Higher Learning Commission - Next Visit

Criterion Four.  Teaching and Learning: Evaluation and Improvement

The institution demonstrates responsibility for the quality of its educational programs, learning environments and support services, and it evaluates their effectiveness for student learning through processes designed to promote continuous improvement.

Core Components

4.A. The institution demonstrates responsibility for the quality of its educational programs.

    1. The institution maintains a practice of regular program reviews and acts upon the findings.
    2. The institution evaluates all the credit that it transcripts, including what it awards for experiential learning or other forms of prior learning, or relies on the evaluation of responsible third parties.
    3. The institution has policies that ensure the quality of the credit it accepts in transfer.
    4. The institution maintains and exercises authority over the prerequisites for courses, rigor of courses, expectations for student learning, access to learning resources, and faculty qualifications for all its programs, including dual credit programs. It ensures that its dual credit courses or programs for high school students are equivalent in learning outcomes and levels of achievement to its higher education curriculum.
    5. The institution maintains specialized accreditation for its programs as appropriate to its educational purposes.
    6. The institution evaluates the success of its graduates. The institution ensures that the credentials it represents as preparation for advanced study or employment accomplish these purposes. For all programs, the institution looks to indicators it deems appropriate to its mission.

4.B. The institution engages in ongoing assessment of student learning as part of its commitment to the educational outcomes of its students.

    1. The institution has effective processes for assessment of student learning and for achievement of learning goals in academic and cocurricular offerings.
    2.  The institution uses the information gained from assessment to improve student learning.
    3. The institution’s processes and methodologies to assess student learning reflect good practice, including the substantial participation of faculty, instructional and other relevant staff members.

4.C. The institution pursues educational improvement through goals and strategies that improve retention, persistence and completion rates in its degree and certificate programs.

    1. The institution has defined goals for student retention, persistence and completion that are ambitious, attainable and appropriate to its mission, student populations, and educational offerings.
    2. The institution collects and analyzes information on student retention, persistence and completion of its programs.
    3. The institution uses information on student retention, persistence and completion of programs to make improvements as warranted by the data.
    4. The institution’s processes and methodologies for collecting and analyzing information on student retention, persistence and completion of programs reflect good practice. (Institutions are not required to use IPEDS definitions in their determination of persistence or completion rates. Institutions are encouraged to choose measures that are suitable to their student populations, but institutions are accountable for the validity of their measures.)

SOURCE: Higher Learning Commission 
(The revised Criteria for Accreditation were adopted by HLC's Board of Trustees on February 28, 2019.  They are effective September 1, 2020.)

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Criterion Five

Team

Holly Monsos, Chair
Denise Bartell
Kate Bryant
Lori DeShetler
Scott Hall
Wafaa Hanna
Alexandria Harris
Alana Malik
Jolene Miller
Mysoon Rizk
Michele Soliz
Nancy Staub

 

Last Updated: 2/27/20