Standard 4 Creating an Institution Committed to Quality Assurance and Improvement -(2024)

STANDARD 4 Creating an Institution Committed to Quality Assurance and Improvement

 

The institution engages in sustained, evidence-based, and participatory reflection about how effectively it is accomplishing its mission, achieving its educational and student success objectives, and realizing its commitment to diversity, equity, and inclusion. The institution envisions its future in light of the changing environment of higher education. These activities inform both institutional planning and systematic evaluations of educational effectiveness.

CRITERIA FOR REVIEW (CFR)

Quality Assurance Processes

CFR 4.1 The institution employs comprehensive quality assurance processes in both academic and non-academic areas and uses the results to improve institutional operations.

How do academic (colleges) and non-academic units (student affairs) use program review (which is a quality assurance process) to improve operations?

CFR 4.2 The institution collects, analyzes and acts on disaggregated student outcomes data including retention and graduation rates.

CFR 4.3 The institution examines the extent to which its climate supports student success and acts on its findings. The institution regularly assesses the characteristics, experiences, and performance of its students and uses this evidence to improve student success.

CFR 4.4 The institution has institutional research capacity, scope, and coordination consistent with its purposes and characteristics.

Institutional Improvement

CFR 4.5 The institution demonstrates improvement based on the results of inquiry, evidence, and evaluation.

CFR 4.6 The institution, with significant faculty involvement, engages in continuous inquiry into the processes of teaching and learning, and the conditions and practices that ensure that the institution’s standards of performance are being achieved.

    • Institution-wide assessment of student learning includes core competency assessment and graduation requirements (such as Writing Intensive). Annual core competency assessment for Critical Thinking, Written Communication, Oral Communication, Quantitative Reasoning, and Information Literacy at the undergraduate level is facilitated by the Assessment Support Committee, which is made up of representatives from multiple colleges. Data (which includes inter-rater reliability) for each program is posted on the Core Competency – Indicators by Program These reports include parameters of the assignment, observations of student skills, and responses by programs to the data., including changes to curricula or instruction to improve student performance.
    • Annual reporting of programmatic assessment began in AY 2022-2023 and follows the same general format: PLO, assignment, data, observations, and response by programs to close the loop. These reports are posted for each program under the column “Assessment” in the link “Programmatic Assessment Data.”

CFR 4.7 The governing board engages in self-evaluation and development.

The Board of Regent’s Policy RP 2.204 outlines periodic self-evaluation.

CFR 4.8 The institution periodically engages its stakeholders in reflection and planning processes based on the examination of evidence. Through these processes it assesses the institution’s strategic position, articulates priorities, examines the alignment of its purposes, core functions, and resources, and defines the future direction of the institution.