STANDARD EVALUATION QUESTIONS SELF STUDY 2005 SELF STUDY 2011 EVIDENCE THEME(S) STANDARD II.A. The institution offers instructional programs in recognized and emerging fields of study that culminate in identified student outcomes leading to degrees, certificates, employment, or transfer to other higher education institutions or programs consistent with its mission. Instructional programs are systematically assessed in order to assure currency, improve teaching and learning strategies, and achieve stated student learning outcomes. The provisions of this standard are broadly applicable to all instructional activities offered in the name of the institution. How does the institution ensure that all institutional offerings fit the stated mission of the institution? How does the institution ensure that its programs and services are high quality and appropriate to an institution of higher education? How does the institution choose the fields of study in which it offers programs? What are the student achievement outcomes of the institution’s programs; i.e., to what extent do students progress through and complete degrees and certificates, gain employment, or transfer to four-year institutions? By what means are programs assessed for currency, teaching and learning
by whom are student learning outcomes and program outcomes assessed? How are the results used for improvement? Are student learning outcomes verifiably at the collegiate level? What assessments are in place for measuring these outcomes? How effectively are the assessments working? What dialogues have occurred about using assessment results to guide improvements to courses, programs, etc.? What improvements have resulted? STANDARD II.A.2.a. The institution assures the quality and improvement of all instructional courses and programs offered in the name of the institution, including collegiate, developmental, and pre-collegiate courses and programs, continuing and what criteria and processes does the institution decide to offer developmental, pre-collegiate, continuing and community
program? How is this “fit” evaluated? What processes exist to approve and administer courses and programs? Are the processes effective? How are courses and programs evaluated? How are the results of the evaluations? What improvements to courses and programs have occurred as a result of evaluation? How does the institution assure that it relies on faculty discipline expertise for establishing the quality of its courses and programs? STANDARD II.A.2.b. The institution relies on faculty expertise and the assistance of advisory committees when appropriate to identify competency levels and How are competency levels and measurable student learning outcomes determined? What is the role of
How has the college identified student learning outcomes for its degrees and certificates? STANDARD II.A.3.a. The institution requires of all academic and vocational degree programs a component of general education based on a carefully considered philosophy that is clearly stated in its catalog. The institution, relying on the expertise of its faculty, determines the appropriateness of each course for inclusion in the general education curriculum by examining the stated learning outcomes for the course. General education has comprehensive learning outcomes for the students who complete it, including the following: a. An understanding of the basic content and methodology of the major areas of knowledge: areas include the humanities and fine arts, the What evidence is found in the catalogue of a faculty-developed rationale for general education that serves as the basis for inclusion of courses in general education? How are student learning outcomes used to analyze courses for inclusion as general education? How is the rationale for general education communicated to all stakeholders? How is the general education philosophy reflected in the degree requirements? How are the basic content and
are students able to apply these skills to subsequent coursework, employment, or other endeavors? STANDARD II.A.3.c. A recognition of what it means to be an ethical human being and effective citizen: qualities include an appreciation of ethical principles; civility and interpersonal skills; respect for cultural diversity; historical and aesthetic sensitivity; and the willingness to assume civic, political, and social responsibilities locally, nationally, and globally. How are student learning outcomes developed to address concerns about ethics and effective citizenship? How is it determined where to include student learning leading to development of these qualities? STANDARD II.A.4. All degree programs include focused study in at least one area of inquiry or in an established interdisciplinary core. Do degree programs include at least one area of focused study or interdisciplinary core? STANDARD II.A.5. Students completing vocational and occupational certificates and degrees demonstrate technical and professional competencies that meet employment and other applicable standards and are What evidence exists that students who complete vocational and occupational degrees and certificates meet employment
a. The institution makes available to its students clearly stated transfer-of-credit policies in order to facilitate the mobility of students without penalty. In accepting transfer credits to fulfill degree requirements, the institution certifies that the expected learning outcomes for transferred courses are comparable to the learning outcomes of its own courses. Where patterns of student enrollment between institutions are identified, the institution develops articulation agreements as appropriate to its mission. How does the college verify that individual sections of courses adhere to the course objectives/learning outcomes? What policies does the institution have to address transfer of coursework in and out of the institution and how are they communicated to students? Are these policies regularly reviewed? How does the institution develop, implement, and evaluate articulation agreements? STANDARD II.A.6.b. When programs are eliminated or program requirements are significantly changed, the institution makes appropriate arrangements so that enrolled students may complete their education in a timely manner with a minimum of disruption. What policy does the institution have to address elimination of or major changes in programs? Are students advised on how to complete educational
honesty and the consequences for dishonesty. students and faculty about, and enforcing, its policies on academic honesty? STANDARD II.A.7.c. Institutions that require conformity to specific codes of conduct of staff, faculty, administrators, or students, or that seek to instill specific beliefs or worldviews, give clear prior notice of such policies, including statements in the catalog and/or appropriate faculty or student handbooks. How are requirements of conformity to codes of conduct communicated? If a college seeks to instill specific beliefs or world views, what policies does it have in place to detail these goals? How are the policies communicated to appropriate constituencies? STANDARD II.A.8. Institutions offering curricula in foreign locations to students other than U.S. nationals operate in conformity with standards and applicable Commission policies. How well do curricula offered in foreign locations to non-U.S. students conform to the specifications of Commission policy Principles of Good Practice in Overseas International Education Programs for Non-U.S. Nationals? Analysis and Action Plan(s)