integrityofinstitutionalactions,andabouteffectivenessofstudentlearningprogramsandservicesaretobefoundintheinstitution’sboard-establishedpolicies,missionstatement,visionorphilosophystatement,planningdocuments,orotherstatementsofdirection?

� Whatisthewrittenpolicydescribingselectionofthechiefadministrator?Hastheboardfolloweditoranotherprocess?

a. Thegoverningboardisanindependentpolicy-makingbodythatreflectsthepublicinterestinboardactivitiesanddecisions.Oncetheboardreachesadecision,itactsasawhole.Itadvocatesforanddefendstheinstitutionandprotectsitfromundueinfluenceorpressure.

� Isthegoverningboardappropriatelyrepresentativeofthepublicinterestandlackingconflictofinterest?Doesthecompositionofthegoverningboardreflectpublicinterestintheinstitution?

� Arelessthanhalfoftheboardmembersownersoftheinstitution?Areamajorityofgoverningboardmembersnon-ownersoftheinstitution?

b. Thegoverningboardestablishespoliciesconsistentwiththemissionstatementtoensurethequality,integrity,andimprovementofstudentlearningprogramsandservicesandtheresourcesnecessarytosupportthem.

� Whatpolicies,institutionalgoalsorotherformalstatementsexistthatdescribeboardexpectationsforquality,integrityandimprovementofstudentlearningprogramsandservices?

c. Thegoverningboardhasultimateresponsibilityforeducationalquality,legalmatters,andfinancialintegrity.


� Isthegoverningboardindependent–areitsactionsfinal,notsubjecttotheactionsofanyotherentity?

d. Theinstitutionorthegoverningboardpublishestheboardbylawsandpoliciesspecifyingtheboard’ssize,duties,responsibilities,structure,andoperatingprocedures.

e. Thegoverningboardactsinamannerconsistentwithitspoliciesandbylaws.Theboardregularlyevaluatesitspoliciesandpracticesandrevisesthemasnecessary.

� Dotherecordsofboardactions(minutes,resolutions)indicatethatitactsconsistentwithitspoliciesandbylaws?

� Doestheboardhaveasystemforevaluatingandrevisingitspoliciesonaregularbasis?Isthissystemimplemented?

f. Thegoverningboardhasaprogramforboarddevelopmentandnewmemberorientation.Ithasamechanismforprovidingforcontinuityofboardmembershipandstaggeredtermsofoffice.

� Whatistheboard’sprogramfordevelopmentandorientation?

� Doestheboarddevelopmentprogramaddresstheboard’sneedtolearnaboutaccreditationstandardsandexpectations?

� Doestheboardhaveaformal,writtenmethodofprovidingforcontinuingmembershipandstaggeredtermsofoffice?

g. Thegoverningboard’sself-evaluationprocessesforassessingboardperformanceareclearlydefined,implemented,andpublishedinitspoliciesorbylaws.

� Whatistheboardself-evaluationprocessasdefinedinitspolicies?Doesthatprocessasdescribedlikelytobeaneffectivereview?

� Doesthepolicycallforregularself-evaluation?Doestheinstitution’sboardregularlyevaluateitsownperformance?


h. Thegoverningboardhasacodeofethicsthatincludesaclearlydefinedpolicyfordealingwithbehaviorthatviolatesitscode.

� Whatistheboard’sstatedprocessfordealingwithboardbehaviorthatisunethical?Isthereanytrackrecordoftheboardimplementingthisprocess?Whatwastheresult?

i. Thegoverningboardisinformedaboutandinvolvedintheaccreditationprocess.

� Whatkindsoftrainingareprovidedtotheboardabouttheaccreditationprocess,andCommissionstandards?

� Howdoestheboardparticipateappropriatelyininstitutionalself-studyandplanningefforts?

� Howdoboardactions,includingplanningandresourceallocation,indicateacommitmenttoimprovementsplannedaspartofinstitutionalself-evaluationandaccreditationprocesses?

� HowdoboardactionsreflectthecommitmenttosupportingandimprovingstudentlearningoutcomesasreflectedintheAccreditationStandardsandexpectationsforinstitutionalimprovement?

� IstheboardinformedofinstitutionalreportsduetotheCommission,andofCommissionrecommendationstotheinstitution?

� IstheboardknowledgeableaboutAccreditationStandards,includingthosethatapplytotheboard?

� DoestheboardassessitsownperformanceusingAccreditationStandards?

j. Thegoverningboardhastheresponsibilityforselectingandevaluatingthedistrict/systemchiefadministrator(mostoftenknownasthechancellor)inamulti-collegedistrict/systemorthecollegechiefadministrator(mostoftenknownasthepresident)inthecaseofasinglecollege.Thegoverningboarddelegatesfullresponsibilityandauthoritytohim/hertoimplementandadministerboardpolicieswithoutboardinterferenceandholdshim/heraccountablefortheoperationofthedistrict/systemorcollege,respectively.Inmulti-collegedistricts/systems,thegoverningboardestablishesaclearlydefinedpolicyforselectingandevaluatingthepresidentsofthecolleges.


� Whatistheestablishedboardprocessforconductingsearchandselectionprocessesforthechiefadministrator?Arethoseprocesseswritten?

� Hastheboardusedtheseprocessesinitsmostrecentsearches?

� Howistheboarddelegationofadministrativeauthoritytothechiefadministratordefined?Inpolicydocuments?Inacontractwiththechiefadministrator?

� Isthisdelegationcleartoallparties?

� Howeffectiveistheboardinremainingfocusedatthepolicylevel?

� Whatmechanismsdoestheboarduseinitsevaluationofthechiefadministrator’sperformanceonimplementationofboardpoliciesandachievementofinstitutionalgoals?

� Howdoestheboardsetclearexpectationsforregularreportsformthechiefadministratoroninstitutionalperformance?

� Howdoestheboardsetexpectationsforsufficientinformationoninstitutionalperformancetoinsurethatitcanfulfillitsresponsibilityforeducationalquality,legalmatters,andfinancialintegrity?

2.Thepresidenthasprimaryresponsibilityforthequalityoftheinstitutionhe/sheleads.He/sheprovideseffectiveleadershipinplanning,organizing,budgeting,selectinganddevelopingpersonnel,andassessinginstitutionaleffectiveness.

a. Thepresidentplans,oversees,andevaluatesanadministrativestructureorganizedandstaffedtoreflecttheinstitution’spurposes,size,andcomplexity.He/shedelegatesauthoritytoadministratorsandothersconsistentwiththeirresponsibilities,asappropriate.

b. Thepresidentguidesinstitutionalimprovementoftheteachingandlearningenvironmentbythefollowing:

1.establishingacollegialprocessthatsetsvalues,goals,andpriorities;2.ensuringthatevaluationandplanningrelyonhighqualityresearchandanalysis

onexternalandinternalconditions;


3.ensuringthateducationalplanningisintegratedwithresourceplanninganddistributiontoachievestudentlearningoutcomes;AND

4.establishingprocedurestoevaluateoverallinstitutionalplanningandimplementationefforts.

� Whatdoesthepresidentdotocommunicateinstitutionalvalues,goalsanddirection?

� Howfamiliaristhepresidentwithdataandanalysesofinstitutionalperformance?

� Howdoesthepresidentcommunicatetheimportanceofacultureofevidenceandafocusonstudentlearning?

� Wheredoestheresearchofficereportintheinstitution–doesithaveeasyaccesstothepresident’soffice?

� Whatmechanismshasthepresidentputinplacetolinkinstitutionalresearch,particularlyresearchonstudentlearning,institutionalplanningprocesses,resourceallocationprocesses?

� Howdoesthedistrictchiefexecutiveofficerfollowthecomponentpartsofthisstandardintheroleofprovidingeffectivedistrictleadership?

c. Thepresidentassurestheimplementationofstatutes,regulations,andgoverningboardpoliciesandassuresthatinstitutionalpracticesareconsistentwithinstitutionalmissionandpolicies.

d. Thepresidenteffectivelycontrolsbudgetandexpenditures.

e. Thepresidentworksandcommunicateseffectivelywiththecommunitiesservedbytheinstitution.

3.Inmulti-collegedistrictsorsystems,thedistrict/systemprovidesprimaryleadershipinsettingandcommunicatingexpectationsofeducationalexcellenceandintegritythroughoutthedistrict/systemandassuressupportfortheeffectiveoperationofthecolleges.Itestablishesclearlydefinedrolesofauthorityandresponsibilitybetweenthecollegesandthedistrict/systemandactsastheliaisonbetweenthecollegesandthegoverningboard.6

a. Thedistrict/systemclearlydelineatesandcommunicatestheoperationalresponsibilitiesandfunctionsofthedistrict/systemfromthoseofthecollegesandconsistentlyadherestothisdelineationinpractice.


� Doesthedistrict/systemhaveawrittendelineationofresponsibilities?Areinstitutionalanddistrict/systemstaffknowledgeableofthisdelination?

� Isthedelineationofresponsibilitiesevaluatedforeffectiveness?

b. Thedistrict/systemprovideseffectiveservicesthatsupportthecollegesintheirmissionsandfunctions.

� Whatfeedbackmechanismsdoesthedistrict/systemhaveinplacetoallowassessmentoftheeffectivenessofdistrict/systemservices?

� Istheassessmentofdistrict/systemservicesdatadriven?Doesitreflecttheneedsandprioritiesoftheinstitutions?

� Aredistrict/systemservicesregularlyevaluatedwithregardtotheirsupportforinstitutionalmissionsandfunctions?

c. Thedistrict/systemprovidesfairdistributionofresourcesthatareadequatetosupporttheeffectiveoperationsofthecolleges.

� Whatisthedistrict/system’smethodofdistributingresourcestoitsinstitutions?Isthedistrict/systembasedinarealisticassessmentofneedsofeachinstitution?Isiteven-handed?

� Isthedistrict/system’sresourcedistributionmethoddatadriven?Doesitreflecttheneedsandprioritiesoftheinstitutions?

d. Thedistrict/systemeffectivelycontrolsitsexpenditures.

� Whataretheinstitution’sfinancialcontrolmechanisms?Doestheinstitutionfollowstandardgoodpracticeinfiscalmanagement?

� Doestheinstitutionconsistentlyendthefiscalyearwithanpositiveendingbalance?

� Whatdotheinstitution’smostrecentannualindependentauditreportsandauditedfinancialstatementsrevealaboutcontrolofexpenditures?


e. Thechancellorgivesfullresponsibilityandauthoritytothepresidentsofthecollegestoimplementandadministerdelegateddistrict/systempolicieswithouthis/herinterferenceandholdsthemaccountablefortheoperationofthecolleges.

f. Thedistrict/systemactsastheliaisonbetweenthecollegesandthegoverningboard.Thedistrict/systemandthecollegesuseeffectivemethodsofcommunication,andtheyexchangeinformationinatimelymanner.

� Whatarethemethodsofworkingjointlythatthedistrict/systemandtheinstitutionsuse?

� Dothesemethodsresultinclearandtimelycommunicationsinalldirections?

� Aretheinstitutionswell-informedaboutdistrict/systemissues,boardactionsandintereststhathaveanimpactontheiroperations,educationalquality,stabilityorabilitytoprovidehighqualityeducation?

g. Thedistrict/systemregularlyevaluatesdistrict/systemroledelineationandgovernanceanddecision-makingstructuresandprocessestoassuretheirintegrityandeffectivenessinassistingthecollegesinmeetingeducationalgoals.Thedistrict/systemwidelycommunicatestheresultsoftheseevaluationsandusesthemasthebasisforimprovement.

� Whatarethedistrict/system’smethodsforevaluatingitseffectiveness?

� Doesitconductregularassessments?Howdoesitcommunicatetheresults?

76 StandardIV:LeadershipandGoverness

Sources of Evidence: Examples for Standard IV

ListedbelowareexamplesofpotentialsourcesofevidenceforStandardIV.Theremaybemanyothersourceswhichinstitutionsshouldprovideandteamsshouldaskfor.

Standard IV: Leadership and Governess

A Decision-Making Roles and Processes

❑ Evidencethatshowsboardandothergovernancepoliciesanddescriptionsoftheparticipationofconstituenciesindecision-makingbodies.

❑ Evidencethatincludesdocumentsshowingthetransmissionofrecommendationsfromfacultyandacademicadministratorstodecision-makingbodies,anddescriptionsoftheinstitution’sinformationanddecision-makingprocess.

❑ Evidencethatincludescopiesofgovernancepoliciesandprocedures,thecompositionofgovernancebodies,minutesofmeetings,anddocumentsshowingtherolesacademicstaffplaninreviewingandplanningstudentlearningprogramsandservices.

❑ Evidencethatincludesevaluationsandanalysestheinstitutionconductsofitsgoverninganddecision-makingprocesses,andtheformofcommunicationofsametothecommunity.

❑ EvidencethatincludesthePolicyManual,institutionalstatementofmission,visionorphilosophy,andinstitutionalplanningdocuments.

B Board and Administrative Organization

❑ Evidencethatincludespublishedstatementsofinstitutionalgoalsthatreferencetheboard’sexpectationsforstudentlearningandqualityofeducation.

❑ Evidencethatincludesdocumentsdescribingtheauthorityoftheboard;theabsenceofanyexternal,higherauthoritythantheboard;descriptionsoftheboardappointmentandreplacementprocess.

❑ Evidencethatincludesthepublishedbylaws.

❑ Evidencethatincludesboardminutesorascheduleshowingboardevaluationofpolicies.

77StandardIV:LeadershipandGoverness

❑ Evidencethatincludesthematerialsfromboardtrainingworkshops.

❑ Evidencethatincludesthepolicyonboardmembership,appointmentandreplacement.

❑ Evidencethatincludestheboard’spolicyandinstrumentsusedforselfevaluation,analysesandreportsonthelastfewself-evaluationscompleted.

❑ Evidencethatincludestheboardpolicystatementofethics.

❑ Evidencethatincludesboardminutes,statementstocollegeconstituentsonthisdelegationofauthority,theboardpolicymanual,anycontractswithadministratorsthatspecifydelegationofauthority,boardagreementswithfacultybodiesregardingdelegationofauthority.

❑ Evidencethatincludesbudgetdocumentsandindependentauditreportsandauditedfinancialstatementsshowingendingyearbalances,auditexceptions(ifany).

❑ Evidencethatincludestheresultsofsurveys,otherevaluationsofthepresident’sactivitiesdirectedtowardthecommunitiesservedbytheinstitutions.

❑ Evidencethatincludessurveysandotherevaluativeinstruments,andtheresultsofevaluation.Evidencethatincludesdescriptionsoffundingrulesorformulas,committeeminutesorotherdocumentsshowingthesystemhasassessedtheneedsofeachinstitution.

❑ Evidencethatincludesfinancialpoliciesandmanuals,thecontentofinternalauditsandreviews,annualindependentexternalaudits,fiscalprogramreviewsconductedbyotheragencies,andtheannualbudgetdocuments.

❑ Evidencethatincludesanyformaldelineationofresponsibilitiesthatmightbefoundindistrict/collegedocuments,includingdescriptionsofjobduties,descriptionscontainedinemploymentcontracts,andthedistrictmappingprovidedtotheinstitutionsandtheCommission.

❑ Evidence:examplesofwrittenorotherrecordedcommunications.

❑ Evidencethatwouldincludeinstitutionalanalysesofperformance,includingfactbooks,reports,webpagedataportfolios,andpublicationsthatdescriberesearchoninstitutionalperformance.

78 StandardIV:LeadershipandGoverness

❑ Evidencethatincludeswritteninformationaboutinstitutionalplanningprocesses,minutesofmeetings,recordsofparticipationininstitutionalevaluationandplanningsessions.

❑ Evidencethatincludesthedistrict/system’sevaluationinstruments,theresultsoftheevaluation,andplansforimprovementincreasing.

❑ Evidencethatmulti-collegedistrict/systemdevelopa“map”ordescriptionofdistrictandcollegefunctionsthatdelineatesanddistinguishesthemclearly.

79ListofPoliciesReferencedintheStandards

List of Policies Referenced in the Standards

1PolicyonDistanceEducationandonCorrespondenceEducation

2PolicyandPrinciplesofGoodPracticeinOverseasInternationalEducationProgramsforNon-U.S.Nationals

3PolicyonClosingandInstitution

4PolicyonTransferofCredit;PolicyonAwardofCredit

5PolicyonContractualRelationshipswithNon-RegionallyAccreditedOrganizations

6PolicyandProceduresfortheEvaluationofInstitutionsinMulti-College/Multi-UnitDistrictsorSystems

7PolicyonInstitutionalAdvertising,StudentRecruitment,andRepresentationofAccreditedStatus

Documents

GUIDE TO EVALUATING INSTITUTIONS - College of the Desert Stud… · achievement,andevidenceofstudentlearning–andeachrequirescarefulconsideration. Personsevaluatingacollegewillwanttobethoughtfulaboutthekindsofevidencethey