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I. Governance: Mission, Organizational Structure, and Governance Processes
A. Mission, Organizational Structure, and Governance Processes: The institution’s governance processes, mission, functions, responsibilities, authorities, and relationships are clearly articulated and documented.
1. A current charter, or equivalent, exists for the institution.
2. The unique purpose(s) of the institution is (are) reflected in its mission.
3. Clearly articulated documentation describes the scope of authority and responsibilities of boards of visitors, advisory bodies, sponsors, and other stakeholders, as applicable.
4. Governance processes provide for broad internal involvement and participation including appropriate roles for faculty and staff, students and alumni.
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1. No documentation is available that authorizes the 1. There is documentation that authorizes the 1. Documentation that authorizes the institution to 1. Documentation that authorizes the institution to 1. Documentation that authorizes the institution to
institution to exist. institution to exist. exist is periodically reviewed by sponsors. exist is regularly reviewed by sponsors and updated exist is reviewed at least every two to three years by
as necessary. sponsors and updated as necessary.
2. A mission statement exists but is outdated. 2. The mission statement exists but is not consistent 2. The mission statement is consistent with the charter 2. The mission statement is consistent with the charter 2. The mission statement is consistent with the charter
with the charter or establishing document. or establishing document, is widely available and is or establishing document and is publicized throughout or establishing document and is universally promoted
publicized throughout the institution. the institution using various media. throughout the institution and beyond.
3. A minimal working relationship exists between the 3. A mission statement exists in writing and is 3. The relationships between the institution and its 3. The mission statement is reviewed regularly by 3. The mission statement is reviewed annually by all
institution and its sponsors. reviewed internally on a random basis. sponsors as formally defined, are accepted, most sponsors and some other stakeholders. major sponsors and all stakeholders.
supported, and reviewed.
4. There is no formal governance process in place to 4. The existing relationships between the institution 4. The institution is in the coordination process to 4. The relationships between the institution and its 4. The relationships between the institution and its
facilitate participation from governance stakeholders. and its sponsors are minimally functional. develop specific documentation defining the authority sponsors are formally defined, articulated, and sponsors are formally defined, clearly articulated,
and responsibility for boards of visitors, advisory effectively employed. effectively employed, and fully operational.
bodies that meet DoD guidance requirements.
5. The institution initiated action to develop specific 5. External governance stakeholders participate and 5. Roles and responsibilities for most institution 5. Roles and responsibilities for all institution sponsors
documentation defining the authority and responsibility carry out their charges. sponsors are reviewed and updated regularly. are reviewed and updated at least annually as part of
for boards of visitors, advisory bodies that meet DoD a continuous planning process.
guidance requirements.
6. Minimal governance processes are in place to 6. The institution developed, established, and 6. An approved process exists which defines the 6. The institution meets DoD guidance and has a
facilitate participation from governance stakeholders. implemented some governance processes that authority and responsibility for boards of visitors and formalized system to provide oversight of the authority
provide for internal involvement and participation. advisory bodies, in accordance with DoD guidance and responsibility for the board of visitors and advisory
requirements. bodies and feedback to all stakeholders. All pertinent
governance processes include the involvement of
students and alumni.
7. Governance processes are reviewed by some 7. External governance stakeholders regularly 7. Feedback is regularly requested and systematically
sponsors and feedback is periodically requested. participate and carry out their charges. collected from the stakeholders, is communicated
throughout the organization and to sponsors, and is
considered when governance processes are reviewed
and revised.
8. Procedures for updating governance practices are 8. The institution developed, established and 8. A formal systematic plan exists to provide an
defined, but are not implemented. implemented many governance processes that ongoing process to review existing governance
provide for internal involvement and participation. processes and develop new ones as needed to
enhance its operation.
9. Feedback on governance processes is regularly
requested from stakeholders and considered in future
revisions.
10. An established a plan exists to allow for the review
and modification of existing governance practices.
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I. Governance: Planning and Effectiveness
B. Planning/Effectiveness: Processes for strategic planning are in place to allow for maximum institutional effectiveness.
1. A current strategic plan, which is periodically updated, reflects the institution’s shared vision and its mission statement, incorporates inputs from stakeholders, and provides for coordination with DoD guidance.
2. The planning process defines measures of success with timelines and milestones, where appropriate.
3. Processes exist to sense changes in the external and internal environments and react with internal changes that are both timely and appropriate.
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1. A strategic plan exists. 1. A current strategic plan exists that includes minimal 1. A current strategic plan exists including a shared 1. A current strategic plan exists including a shared 1. A current strategic plan exists including a shared
although outdated internal and external stakeholder vision and mission statement. vision, mission statement, values, goals and vision, mission statement, values, goals and
input and meets DoD guidance requirements. objectives. objectives, and milestones for meeting the goals and
objectives.
2. Few, if any, strategic planning timelines and 2. Few strategic planning timelines and milestones are 2. The strategic plan includes periodic input from 2. The strategic plan includes regular input from most 2. The strategic plan is reviewed regularly by all
milestones are defined. defined. some internal and external stakeholders and meets internal and external stakeholder sources and meets stakeholders and updated as needed to meet current
DoD guidance requirements. DoD guidance requirements. DoD guidance requirements.
3. Institutional processes exist to detect changes in 3. Some strategic planning timelines and milestones 3. Most strategic planning timelines and milestones 3. Almost all strategic planning timelines and
the internal and external environments. are defined and accomplished. are defined and accomplished. milestones are defined and tracked.
4. Strategic planning processes exist to periodically 4. A strategic planning process is in place for the 4. The institution continuously conducts research and
research and consult with some internal and external institution to regularly research and consult with most consults with all internal and external sources to
sources to detect changes in the environment and internal and external sources to detect changes in the detect changes in the environment and respond in an
respond appropriately to promote institutional environment and respond in a timely manner. effective manner.
effectiveness.
5. The strategic plan is widely disseminated.
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I. Governance: Performance Measures
C. Performance Measures: The institution has a performance plan that encompasses goals and objectives, performance standards and metrics, and accountability mechanisms.
1. Performance planning is undertaken and a current performance plan reflects DoD’s guidance.
2. Processes exist to identify resources required to address stakeholders’ educational requirements and to foster appropriate stewardship of allocated resources.
3. On a periodic basis, the outcomes of the planning process and accomplishments are reported to major sponsors, the Office of the Chancellor for Education and Professional Development, and other appropriate DoD officials for review.
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1. Performance planning is not executed on an 1. A performance plan exists but was developed with 1. Performance planning is done periodically by a 1. Performance planning is done on a cyclical basis 1. Performance planning has a formal accountability
institutional level limited institutional collaboration. select group of managers with limited institutional and involves representatives from across the mechanism in place and involves participation from
collaboration. institution. Leadership uses input from the process to across the institution. Leadership implements the
modify the plan, which stays in effect until the next plan, which is reviewed on an annual basis, modified
review. as needed, and reflects the requirements of DoD
guidance.
2. Performance planning includes few processes to 2. Performance planning includes some processes to 2. Performance planning includes processes to 2. Performance planning includes processes to
resource stakeholder educational and sponsor identify stakeholder educational requirements and an identify stakeholder educational requirements, insure measure stewardship of identified stakeholder
resource requirements and there are discussions as to attempt is made to match some sponsor requirements that they are met and that resources are allocated educational requirements, responsible allocation of
their effect on planning. when possible. responsibly. resources.
3. The results of the performance plan are shared 3. The results of the performance plan are shared 3. The results of the performance plan are submitted 3. The performance plan is continuously monitored for
intermittently with few stakeholders. periodically with some stakeholders to sponsors, the Chancellor’s Office, and other currency and relevance to mission.
appropriate DoD officials regularly.
4. The results of the performance plan are reported to
sponsors, the Chancellor’s Office, and other
appropriate DoD officials at least annually.
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II. Management, Administration, and Operations (MAO): Process and Priorities
A. Processes and Priorities: The institution’s processes and priorities support accomplishment of the mission, vision, and values as established by governance.
1. Processes and priorities exist to create and maintain a culture of high quality learning.
2. Communication exists to develop strategies, goals, objectives, policies, and plans necessary to accomplish the mission, vision, and values of the institution.
3. The needs of all stakeholders are identified and addressed.
4. Participation by faculty, staff, and students is encouraged where appropriate.
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1. Only essential MAO academic and administrative 1. Few MAO academic and administrative support 1. Some MAO academic and administrative support 1. Most MAO processes and priorities are 1. All or almost all of the MAO processes and priorities
support processes and priorities are practiced. processes and priorities are practiced which are processes and priorities are practiced, aligned with the comprehensive, practiced, aligned with the mission, are comprehensive, practiced, aligned with the
minimally aligned with the mission. mission, and serve to implement some of the goals of and serve to implement most of the goals of the mission, and serve to implement the goals and
the institution. institution. objectives of the entire institution.
2. Few, if any, needs of stakeholders are identified. 2. MAO processes and priorities allow for institutional 2. Senior leadership ensures that the mission and 2. Senior leadership ensures that the mission and 2. Senior leadership ensures that the mission and
assessment. strategic direction are communicated throughout the strategic direction are publicized throughout the strategic direction are universally promoted throughout
institution. institution using various media. the institution and to all stakeholders.
3. Few needs of stakeholders are identified and 3. MAO processes and priorities allow for institutional 3. MAO processes and priorities allow for institutional 3. MAO processes and priorities allow for continuous
addressed. assessment and performance improvement. assessment and require that performance institutional assessment and regular reporting and
improvement be documented. documentation of performance improvement.
4. Participation from appropriate internal stakeholders 4. Some needs of stakeholders are identified and 4. Most needs of stakeholders are identified and 4. All or almost all needs of stakeholders are identified
is encouraged. addressed. addressed. and addressed.
5. Participation from appropriate internal stakeholders 5. Participation from appropriate internal stakeholders 5. Participation from appropriate internal stakeholders
is periodically requested. is periodically sought and frequently employed to is continuously sought and employed to improve
improve processes. processes.
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II. Management, Administration, and Operations (MAO): Resource Management
B. Resource Management: The institution’s policies and priorities reflect appropriate resource (equipment, facilities, financial, human, and information) stewardship.
1. Processes are in place to align resources with the mission and strategic direction of the institution.
2. Effective and efficient use of government resources is demonstrated.
3. Management control activities are in place to ensure appropriate use of such resources.
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1. Basic resource management activities are practiced. 1. Resource management activities are minimally 1. Resource management activities are aligned with 1. Resource management activities are aligned with 1. Resource management activities are optimally
aligned with the mission. the mission with little investment for strategic direction. the mission and invest for strategic direction of the aligned with the mission and invest for strategic
institution. direction of the institution.
2. Few resource management operating policies and 2. Some formal resource management operating 2. Most of the existing institutions’ resource 2. All or almost of the existing institutions’ resource
procedures exist and are documented. policies and procedures exist, are documented, and management operating policies and procedures are management operating policies and procedures are
prioritized. formally documented and prioritized. formally documented and prioritized.
3. Resource management activities include collecting, 3. Resource management activities result in budget 3. Resource management activities support and 3. Resource management activities promote optimal
analyzing, and reporting results, which are minimally integrity and reliable cost data that are consistent and defend the performance of the organization to performance of the organization and ensure proper
adequate to support the performance of the support the performance of the organization. appropriate stakeholders. stewardship and control.
organization.
4. The institution has established Internal control 4. The institution has established internal control 4. The institution has established internal control
policies to identify fraud, waste, and abuse. policies have documented safeguards to identify and policies have safeguards are documented and
prevent fraud, waste, and abuse. monitored to prevent fraud, waste, and abuse.
Corrective action is implemented as appropriate.
5. Resource management and internal control policies
as applied are reviewed and updated annually.
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II. Management, Administration, and Operations (MAO): Instructional Mission and Core Processes
C. Instructional Mission and Core Processes: The institution’s instructional, research, consulting, service, and/or support activities are balanced appropriately, consistent with the mission of the institution and with its stakeholders’ requirements.
1. Instructional activities incorporate best practices and lead to desired outcomes.
2. Research activities yield new knowledge and information that support the institution’s mission.
3. Consulting activities show value-added benefit to the customer and institution.
4. Service activities are aligned with its mission.
5. Non-educational activities are articulated in the institutional mission statement, meet stakeholder requirements, and do not detract from the educational mission.
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1. Rarely do educational processes incorporate best 1. Few educational processes incorporate best 1. Some educational processes incorporate best 1. Most educational processes incorporate best 1. All educational processes incorporate best
practices and desired outcomes to accomplish the practices and desired outcomes to accomplish the practices and desired outcomes to accomplish the practices and desired outcomes to accomplish the practices and desired outcomes to accomplish the
mission. mission. mission. mission. mission.
2. Rarely are stakeholder needs factored into the 2. Few identifiable stakeholder needs are factored into 2. Some identifiable stakeholder needs are prioritized 2. Most identifiable stakeholder needs are prioritized 2. All, or almost all identifiable stakeholder needs are
educational processes that lead to desired outcomes. the educational processes that lead to desired and factored into the educational processes that lead and factored into the educational processes that lead prioritized and factored into the educational processes
outcomes. to desired outcomes. to desired outcomes. that lead to desired outcomes.
3. Rarely do research activities provide new 3. Few research activities are mission driven and 3. Some research activities are mission driven and 3. Most research activities are mission driven and 3. All or almost all research activities are mission
knowledge to support the mission. provide new knowledge to the institution. provide documented new knowledge which benefits provide widely published new knowledge which driven and provide new knowledge that benefits
stakeholders and the institution. benefits stakeholders and the institution. stakeholders and the institution. This research is often
published in refereed journals.
4. Rarely are the institution's non-instructional core 4. Few of the institution's non-instructional core 4. Some of the institution's non-instructional core 4. Most of the institution's non-instructional core 4. Almost all of the institution's non-instructional core
processes (research, consulting, and DoD service) processes are mission driven and are valuable to the processes are mission driven and are valuable to both processes are mission driven and add significant processes are mission driven and add significant
reflected in the mission. institution. the stakeholders and the institution. value to both the stakeholders and the institution. value to both the stakeholders and the institution.
5. All or almost all of the non-instructional core 5. The institution's non-instructional core processes 5. The institution's non-instructional core processes 5. The institution's non-instructional core processes 5. The institution's non-instructional core processes
processes detract from the institution's educational are neither planned for nor funded. are anticipated, periodically planned for, and funded. are anticipated, regularly planned for, funded, and are almost always planned for, funded, and support
mission and core processes. support stakeholder requirements. stakeholder requirements.
6. All non-educational activities are incorporated into
6. Some non-educational activities are incorporated 6. Most non-educational activities are incorporated the mission with clear goals and objectives, and do
6. Most non-educational activities detract from the into the mission and do not detract from the into the mission and do not detract from the not detract from the institution's educational mission
institution's educational mission and core processes. institution's educational mission and core processes. institution's educational mission and core processes. and core processes.
*Note: Core processes include instruction, research, consulting, and DoD service.
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II. Management, Administration, and Operations (MAO): Institutional Research and Outcomes Assessment
D. Institutional Research and Outcomes Assessment: The institution’s approach to evaluation gives high priority to institutional research and outcomes assessment.
1. Procedures support institutional research and outcomes assessment efforts.
2. Organizational performance outcomes reflect the extent to which the institution is achieving its mission.
3. The institution demonstrates its use of student learning outcomes assessment data for continuous improvement.
4. Institutional research and outcomes assessment findings are communicated and products are made available to internal and external stakeholders for review and appropriate use.
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1. No institutional research functions are performed. 1. The institution's procedures regarding institutional 1. The institution's procedures regarding institutional 1. The institution's procedures regarding institutional 1. The institution’s procedures provide for a formal
research are limited to external reporting requirements. research respond to external reporting requirements research identify and respond to external reporting and staffed institutional research function.
and support other requirements as they are identified. requirements and prepare standard internal
organizational performance reports.
2. Student learning outcomes and organizational 2. Student learning outcomes and organizational 2. Student learning outcomes and organizational 2. The institutional research staff executes external
performance data are collected on an ad hoc basis as performance data are collected and analyzed performance data are collected and analyzed routinely reporting requirements and monitors organizational
needed. periodically for institutional review. to ensure mission attainment and results are performance in reference to mission goals.
frequently used for improvement.
3. Evaluation reports are completed on an ad-hoc 3. Evaluation reports are generated and 3. Evaluation reports are generated and 3. Student learning outcomes and organizational
basis and rarely communicated internally. communicated internally on a periodic basis. communicated regularly with both internal and performance data are collected and analyzed
external stakeholders. systematically to ensure mission attainment and
results are used for continuous improvement.
4. When feedback is received, it is shared and 4. Feedback is solicited, shared, and reviewed. 4. Evaluation reports are generated and
reviewed. communicated on an ongoing basis with both internal
and external stakeholders.
5. Feedback from internal and external stakeholders is
solicited, reviewed, and used, where appropriate, in
future planning.
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III. Academic Quality: Curriculum
A. Curriculum: Instructional input, process, output, and outcome measures are used to assess the quality of the institution’s programs and courses.
1. Programs and courses develop skills and competencies to support learning outcomes that enhance student performance.
2. Appropriate policies and procedures exist to facilitate the effective assessment of student performance and program outcomes and to ensure that program objectives are achieved.
3. A systematic process is in place to document that the objectives and content of programs and courses are relevant, current, and sufficient in content, rigor, and adherence to the institution’s mission and educational standards.
4. Instructional techniques and delivery systems advance the mission of the institution through sound educational practices that support student outcomes.
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1. Learning outcomes are stated for few, if any, 1. Learning outcomes are stated for few 1. Learning outcomes are stated for some 1. Learning outcomes are stated for most 1. Learning outcomes are stated for all programs/courses
programs/courses programs/courses, and provide inadequate guidance for programs/courses, and provide adequate guidance for programs/courses and provide adequate guidance for and provide adequate guidance for assessment. A written
assessment. assessment. assessment. plan exists identifying the process for outcomes
assessment.
2. Few, if any, programs/courses use assessments to 2. Few programs/courses have assessments in place to 2. Some programs/courses use valid and reliable 2. Most programs/courses use valid and reliable 2. Almost all programs/courses use valid and reliable
certify student achievement of learning outcomes, and certify student achievement of learning outcomes, and assessments to certify student achievement of learning assessments to certify student achievement of learning assessments to certify student achievement of learning
there is little or no evidence that students attain required there is limited evidence that that students attain required outcomes, and there is some evidence that students attain outcomes, and there is convincing evidence that students outcomes. The assessment involve students, graduates,
outcomes. outcomes. required outcomes. attain required outcomes. faculty, and stakeholders, and there is convincing evidence
those students attain required outcomes.
3. Few, if any, programs/courses have well-defined and 3. Few programs/courses have well-defined and 3. Some programs/courses have well-defined and 3. Most programs have well-defined and measurable 3. All programs/courses have well-defined and measurable
measurable objectives that are available to faculty, measurable objectives available to faculty, students, and measurable objectives available to faculty, students, and objectives that are available to some faculty, students, and objectives that are available to almost all faculty, students,
students, and appropriate DOD groups. appropriate DOD groups. appropriate DOD groups. appropriate DOD groups.. and appropriate DOD groups.
4. In appropriate programs/courses few, if any students 4. In appropriate programs/courses few students achieve 4. In appropriate programs/courses some students achieve 4. In appropriate programs/courses most students achieve 4. In appropriate programs/courses all students achieve
achieve established target success rates on certifying, established target success rates on certifying, licensing, established target success rates on certifying, licensing, established target success rates on certifying, licensing, established target success rates on certifying, licensing,
licensing, and national examinations. and national examinations. and national examinations. and national examinations. Sub-scores are analyzed. and national examinations. Sub-scores are analyzed and
the results are used to improve the curricula.
5. Required outcomes and standards of achievement can 5. Required outcomes and standards of achievement are 5. Most students, faculty, staff, and stakeholders are aware 5. All students, faculty, staff, and stakeholders are fully
be found in the institution’s policies, publications, and other communicated widely through the institution’s policies, of required outcomes, and standards of achievement are aware of required outcomes and standards of achievement
communication. publications, and other communication. communicated widely through the institution’s policies, through the institution’s policies, publications, and other
publications, and other communication. communications.
6. Subject matter experts participate in the evaluation 6. Some assessment specialists, subject matter experts, 6. Assessment specialists, subject matter experts, 6. Assessment specialists, subject matter experts, and
process to assess the degree to which the other stakeholders, students, faculty, and staff participate students, faculty and staff, participate in a regular review to other stakeholders, students, faculty and staff, participate
programs/courses meets the expected results. in the evaluation process to assess the degree to which determine quality and relevancy of programs/courses. in a review, at least annually, to determine quality and
the programs/courses meets the expected results. Formal procedures for review are designed but are not fully relevancy of programs/courses. The results are used to
implemented. improve the programs/ courses.
7. The use of current technology is specified in few 7. The use of current technology is specified in some 7. The use of current technology is specified in most of the 7. The use of current technology is specified in almost all of
programs/courses, and adequate technicians and other programs/courses, technicians and other personnel programs/courses, technicians and other personnel the programs/courses, technicians and other personnel
personnel provide support in those programs/courses. provide support in those programs/courses. provide support in those programs/courses. provide support in those programs/courses.
8. Periodic reviews of technologies and technological 8. A regular review of technologies and technological 8. A review is conducted at least annually of technologies
infrastructure are conducted to determine their infrastructure is conducted to determine their and technological infrastructure to determine their
appropriateness at the institution. appropriateness at the institution. appropriateness at the institution.
9. A technology plan exists for maintenance, support, and 9. A technology plan exists for maintenance, support, 9. A technology plan exists for maintenance, support,
infrastructure upgrades. technology and infrastructure upgrades. This plan is technology and infrastructure upgrades. This plan is
regularly reviewed. regularly at least annually.
10. Evaluations of the adequacy of current student learning 10. Evaluations of the adequacy of current student learning
outcomes and standards are regularly undertaken. outcomes and standards are undertaken at least annually,
and involve analyses of past student performance.
11. Reviews are undertaken annually on the relevancy and
adequacy of various instructional strategies and on current
curriculum outcomes.
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III. Academic Quality: Student Support Services
B. Students: A comprehensive, supportive learning community exists for students—one which emphasizes the appropriate integration of student services with academic pursuits.
1. Policies regarding students are clearly stated and appropriate to the mission, goals, programs, and resources of the institution. Such policies are available to students.
2. Student services are appropriate to the educational, personal, and career needs of the students.
3. Student’s rights and responsibilities are valued and they are provided the opportunity to learn in an atmosphere of non-discrimination
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1. Policies exist regarding academics, student rights, 1. Policies regarding academics, student rights, and 1. Policies regarding academics, student rights, and 1. Policies regarding academics, student rights, and 1. All policies regarding academics, student rights,
and student code of conduct. student code of conduct are current. student code of conduct are current, and easily student code of conduct are current, easily accessible, and student code of conduct are current, easily
accessible. reviewed, and updated on a regular basis. accessible, published, reviewed, and updated at least
on an annual basis.
2. Few, if any, students receive orientation on current 2. Few students receive orientation on current support 2. Some students receive orientation on current 2. Most students receive orientation on current 2. All students receive orientation on support services
support services available. services available. support services available and on institutional policy. support services available and on institutional policy. and on institutional policy.
3. Career and educational advising are accessible to 3. Career and educational advising are accessible to 3. Career and educational advising are accessible to 3. Career and educational advising are accessible to 3. Career and educational advising are accessible to
few, if any students. few students. some students. most students. most students.
4. Few, if any, student support services exist. 4. Few student support services exist. 4. Adequate student support services exist. 4. Adequate support services exist and are assessed 4. Support services are excellent, appropriate to the
regularly. institution, and are assessed at least annually by the
institution.
5. Few, if any, students evaluate the quality of support 5. A few students evaluate the quality of support 5. Some students evaluate the quality of support 5. Most students evaluate the quality of support 5. Almost all to all students evaluate the quality of
services. services. services. services. support services with appropriately designed survey.
Results are used to improve the quality of all such
services.
6. Few, if any, principles of responsiveness to 6. The institution assesses few student support 6. Some problem areas of support service needs are 6. Most support service problem areas identified by 6. All support service problems that are identified by
students are referenced in the institutions mission or service needs. addressed by the appropriate office(s). students are addressed by the appropriate office (s). students are addressed by the appropriate office(s).
other publications.
7. Policies and procedures exist to provide students 7. Policies and procedures exist, are current, and 7. Policies and procedures exist, are current, 7. Policies and procedures exist, are current, 7. Policies and procedures exist, are current,
an opportunity to learn in an atmosphere of non- accessible, to provide students an opportunity to learn accessible, and disseminated to provide students an accessible, and disseminated to provide students an accessible, and disseminated through multiple means
discrimination, and reasonable accommodation of in an atmosphere of non-discrimination, and opportunity to learn in an atmosphere of non- opportunity to learn in an atmosphere of non- to provide students an opportunity to learn in an
individual needs. reasonable accommodation of individual needs. discrimination, and reasonable accommodation of discrimination, and reasonable accommodation of atmosphere of non-discrimination, and reasonable
individual needs. individual needs. accommodation of individual needs.
8. Faculty, staff, and students evaluate regularly the 8. Faculty, staff, and students evaluate rat least
degree to which the institution provides an annually the degree to which the institution provides
atmosphere of non-discrimination and reasonable an atmosphere of non-discrimination and reasonable
accommodation of individual needs. accommodation of individual needs.
9. Diversity programs are provided. 9. Diversity programs are provided and accessible to
all students.
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III. Academic Quality: Faculty and Staff
C. Faculty and Staff: The size, quality, and scope of the faculty and staff meet the institution’s educational mission and goals.
1. The faculty and staff numbers are sufficient, and their performance is adequate, to accomplish the institution’s educational mission and goals.
2. The faculty and staff possess qualifications that are appropriate and suitable to the institution’s educational mission and curriculum.
3. The faculty and staff are afforded opportunities for professional development.
4. The institution’s policies for personnel selection, assignment, performance evaluation, professional development, promotion, and retention are made available to all faculty and staff and are followed in practice.
5. The rights and responsibilities of faculty and staff are respected and they are encouraged to participate in the institution’s operations
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1. Numbers of both faculty and staff are inadequate to 1. Numbers of either faculty or staff are barely 1. Numbers of faculty and staff are adequate to 1. Numbers of faculty and staff are adequate to 1. Numbers of faculty and staff are adequate to
accomplish the institution’s mission and goals. adequate to accomplish the institution’s mission and accomplish the institution’s mission and goals. accomplish the institution’s mission and goals. These accomplish the institution’s mission and goals. These
goals. numbers are regularly reviewed and qualifications numbers are reviewed at least annually and
matched to the institution’s mission and goals. qualifications matched to the institution’s mission and
goals.
2. Few, if any faculty are subject matter experts in 2. Few of the faculty are subject matter experts in their 2. Some faculty and are subject matter experts in their 2. Most of the faculty are subject matter experts in 2. Almost all of the faculty are subject matter experts
their areas of instruction. areas of instruction or responsibilities. areas of instruction or responsibilities. their areas of instruction or responsibilities. in their areas of instruction.
3. Few, if any staff are competent to perform their job. 3. Few of the staff are competent to perform their job. 3. Some staff are competent to perform their job. 3. Most of the staff are competent to perform their job. 3. Almost all staff are competent to perform their job.
4. Faculty and staff qualifications are marginal. 4. Faculty and staff qualifications are fair. 4. Faculty and staff qualifications are average. 4. Faculty and staff qualifications are good. 4. Faculty and staff qualifications are excellent.
5. Faculty and staff performance is marginal. 5. Faculty and staff performance is fair. 5. Faculty and staff performance is average. 5. Faculty and staff performance is good and is 5. Faculty and staff performance is excellent and is
regularly evaluated by peers, unit heads, and students. evaluated at least annually by peers, unit heads, and
students. Feedback is used to direct faculty and staff
to appropriate development activities.
6. Few, if any faculty and staff participate in 6. Few, faculty and staff participate in professional 6. Some faculty and staff participate in professional 6. Most of the faculty and staff participate and have 6. Almost all faculty and staff participate in
professional development activities. Inadequate development activities. Barely adequate resources are development activities. Adequate resources are input in the planning of professional development professional development activities and have input in
resources are available to support these activities. available to support these activities. available to support these activities. activities. Adequate resources are available to the planning of such activities. Adequate resources
support these activities. are available to support these activities.
7. A process is in place for assimilating new faculty in 7. A process is in place for assimilating new faculty in 7. A process is in place for assimilating (e.g.
some of the programs/courses. most of the programs/courses. orientation, appropriate mentoring, and team teaching)
in almost all, if not all, of the programs/courses.
8. Some institutional policies, practices, and 8. Most institutional policies, practices, and 8. All institutional policies, practices, and procedures
procedures for all faculty and staff are published, procedures for all faculty and staff are published, for all faculty and staff are published, disseminated,
disseminated, and used. disseminated, and used. and used. Such policies, practices, and procedures
are reviewed and updated at least annually.
9. Faculty and staff participate, as appropriate, in the
development and implementation of policies,
practices, and procedures.
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