Transcript NWCCU Standards for Accredition

NWCCU Standards for
Accreditation
The new process
Revised NWCCU Accreditation Standards
New Standards: reduced from 9 to 5
Standard One--Mission, Core Themes, and Expectations
Standard Two—Resources and Capacity
Standard Three—Planning and Implementation
Standard Four—Effectiveness and Improvement
Standard Five—Mission Fulfillment, Adaptation, and
Sustainability
New Accreditation Cycle: reduced from 10-year
to 7-year cycle
2011 Year One—Submit a Year One Report to
Panel evaluation
address Standard One
2013 Year Three—Expand Year One Report to On-site Visit
include response to Standard Two
2015 Year Five—Expand Year Three Report to
Panel evaluation
include responses to Standards Three and Four
2017 Year Seven—Expand Year Five Report to
include response to Standard Five, plus review
and update the response to Standards One,
Two, Three, and Four to ensure that the
comprehensive Year Seven Report is current
and internally consistent
On-site Visit
Components of Year One Report
Standard One—Mission, Core Themes, and
Expectations
The institution articulates its purpose in the form
of a mission statement and identifies core themes
that manifest essential elements of that mission.
It defines mission fulfillment in the context of its
purpose, characteristics, and expectations.
Guided by that definition, it identifies an
acceptable threshold or extent of mission
fulfillment.
I.A. Mission
I.A.l The institution has a widely published mission
statement—approved by its governing board—that
articulates a purpose appropriate for an institution of
higher learning, gives direction for its efforts, and
derives from, and is generally understood by, its
community.
I.A.2 The institution defines mission fulfillment in
the context of its purpose, characteristics, and
expectations. Guided by that definition, it articulates
institutional accomplishments or outcomes that
represent an acceptable threshold or extent of
mission fulfillment.
I.B. Core Themes
I.B.1 The institution identifies core themes that
individually manifest essential elements of its
mission and collectively encompass its mission.
I.B.2 The institution establishes objectives for
each of its core themes and identifies meaningful,
assessable, and verifiable indicators of
achievement that form the basis for evaluating
accomplishment of the objectives of its core
themes.
What is a Core Theme?
A core theme is a manifestation of a fundamental
aspect of institutional mission with overarching
objectives that guide:
1) Planning for contributing programs and services;
2) Development of capacity and application of
resources to accomplish those objectives;
3) Assessment of achievement of those objectives.
Collectively, the core themes represent the
institution’s interpretation of its mission and
translation of that interpretation into practice.
University of Alaska--Anchorage
Core Themes
1.
2.
3.
4.
5.
Teaching and Learning
Research, Scholarship, and Creative Activity
Student Success
The UAA community
Public Square (involvement with and
contributions to the community)
MISSION STATEMENT
The University of Montana pursues academic excellence as
indicated by the quality of curriculum and instruction, student
performance, and faculty professional accomplishments. The
University accomplishes this mission, in part, by providing unique
educational experiences through the integration of the liberal arts,
graduate study, and professional training with international and
interdisciplinary emphases. Through its graduates, the University
also seeks to educate competent and humane professionals and
informed, ethical, and engaged citizens of local and global
communities. Through its programs and the activities of faculty,
staff, and students, The University of Montana provides basic and
applied research, technology transfer, cultural outreach, and service
benefiting the local community, region, State, nation and the world.
VISION STATEMENT
The University of Montana will achieve a leadership position as a
globally focused public research university that serves the state,
nation, and world. Intrinsic to mission are the underlying values
of diversity, sustainability, leadership, and engagement. These
essential values underpin our preparation of students for
citizenship in the 21st century through high-impact teaching,
research and creative scholarship, and service. The University of
Montana will be recognized as a place of opportunity for those
who study and work within its halls. It will be a place of vitality
through its academic, cultural, and athletic performance. We will
continually realize our mission and vision through intentional
integration of resources and objectives. This stewardship of
resources, coupled with preparation of engaged citizens, will
drive economic, cultural, and social development of Montana
and the Northern Rockies.
Identification of Core Themes
• Partnering for Student Success
• Education for the Global Century
• Discovery and Creativity to Serve Montana and the World
• UM’s Distinctive Learning Environment
• Planning-Assessment Continuum
Section II: Core Themes
Core Theme #1: Partnering for Student Success
PREPARING K-12 STUDENTS
TRANSITIONING TO COLLEGE
INTEGRATING THE EARLY COLLEGE CURRICULUM
ENGAGING STUDENTS
STRENGTHENING STUDENT SUPPORT
EMPHASIZING FACULTY & STAFF DEVELOPMENT
MISSION ALIGNMENT
DESCRIPTION
Student success continues to be a top priority for The University of Montana. In 2009, The University of Montana adopted a plan, Partnering for Student
Success, aimed at enhancing students’ experiences and increasing student retention and graduation. The plan identifies six key objectives critical to student
success in college and sets forth actions to promote a successful first year for entering freshmen and address the needs of returning sophomores and upper
division students. As part of the plan, UM created an Office for Student Success, charged with developing, implementing, and coordinating initiatives aimed
at increasing students’ persistence toward graduation. UM seeks to improve students’ success by addressing their preparedness for college-level work,
enhancing their transition to college, providing an integrated early curriculum, and increasing student engagement, support, and faculty and staff
development. Collaboration to achieve these objectives is strong. Faculty, staff, and students are well informed about and supportive of the initiatives
outlined in the plan. Since the inception of the plan, freshmen retention has already improved by approximately 5 basis points.
OBJECTIVES AND INDICATORS
UM identifies six objectives, each with a set of indicators, under the Core Theme: Partnering for Student Success.
Preparing K-12 students
Incoming academic credentials (GPA, test scores)
Number of students participating in college preparatory curriculum
College continuation rates
Transitioning to College
Freshman success (GPA and first-Year retention rates)
Declaration of major
Integrating the Early College Curriculum
Enrollment in freshman seminars and experiential opportunities
Interdisciplinary course offerings and linked courses
Engaging Students
Student engagement surveys (e.g., NSSE)
Student success rates
Strengthening Student Support
Student Success initiatives (tutoring, mentoring, early alert, math pilot, study jam)
Tailored services to meet diverse student needs
Availability of need-based financial aid
DESCRIPTION
Student success is a top priority for The University of Montana. In
2009, The University of Montana adopted a plan, Partnering for
Student Success, aimed at enhancing students’ experiences and
increasing student retention and graduation. The plan identifies six
key objectives critical to student success in college and sets forth
actions to promote a successful first year for entering freshmen and
address the needs of returning sophomores and upper division
students. As part of the plan, UM created an Office for Student
Success, charged with developing, implementing, and coordinating
initiatives aimed at increasing students’ persistence toward
graduation. UM seeks to improve students’ success by addressing
their preparedness for college-level work, enhancing their transition
to college, providing an integrated early curriculum, and increasing
student engagement, support, and faculty and staff development.
Collaboration to achieve these objectives is strong. Faculty, staff,
and students are well informed about and supportive of the
initiatives outlined in the plan. Since the inception of the plan,
freshmen retention has already improved from 69% to above 74%.
OBJECTIVES AND INDICATORS
UM identifies six objectives, each with a set of indicators, under the Core Theme:
Partnering for Student Success.
Preparing K-12 students
Incoming academic credentials (GPA, test scores)
Number of students participating in college preparatory curriculum
College continuation rates
Transitioning to College
Freshman success (GPA and first-year retention rates)
Declaration of major
Integrating the Early College Curriculum
Enrollment in freshman seminars and experiential opportunities
Interdisciplinary course offerings and linked courses
Engaging Students
Student engagement surveys (e.g., NSSE)
Student success rates
Strengthening Student Support
Student Success initiatives (tutoring, mentoring, early alert, STUDY JAM)
Tailored services to meet diverse student needs
Availability of need-based financial aid
Career counseling services
Emphasizing Faculty and Staff Development
Participation in workshops
Availability of online training
Core Theme #2: Education for the Global Century
TWO-YEAR PROGRAMMING RESPONSIVE TO REGIONAL,
NATIONAL, AND GLOBAL NEEDS
GLOBAL ENGAGEMENT AND LEADERSHIP AT THE
BACCALAUREATE LEVEL
STRATEGIC GROWTH IN GRADUATE EDUCATION
DESCRIPTION
The Academic Strategic Plan endorsed by the Faculty Senate in 2009 identified the need to create a
gateway to discovery experience focused on the challenges of the Global century for all incoming
students at all levels. Two-year education must respond to regional, national, and global needs. The
curriculum provides hands-on practical experience with real-world applications, as well as
developmental coursework to ensure that students are prepared to succeed in the college
environment. For baccalaureate students, faculty are (a) refining a concise statement on the
outcomes of the UM undergraduate experience; (b) developing a conceptual framework for the
overall undergraduate academic experience; (c) creating a mechanism through which to provide
first-year students with a context in which they can contemplate their overall education (focusing
on interdisciplinary big questions or grand challenges that we face as a world society); and (d)
developing capstone mechanisms through which all students ask themselves, “How can I put my
education to work while I am still a student [and beyond]?” At the graduate level, UM is creating a
portfolio of programs that capitalize on the unique location and intellectual and cultural resources
of the campus and developing opportunities for interdisciplinary collaboration and scholarship.
Core Theme #3:
Discovery & Creativity to Serve Montana and the World
ENHANCE CONTRIBUTIONS BY FACULTY & STUDENTS THROUGH
BASIC AND APPLIED RESEARCH
EXPAND KNOWLEDGE AND CULTURAL RICHNESS THROUGH
CREATIVE SCHOLARSHIP
DESCRIPTION
Scholarship, research, and creative work are at the core of faculty and student lives and academic
programs at The University of Montana. Expectations are strong for faculty to engage in research and
creative work that results in publications, exhibitions, performances, and presentations. A deeply
rooted belief at all levels within the university is that strong, active faculty scholarship is integral to the
University’s ability to offer high quality educational programs. The University’s Mission Statement
refers explicitly to the centrality of research and creative work in the University’s programs. Therefore,
The University of Montana supports research, scholarship and creative work across the natural and
exact sciences, social sciences, arts, and humanities, and enhances opportunities for interdisciplinary
connections. By fostering an entrepreneurial spirit in research and technology communities, UM
transforms discovery into application in ways that benefit the State, region, and nation. In addition, the
scholarly, creative, and research activities and programs of faculty provide a critical base for the
University’s diverse graduate and undergraduate programs by providing opportunities for students to
learn content, methods, skills, values, and approaches of a discipline from faculty mentors and advisors
who are leaders in their fields.
Core Theme #4: UM’s Distinctive Learning Environment
Selection of objectives still underway.
INTERDISCIPLINARY (WORLD-CHANGING) CURRICULUM
CO-CURRICULAR OPPORTUNITIES
FACILITIES AND TECHNOLOGICAL RESOURCES
PROGRAMMING CULTURAL & ATHLETIC EVENTS
LIFELONG LEARNING/COMMUNITY PARTICIPATION
DESCRIPTION
An exciting, inclusive learning environment, defined in its broadest terms, is an important component of
our mission, in that it is critical for students’ success, faculty and staff productivity. Integration of curricular
and co-curricular aspects of campus life leads to a richer environment for all learners. The environment
can foster life-long learning among traditional students, faculty, and community members and create
opportunities for social, physical, and intellectual development, supported by technological advances and
innovative programming. While the curriculum (Core Theme #2 Education for the Global Century)
provides a starting point, student participation in scholarship and creative work, study abroad,
undergraduate research, service-learning, and other co-curricular activities create a “living/learning
environment”. The provision of academic support, technological advances, and residence-based programs
enriches a diverse and creative curriculum still further. This theme incorporates the intentional provision
of an environment that invites, facilitates, and sustains the development of people and programs that
integrate knowledge, skills, and competencies and build community.
Core theme #5:
The Planning-Assessment Continuum
COMPLETE INTEGRATION OF PLANNING, BUDGETING,
IMPLEMENTATION, AND ASSESSMENT PROCESSES
TRANSPARENT AND PARTICIPATIVE PROCESSES
THROUGHOUT THE CYCLE
DATA-DRIVEN DECISIONS AND GOAL-SETTING
OBJECTIVE AND TIMELY ASSESSMENT OF OUTCOMES
DESCRIPTION
The Planning-Assessment Continuum is designed not only to facilitate desired outcomes, but to help
clarify our vision and mission, and to communicate and demonstrate to internal and external
stakeholders that we are making the best use of resources to do the right things for the right reasons. It
is both top down and bottom up. Executive leadership provides communication of mission and vision,
clear and consistent processes, overarching mission-driven goals, equitably applied parameters, and
rules enforcement. The structure uses a variety of mechanisms to ensure transparency and meaningful,
broad-based input and participation, including advisory committees, implementation teams, task forces,
focus groups, town hall discussions, and responsibility-centered budgeting.
The process is integrated, transparent, and highly visible. The scope of these activities includes, but is
not limited to Institutional Goals and Priorities; Programs; Enrollment; Fiscal Resources; Human
Resources; Capital Resources, including Debt Financing and Gift Funds; Buildings (classrooms, labs,
office, special use, event, and support space); Information Technology (instruction and research
technology, computers, networks, enterprise systems, and linkage to external and shared data sources).