1. 1 This Powerpoint presentation is for the sole use of Northern Arizona University personnel in their self-study work. John Taylor, Staff Liaison

2. 2 Greetings to Northern Arizona University from

3. 3 The Higher Learning Commission 30 North LaSalle Street Suite 2400 Chicago, IL 60602 www.ncahlc.org  jtaylor@hlcommission.org

4. 4 Basic Facts about Accreditation Accreditation is a voluntary process of self evaluation and peer evaluation that has two fundamental purposes: quality assurance, and quality improvement. The two types of voluntary accreditation are institutional accreditation [whole institution] specialized accreditation [specific program].

5. 5 19 States 1003± Institutions The Higher Learning Commission Region

6. 6 The Higher Learning Commission of NCA - Founded 1895 The Organization Member Institutions - ©1,003 Location of Member Institutions - in 19 States Decision-Making Processes and Peer Reviewers Corps Board of Trustees - 15-21 Members Institutional Actions Council - 26 Members Accreditation Review Council - 170 Members Peer Reviewer Corps -© 1,200 Reviewers Full-time Staff Executive Director - 1 Directors [Including Asst. & Assoc.) - 12 Other Full-time Staff - 21±

7. 7 Diversity of Mission among the Membership of Institutions [  1003] Two-year Institutions Four-year Bachelor’s Institutions Four-year Liberal Arts Institutions Comprehensive Institutions Tribal Colleges Faith Based Institutions Research Universities Single Purpose Institutions Public, Private NFP, and For Profit

8. 8 Mission of The Higher Learning Commission of NCA “Serving the common good by assuring and advancing the quality of higher learning”

9. 9 “Special Connections” Professor José Colchado (Education) Director Bruce Fox (Honors Program) President John Haeger Vice President Fred Hurst (Extended Programs and Dean of Distance Learning)

10. 10 Mission of Northern Arizona University “Provide an outstanding undergraduate residential education strengthened by important research, graduate and professional programs and a responsive distance learning network delivering programs throughout Arizona”

11. 11 Northern Arizona University’s Values Excellence in Education Student Success Educational Access Diversity Integrity Civility

12. 12 Northern Arizona University’ “Goals” Provide Undergraduate Education Excellence in a Residential Learning Community Strengthen graduate education, economic development, and research Increase Enrollment and Retention Provide Leadership in the Development, Use, and Assessment of Technologies in Administrative Systems and Educational Programs

13. 13 Northern Arizona University’ “Goals” Foster a Culture of Diversity, Community, and Citizenship Become the Nation’s Leading University Serving Native Americans Ensure Financial Stability and Growth

14. 14 Today’s Agenda Focus Accreditation and Other Matters The Higher Learning Commission’s Expectations Regarding Self-Study Northern Arizona University’s Interests Prospective Character of the Self-Study and Review Institutional Capacity Strategies for Engaging the Campus Community

15. 15 Prospective Character of the Self-Study and Review Institutional Self- Study and Self- Reflection Institution’s Mission, Values and Goals Evaluation of the Whole Organization Engage Multiple Constituencies Build on Institutional Processes Effective Leadership and Communication Evidence of Fulfilling the Criteria for Accreditation Production of a Self- Study Report Use of Self-Study Findings to Inform Decision-making and Future Institutional Development Hallmarks of an Effective Self-Study Process

16. 16 Fundamental Shifts Inputs Teaching Focus on Past Autonomy Outcomes Learning Focus on Future Connectedness

17. 17 Topical Areas of the Criteria for Accreditation Mission and Integrity Preparing for the Future Student Learning and Effective Learning Acquisition, Discovery, and Application of Knowledge Engagement and Service “Handbook of Accreditation” - Chapter 3 www.ncahlc.org

18. 18 Two Evaluation Processes for Continued Accreditation  Institutional Self-Study  Peer Review  Decision-making Processes  Continued Accreditation --Ten-year Cycle  Self-Assessment  Strategy Forum  Action Projects  Annual Updates  Systems Appraisal  Continued Accreditation --Seven-Year Cycle

19. 19 Criterion Structure Criterion Statement Core Components Examples of Evidence

20. 20 1 - Mission & Integrity The organization operates with integrity to ensure the fulfillment of its mission through structures and processes that involve the board, administration, faculty, staff, and students.

21. 21 1 - Mission and Integrity [Core Components - Paraphrased] 1. Clear Articulation of the Mission 2. Recognition of Diversity among Learners, other Constituencies and Greater Society 3. Organizational Understanding of Mission 4. Mission Supported through Organizational Structures 5. Organizational Protection of the Mission Examples of Evidence

22. 22 2 - Preparing for the Future The organization’s allocation of resources and its processes for evaluation and planning demonstrate its capacity to fulfill its mission, improve the quality of its education, and respond to future challenges and opportunities.

23. 23 2 - Preparing for the Future [Core Components - Paraphrased] 1. Realistic Preparation for a Future Shaped by Societal and Economic Trends 2. Resource Support for Maintaining and Strengthening Educational Programs 3. Evaluation and Assessment Processes Show Effectiveness and Continuous Improvement 4. Planning Levels Align with Mission and Capacity to Fulfill the Mission Examples of Evidence

24. 24 3 - Student Learning and Effective Teaching The organization provides evidence of student learning and teaching effectiveness that demonstrates it is fulfilling its educational mission.

25. 25 3 - Student Learning and Effective Teaching [Core Components - Paraphrased] 1. Clear Statements of Student Learning Outcomes That Make Effective Assessment Possible 2. Organization Values and Supports Effective Teaching 3. Organization Creates Effective Learning Environments 4. Learning Resources Support Student Learning And Effective Teaching Examples of Evidence

26. 26 4 - Acquisition, Discovery, & Application of Knowledge The organization promotes a life of learning for its faculty, administration, staff, and students by fostering and supporting inquiry, creativity, practice, and social responsibility in ways consistent with its mission.

27. 27 4 - Acquisition, Discovery, and Application of Knowledge [Paraphrased] 1. Organization Demonstrates It Values a Life of Learning 2. Organization Demonstrates the Integral Nature of Knowledge and Skill Acquisition, and Intellectual Inquiry 3. Organization Assesses the Usefulness of Curricula to Students Living and Working in a Global, Diverse, and Technological Society 4. Organization Support Responsible Acquisition, Discovery, and Application of Knowledge Examples of Evidence

28. 28 5 - Engagement and Service As called for by its mission, the organization identifies its constituencies and serves them in ways both value.

29. 29 5 - Engagement and Service [Core Components - Paraphrased] 1. Organization Learns from Constituencies and Analyzes its Capacity to Serve Them 2. Organizational Capacity and Commitment to Engage with Identified Constituencies and Communities 3. Organization Demonstrates Responsiveness to Constituencies that Depend on It 4. Internal and External Constituencies Value the Organization’s Services Examples of Evidence

30. 30 Cross-cutting Themes Future-oriented Learning-focused Connected Distinctive

31. 31 Position Statements Assessment of Student Learning Diversity General Education

32. 32 Aligning an Institution’s Mission and Outcomes with the Commission’s Criteria for Accreditation Mission and Integrity Preparing for the Future Student Learning and Effective Learning Acquisition, Discovery, and Application of Knowledge Engagement and Service “Handbook of Accreditation” - Chapter 3 www.ncahlc.org

33. 33 The Decennial Cycle of Review 10-Year Window?

34. 34 Institutional Capacity Mission, Values and Goals Institutional Autonomy Teaching, Research and Service (Engagement) Educational Programs and Services Resources: Human, Physical, Financial and Technological Constituencies: Students, Communities and Collaborators Sites and Outreach Outcomes!

35. 35 Content of the Self-Study Addressing the Commission’s Criteria for Accreditation and their Related Core Components Address Concerns/Challenges Identified by Previous Visiting Team or other Formal Reviews Address Federal Compliance Issues Provide “Institutional Snapshot” Provide Supporting Materials [Paper and Electronic]

36. 36 Team Identified Challenges: Northern Arizona University Assessment of Student Learning at the Undergraduate Level and in Off-Campus Programs Coherency in General Education Strategic Planning [Measurable Goals, Action Plans, Performance Measures, Faculty Support, Linkage of Planning and Budgeting] Qualifications of Adjunct Faculty Culture of Diversity on the Flagstaff Campus

37. 37 Federal Compliance Program Credits, Program Length, and Tuition Compliance with the Higher Education Reauthorization Act [Loan Default Rate] Compliance Visits to Off-campus Locations Reference to the Commission in Advertising and Recruitment Materials Institutional Records of Students’ Complaints

38. 38 Institutional Snapshot Student Demography Headcounts Student Recruitment and Admissions Financial Assistance for Students Student Retention and Program Productivity Faculty Demography Availability of Instructional Resources and Information Technology Financial Data

39. 39 Think Holistically about Your Organization!

40. 40 Student Learning: Central to Determining Institutional Effectiveness

41. 41 Focusing on Learning Knowledge Base Subject Content Curricular Sequence Academic Rigor Learning Theories Pedagogies Learning Styles Learning Activities Assessment of Learning Outcomes

42. 42 More than Inputs and Processes, Outcomes!

43. 43 Assess Students’ Learning Outcomes Using Multiple Quantitative and Qualitative Indicators Direct Indicators  Pre-Testing and Post- Testing  Capstone Courses  Oral Examinations  Internships  Portfolio Assessments Direct Indicators  Theses and Dissertations  Standardized Tests  Licensure Exams  Juried Reviews and Performances

44. 44 Assess Students’ Learning Outcomes Using Multiple Quantitative and Qualitative Measures Indirect Indicators  J ob Placement Data  Surveys of Alumni and Students  Surveys of Employers Indirect Indicators  Program Completion Rates  Retention and Transfer Studies  Graduate follow- up Studies

45. 45 1. How are (y)our stated student learning outcomes appropriate to (y)our mission, programs, and degrees? 2. What evidence do you/we have that students achieve (y)our stated learning outcomes? Assessment Conversations: “Five Prompt Questions”

46. 46 3. In what ways do you/we analyze and use evidence of student learning? 4. How do you/we ensure shared responsibility for assessment of student learning? 5. How do you/we evaluate and improve the effectiveness of (y)our efforts to assess and improve student learning? Assessment Conversations: “Five Prompt Questions”

47. 47 The Commission’s Requirement of a Member Institution Host an Evaluation Team! Inform Constituencies and the General Public! Produce and Submit a Self-Study Report, including an Introductory “Institutional Snapshot”! Conduct an Institution-wide Self-Study in the Context of the Commission’s Criteria for Accreditation!

48. 48 Northern Arizona University’s Dynamic Existence

49. 49 Engagement Strategies  Embed Engagement in Regular Mechanisms Used in Reaching Campus, Off-Campus, and Cyberspace Communities  Link to Existing Governing Structures  Conduct Benchmarking Conversations  Accreditation Web site  Focused Groups  Surveys  Electronic Bulletin Board  “Third Party Comment”

50. 50 Comprehensive Evaluation Process [Two-Part Process] Institution’s Self-Study Commission’s Peer Review Decision-Making

51. 51 Peer Review Activities Group Evaluation, Review and Discussion Formation of Team Recommendation Share the Recommendation Write the Team Report Individual Study of Institution’s Materials and Website Determination of Individual Perspective Sharing of Perceptions

52. 52 Visit Logistics Three-day Visit and Peer Review Sunday - Team Arrives Monday-Wednesday - Peer Review Monday Entrance Conference with CEO and Others Monday-Wednesday - Interviews and Reviews of Documents Evening Team Reflections, Discussions, and Decision-making Wednesday - Announcement of Team’s Planned Recommendations and Exit Conference with CEO

53. 53 The Team Report Format -- Part I - Assurance Section-- 1. Context and Nature of the Visit 2. Commitment to Peer Review 3. Compliance with Federal Requirements 4. Fulfillment of the Five Criteria Evaluative Statements  Evidence Criterion is Met  Evidence that Criterion Needs Institutional Attention  Evidence that Criterion Requires Institutional Attention and Follow-up by the Commission  Team Recommendation 5. Affiliation Status 6. Additional Comments and Explanations

54. 54 The Team Report --Part II - Advancement Section-- 1. Overall Observations about the Institution 2. Consultations of the Team 3. Recognition of Significant Accomplishments, Significant Progress, and Exemplary and Innovative Practice

55. 55 The Accreditation Review Process 9. Board Validation 8. Accreditation Decision by the Institutional Actions Council or Review Committee 7. Readers Panel or Review Committee 6. Institution’s Acceptance of Final Team Report 5. Evaluation Team’s Final Team Report 4. Institution’s Feedback to Team Chair 3. Evaluation Team’s Report [Draft] 2. Evaluation Team Visit [Peer Review] 1. Institutional Self-Study & Snapshot

56. 56 Northern Arizona University Working toward a Brighter Future! [After the Team Has Gone]

57. 57 Contacting The Higher Learning Commission www.ncahlc.org jtaylor@hlcommission.org 312-263-0456, Ext. 104 30 North LaSalle Street Suite 2400 Chicago, IL 60602