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									             Introduction

Self-Study                   2004




                            Introduction   1
2   Introduction
    Something remarkable is happening on this
    campus. You may not be entirely aware of it.
    It was a very long time in coming. The
    [BYU-Idaho] announcement that came in
    the year 2000 was bold and prophetic.
                           Gordon B. Hinckley
                           President, The Church of Jesus Christ
                           of Latter-day Saints




Introduction

1.0 Overview of Brigham Young                                          menting plans to operate on an expanded year-round
                                                                       basis through innovative calendaring and schedul-
    University – Idaho                                                 ing; (2) expanding and improving its building infra-
                                                                       structure; and (3) increasing the number of faculty
                                                                       and staff.
Brigham Young University - Idaho (BYU-Idaho) is a
private four-year college owned and operated by The                •   BYU-Idaho has phased out its involvement in
Church of Jesus Christ of Latter-day Saints. The institu-              intercollegiate athletics and has shifted its emphasis
tion’s 255-acre campus is located in Rexburg, Idaho, an                to a year-round student activity program designed
agricultural community in the heart of the Upper Snake                 to involve more students and to meet the needs of a
River Valley. Until June 2000, the institution operated                diverse student body.
as Ricks College, a two-year junior college. On June
21, 2000, the Ricks College Board of Trustees directed             In spite of these major changes, BYU-Idaho has sought
officials at Ricks College to take the actions necessary            to preserve the “Spirit of Ricks” which has come to
to effect a transition from a two-year junior college to a         characterize this institution since its inception in 1888.
four-year baccalaureate institution. This historic direc-          This spirit is expressed in its mission statement, in its
tive reflected the Board of Trustees’ desire to provide             Guiding Principles, and in the many other traditions
more students with a “Ricks College” experience, to                which are still in place today. This spirit is defined by
extend that experience to four years rather than two,              such traditions as a caring and nurturing faculty focused
and to capitalize on the strong national and international         on teaching and learning, a student body who seeks to
reputation of Brigham Young University.                            “act and not be acted upon,” the absence of a faculty
                                                                   ranking system, and the desire to “do more with less.”
This directive resulted in the following major changes to
the institution:                                                   Today, BYU-Idaho offers 49 bachelor’s degree programs
                                                                   and 18 associate degree programs. Degree programs are
•   Ricks College was renamed Brigham Young Uni-                   oriented toward students seeking a career in their chosen
    versity-Idaho.                                                 field. BYU-Idaho enrolled 11,137 students in fall 2003,
                                                                   an increase of more than 2,500 students since the 1999
•   BYU-Idaho has shifted its focus toward baccalaure-             full-scale accreditation visit. Students come from all
    ate degree programs while retaining a number of                50 states and from 42 foreign countries. BYU-Idaho
    career-oriented associate degree programs.                     employed a full-time faculty numbering 441, an increase
                                                                   of more than 70 full-time faculty members since the
•   BYU-Idaho has significantly increased its ability to            1999 visit.
    serve more students by (1) developing and imple-

                                                                                                   Introduction             3
Ricks College has been accredited by the Northwest As-           Initiative 2.
sociation of Schools and Colleges since 1936. Accredi-           Increase full-time faculty and staff over the next five
tation was reaffirmed in 1999. In March 2001, the Com-            years.
mission on Colleges and Universities granted informal
candidacy at the baccalaureate level to BYU-Idaho.               In the last three years we have added 60 new faculty po-
                                                                 sitions. Over the next two years we will add another 40
                                                                 new faculty positions. We have also added an additional
                                                                 32 new administrative and staff positions. This addi-
2.0 Becoming BYU-Idaho                                           tional staffing is closely following the hiring schedule
                                                                 submitted in our original prospectus (shown in Table 2).
To get to where we are today, as fast and as far as we
have come, has been an extraordinary but challenging             Initiative 3.
adventure. The transition from Ricks College to BYU-             Phase out selected associate degree programs and
Idaho has been organized around six major initiatives to         phase in new four-year degree programs.
be implemented over a five-year period. Fall semester
2003 marks the start of the third year of the transition.        We have phased out over 60 two-year associate degree
All initiatives are well on the way toward reaching their        programs and retained the 18 associate level degree pro-
final objectives. We are on track with the schedule               grams shown in Table 3. Two of these, General Studies
we originally proposed and in some cases are actually            and Nursing, are transfer degree programs. The remain-
ahead. Actual progress on each of the six major initia-          ing 16 will continue as specialized associate degree
tives is described below.                                        programs leading to the Associate of Applied Science
                                                                 (AAS) degree. Our commitment to students in the
Initiative 1.                                                    phased-out associate degree programs is that they will be
Increase student enrollment from 8,600 to 11,600                 able to finish the programs they started. To that end, we
over the next five years.                                         will continue to offer the required courses so that they
                                                                 may complete their degree programs, even though some
Table 1 shows the projected full-time equivalent (FTE)           courses might be underenrolled. We will follow this
enrollment numbers for the transitional period, 2001             course for as long as there is a critical mass of students
through 2005, along with the actual FTE and headcount            in the program. At that point, we are prepared to arrange
enrollment numbers for the past three years. As Table            for teach-out agreements at appropriate institutions for
1 shows, enrollments in fall 2001 met our target while           remaining students. We anticipate that very few students
enrollments in fall 2002 and fall 2003 have exceeded             will ask for a teach-out arrangement because most will
our enrollment goals. These data show that the student           elect to stay at BYU-Idaho in another two-year program
demand for four-year degrees at BYU-Idaho is high.               or in a baccalaureate program.
Therefore, we fully expect to meet our ultimate target
enrollment for the 2005-2006 school year of 11,600               We have introduced 49 baccalaureate degree programs
students.                                                        as shown in Table 4. Many of these have an option to

                                         Planned vs. Actual Enrollment
                     Academic       Enrollment                       Enrollment         Enrollment
                       Year           Target          Semester         (FTE)           (Headcount)
                                      (FTE)
                      2001-02          9,200            Fall             8,863             9,200
                                                       Winter            9,482             9,893
                      2002-03          9,800            Fall            10,119            10,703
                                                       Winter           10,054            10,503
                      2003-04          9,900            Fall            10,485            11,137
                                                       Winter           10,730            11,435
                      2004-05         10,600
                      2005-06         11,600

                   Table 1


4         Introduction
pursue either a BA or a BS option. Several of the teach-     of courses; rather, they are a set of courses leading to a
er certification programs have an option for a composite      well-defined skill set as chosen by the student in consul-
certification. We initiated 19 programs in the 2001-2002      tation with a faculty advisor. Clusters allow students to
school year, 13 in the 2002-2003 school year, and the        learn and grow in areas that are not covered in the major
remainder in the 2003-2004 school year. We accelerated       field of study. They give students significant flexibility
the implementation of many bachelor’s degree programs        in their education that will help them in their chosen
over the original schedule because of student demand         career paths.
and our ability to begin delivering them.
                                                             A key component of our baccalaureate degree programs
We have developed three types of baccalaureate degree        is an emphasis on experiential learning. For many of
programs as we originally proposed in our prospectus.        our new programs, experiential learning comes from
First, secondary education programs will lead to the         practicums and internships. For others, the experiential
certification of high school teachers. Second, special-       learning comes from a capstone experience. Each of
ized baccalaureate programs are designed for specialized     these approaches provides students with a greater depth
training needed in certain disciplines. These programs       of understanding, breadth of experience, and exposure to
have a 70-credit hour major. Third, integrated bacca-        the realities of their eventual work place. Experiential
laureate programs have been designed for students who        learning through internships is especially important for
desire a more generalized and multidisciplinary under-       students in the integrated baccalaureate programs be-
graduate education. These programs have a 45-credit          cause their broad interdisciplinary academic experiences
hour major and a 25-credit hour minor (or two 15-credit      are solidified and magnified through significant hands-
hour “clusters"). Clusters are not a predefined sequence      on experiences. The benefits of experiential learning


                    Projected Increases in Full-time Faculty and Staff for BYU-Idaho
                Academic Year                     Full-Time Faculty                    Full-Time Staff
                                                    Hiring Target                       Hiring Target
                    2001-02                               25                               18 to 25
                    2002-03                               20                               18 to 25
                    2003-04                               15                                6 to 8
                    2004-05                               20                               16 to 21
                    2005-06                               20                               10 to 20
                    TOTAL                                100                               60 to 90


    Table 2




                           Continuing Associate Degree Programs at BYU-Idaho

     •     Agricultural Management (AAS)                        •     Floral Design Management (AAS)
     •     Architectural Technology (AAS)                       •     General Studies (AA)*, (AS)*
     •     Automotive Technology (AAS)                          •     Horticulture Management (AAS)
     •     Beef Production Management (AAS)                     •     Nursing (AS)*
     •     Computer Systems Technology (AAS)                    •     Paramedicine (AAS)
     •     Culinary Arts (AAS)                                  •     Photography (AAS)
     •     Electronics Engineering Technology (AAS)             •     Piano Pedagogy (AAS)
     •     Engineering (AAS)                                    •     Professional Preschool Education (AAS)
     •     Engineering Technology (AAS)                         •     Welding Engineering Technology (AAS)

          * Transfer degree program

Table 3



                                                                                            Introduction              5
are even more magnfied for students in programs that         ing school counseling experience would benefit most
are traditionally specialized, such as Accounting and       from working when school was in session during the fall
Agricultural Business. To ensure that our students          or winter months. Our emphasis on experiential learn-
optimize this part of their education, we have created an   ing will enable our students to be more responsive to the
Internship Office to facilitate and enhance the internship   needs of their respective disciplines.
experience (see section 5.12 of Standard 3). Further,
we actively encourage students to be innovative in their    Initiative 4.
pursuit of an internship in that they seek opportunities    Increase space by 12 to 18 percent.
when they are available and most beneficial, which may
not always be during the summer months when they are        In the past two years we have made significant progress
traditionally sought. For example, an accounting student    toward reaching this goal. These major building and
could benefit greatly from an internship in the winter       remodeling projects along with their status include:
semester which is tax season. A social work major seek-



                           New Baccalaureate Degree Programs at BYU-Idaho

    Specialized Bachelor’s Degrees                              Education Bachelor’s Degrees
    •     Computer Engineering (BS)                             •    Agriculture Education Composite (BS)
    •     Computer Science (BS)                                 •    Art Education (BA) (BS); Art Education Com-
    •     Fine Arts (BFA)                                            posite (BA) (BS)
    •     Interior Design (BA), (BS)                            •    Biology Education (BS); Biology Education
    •     Mechanical Engineering (BS)                                Composite (BS)
    •     Nursing (BSN)                                         •    Chemistry Education (BS)
    •     Social Work (BA), (BS)                                •    Early Childhood/Special Education (BS)
    •     Technology & Applied Management (BS)                  •    Earth Science Education (BS)
                                                                •    Elementary Education (BS)
    Integrated Bachelor’s Degrees                               •    English Education (BA), (BS); English Educa-
    •     Accounting (BS)                                            tion Composite (BA), (BS)
    •     Agricultural Business, Science, and Technology        •    Family & Consumer Science Education Com-
          (BS)                                                       posite (BS)
    •     Animal Science (BS)                                   •    Health Education (BS)
    •     Art (BA), (BS), (BFA)                                 •    History Education (BA), (BS)
    •     Biology (BS)                                          •    Math Education (BS)
    •     Business Management (BS)                              •    Music Education Composite (BM)
    •     Chemistry (BS)                                        •    Physics Education (BS)
    •     Child Development (BA) (BS)                           •    Social Studies Education Composite (BA),
    •     Communication (BA) (BS)                                    (BS)
    •     Construction Management (BS)                          •    Spanish Education (BA)
    •     Economics (BA), (BS)                                  •    Theatre and Speech Education (BS)
    •     English (BA), (BS)
    •     Geology (BS)
    •     Health Science (BS)
    •     History (BA, BS)
    •     Horticulture (BS)
    •     Information Systems (BS)
    •     Mathematics (BS)
    •     Musical Arts (BMA)
    •     Physics (BS)
    •     Psychology (BA), (BS)
    •     Recreation Leadership (BS)
    •     Sociology (BA), (BS)
    •     University Studies (BA), (BS)

Table 4


6         Introduction
•   Construction of the new Hinckley Building.                Even in its infancy, the Activities Program is touching
    (STATUS: completed in 2003 and currently in use)          the lives of a sizeable portion of the student body. In
•   Renovations in the Hart Building (phase I).               the 2002-2003 school year, the Arts area held 90 events
    (STATUS: completed in 2003 and currently in use)          with 8,735 participants. The Enrichment area held
•   Construction of the new Spori Building.                   121 events in which 11,655 students participated. The
    (STATUS: completed in 2003 and currently in use)          Physical area held 295 events with 15,301 participants.
•   Construction of a new Health Center.                      The Social area held 154 events for 110,329 participants
    (STATUS: started in 2002 and currently under              and spectators.
    construction)
•   Construction of on-campus married student hous-           The Activities Program is described and assessed in
    ing.                                                      further detail in Section 4.10 of Standard 3.
    (STATUS: started in 2003 and currently under
    construction)                                             Initiative 6.
•   Large-scale remodeling of the Benson Building             Develop new personnel policies and procedures (e.g.,
    (STATUS: started in 2002 and currently nearing the        contracts, workload) that will support year-round
    end of construction)                                      schooling and innovative calendaring.
•   Large-scale remodeling of the Austin Building.
    (STATUS: started in 2002 and currently in use)            One of our key goals was to make space available for all
•   Construction of the new Thomas E. Ricks Building.         interested and qualified youth to enroll at BYU-Idaho in
    (STATUS: currently in architectural planning)             degree-seeking programs. To accomplish that important
•   Remodeling of the Manwaring Center, Hart Build-           goal, we developed a new way of thinking about how
    ing (phase II), Kirkham Building, and Snow Build-         we deliver our programs during the summer months.
    ing.                                                      The first step was to develop an 11-month contract with
    (STATUS: all currently in design concept phase)           sufficient financial incentives to entice full-time faculty
                                                              members to move from a 9-month contract with an op-
Initiative 5.                                                 tional summer contract. Current faculty members were
Develop and implement a new year-round student                given the option to continue with their 9-month contract
Activities Program to replace intercollegiate athlet-         or accept the new 11-month contract. All but 28 of the
ics.                                                          370 full-time faculty members accepted the new 11-
                                                              month contract. They have the option of returning to the
As intercollegiate athletic programs were discontinued        9-month contract in the future if they choose. All of the
in fall 2002, a new Activities Program for students was       new faculty are offered only the 11-month contracts.
designed and launched as a complement to and an exten-
sion of our academic curriculum. The Activities Pro-          The second step was to develop a “track” admission
gram was designed to promote extracurricular student          system. The resulting track system which is currently
development, leadership, and growth in four areas:            in place allows students to be admitted on one of three
                                                              tracks: the traditional fall-winter track, a summer-fall
•   Arts (dance, theatre, music, and art)                     track, or a winter-summer track. It is referred to as the
•   Enrichment (service, leadership, and programs)            three-track system. Students in the latter two categories
•   Physical activity (sports, fitness, and outdoors)          attend BYU-Idaho only in the summer and in a fall or
•   Social well-being (talent, entertainment, and             winter semester. Students in the fall-winter track may
    dances)                                                   attend school in the summer if they choose. An integral
                                                              part of this step required that each department configure
The programs are run primarily by students with the           the curricula of its new baccalaureate programs so that
assistance of professional staff. The students them-          required courses in a major or minor would be offered
selves are the planners, publicizers, trainers, organizers,   during the summer terms, thus enabling students on a
coaches, officials, and so on. Several new full-time           summer-fall track or winter-summer track to have a le-
professional staff members were hired in the last two         gitimate opportunity to complete their degree programs.
years to provide the administrative and technical exper-      Most of the new baccalaureate programs are now able to
tise needed to carry out the programs. In addition, many      offer their required courses in the summer so that these
faculty members and academic departments are involved         summer-based track students may earn their degrees
in the design and implementation of the activities to         without being penalized for choosing to attend in the
further enhance the experience students gain from their       summer.
coursework.




                                                                                             Introduction            7
The third step was to modify the admissions process to       decision-making, positive thinking, and self-fulfillment.
increase summer enrollments. This was accomplished           This course has now expanded to cover a wide vari-
in two ways. First, new students were asked if they          ety of topics in Church doctrine as well. The essence
would like to be on a summer-fall or winter-summer           of the course is that students teach other students. It
track. A modest scholarship was offered as an incentive      consistently enrolls over 1,500 students each semester.
(over and above any other scholarship for which they         An assessment of the course showed that students are
were qualified). A number of students opted for these         reaping great benefits from the experience of teaching
tracks over the traditional fall-winter track. Second,       their peers.
qualified students who normally would not have been
offered enrollment in the traditional fall-winter track
because of lack of seating space were offered admission      3.2      The Most Effective Teaching and
to BYU-Idaho in one of the two summer-based tracks.                   Learning Experiences Occur
The acceptance rate of these students to one of the sum-
                                                                      “One by One”
mer-based tracks has averaged over 60 percent, much
greater than anticipated. This has allowed us to enroll
more than 1,000 students at BYU-Idaho who would not          President Bednar’s challenge to maintain and enhance
otherwise have been able to attend.                          the “individualized and nurturing attention” given to
                                                             students by faculty and staff has been a vital part of our
A final step was to ensure that all other student life is-    dialogue during the transition. It has become even more
sues were addressed for summer-based track students.         important now that we face increasing enrollments,
This has been accomplished and additional opportunities      greater use of technology, and increasing complexity of
for summer students are being added each year so that        degree programs. As the various planning and design
attending school in the summer becomes desirable rather      groups have considered new initiatives, a top priority
than punitive.                                               is not to lose sight of the students and their needs. This
                                                             concept has found its way into many parts of BYU-Ida-
                                                             ho. For example, the Activities Program has designed
                                                             many of its programs to bring administrative experts and
3.0 Progress on Areas to Improve                             the student leaders into these one-by-one relationships.
    from the 1999 Self-Study                                 Many academic programs have implemented this by
                                                             making liberal use of practicums throughout their cur-
                                                             riculum. Most have incorporated a hands-on capstone
3.1      Each Person at BYU-Idaho is                         or internship experience as part of the degree program so
                                                             that graduating students have that one-on-on experience
         a Teacher                                           with a professor or expert in the field.

This challenge from the BYU-Idaho President, David A.
Bednar, continues to motivate members of the BYU-Ida-        3.3      More Students Must be Blessed
ho community to seek ways in which they can positively                with a BYU-Idaho Education
impact the lives of students. The Personnel Office has
developed a formal program entitled, “Every Employee
a Teacher,” designed to increase employees’ skills in this   We have met the President’s challenge to devise ways
area.                                                        to offer a BYU-Idaho experience to even more students,
                                                             not just those in the United States but throughout the
Two notable efforts involving students teaching students     world. When this challenge was issued by the President,
have resulted from this challenge. First, the new Activi-    there were 8,600 students enrolled at Ricks College. In
ties Program has focused on not just student participa-      fall 2003, there were 11,137. We increased our student
tion in interesting activities, but on student leadership    body by more than 2,500 students. Innovative poli-
and supervision of the various programs it offers. The       cies in summer admissions and scholarships have been
Activities Council which governs the Activities Program      important factors. Added resources, including faculty,
consists mainly of students. Students are the organizers,    for the summer terms were important. We still see that
coaches, trainers, mentors, and officials. It has become a    there is work to do in extending the BYU-Idaho experi-
student program designed by and for students.                ence to even more students, not necessarily as full-time,
                                                             four-year residents of the campus, but as participants in
Second, a 1-credit hour course called Apartment Leader-      other ways.
ship was developed so that students could teach other
students principles of leadership, teaching, cooperation,


8         Introduction
3.4       Optimizing the Use of Space                       •     Referred to something an instructor said about the
                                                                  topic.
                                                            •     Explored different ways of thinking about the topic.
As reported in Initiative 4 in section 2.0 above, we have
                                                            •     Subsequently read something that was related to the
substantially increased our space through building and
                                                                  topic.
remodeling. Further description is contained in Stan-
                                                            •     Persuaded others to change their minds as a result
dard 8 of this self-study.
                                                                  of the knowledge or arguments cited.
                                                            •     Changed an opinion as a result of the knowledge or
                                                                  arguments presented by others.
3.5       Managing Grade Inflation
                                                            The Active Learning Index from the CSEQ is designed
As our focus has changed from two- to four-year de-         to measure students’ engagement in 21 indicators of
grees, grade inflation has become a different issue for us   active learning. This index shows that BYU-Idaho
than it was as a two-year junior college concerned with     students are equivalent to students from all other
the transfer acceptance and success of our graduating       comparison institutions. A similar index of academic
students. Now, our highest priority is career prepara-      engagement, Capacity for Life-long Learning (which en-
tion. Accordingly, we are more worried about skills and     compasses 14 measures of life-long learning) shows that
competencies rather than the overall global measure of      BYU-Idaho students are equivalent to students of most
grade-point average. As departments have undergone          other institutions and are superior to students attending
their curriculum analysis and planning, course outcomes     intensive doctoral research universities and master’s-
expressed as skills and competencies have become the        level universities. Thus, it appears that our students
preferred measure of achievement and course grades          have made progress in an area that was important to us
are anchored to the course outcomes. In all disciplines,    several years ago.
grades are being calibrated to course outcomes. In this
sense, grade inflation ceases to be the issue it once was
because grades are becoming more closely tied to well-
defined skills and competencies.                             4.0 Progress on General
                                                                Recommendations by the
3.6       Achieving Greater Academic                            1999 Evaluation Team
          Engagement
                                                            During October 5-8, 1999, a 13-member evaluation team
Our students have made improvement in this area. With       chaired by Dr. Kathleen E. Assar visited BYU-Idaho for
the advent of four-year programs and a junior and a se-     the ten-year full-scale evaluation. The evaluation com-
nior class, we are starting to see students who are more    mittee made five general recommendations pertaining to
intensely engaged in academic and professional pursuits.    BYU-Idaho. The sections below address each of the five
Some of our newly hired full-time faculty have also         general recommendations, provide a progress report of
energized students and colleagues as well. We expect        the transition, and conclude with a discussion of faculty
this trend to continue.                                     hiring.

Assessment data indicate that students appear to be en-
gaging in more intellectual conversations. As compared      4.1       Recommendation 1
with the 1998 College Student Experiences Question-
naire (CSEQ), the 2003 CSEQ showed marked increases
                                                                  Despite the fact that the College has taken a
in the percentage of students (from 5% to 15%) who
                                                                  forward-thinking position in outcomes assess-
often or very often conversed about such topics as dif-
                                                                  ment planning, the plan’s implementation has
ferent lifestyles, customs, and religions, the economy,
                                                                  slowed and is applied unevenly throughout the
the arts,. social issues, technology, international rela-
                                                                  institution, especially in academic and profes-
tions, and the views of other prominent thinkers. There
                                                                  sional/technical departments. Institutional
were also dramatic shifts in the percentage of students
                                                                  documentation is needed to demonstrate that
(from 10% to 50%) whose conversations often or very
                                                                  such assessment is incorporated in planning
often exhibited the following characteristics:
                                                                  and leads to the improvement of teaching and
                                                                  learning. (Standard 2.B.1 through 2.B.3 and
•     Referred to knowledge acquired in reading or class
                                                                  Standard 4.A.2)
      work.


                                                                                            Introduction            9
We have now met this recommendation although our              May 2002. Her primary role was to help departments
progress was slowed considerably by the transition and        develop a sound assessment plan for their new baccalau-
by two initiatives which did not yield desired results.       reate programs, to review the assessment practices for
Most of the available workload in 2000 and 2001 was           their associate-level programs (if offered), and to assist
directed toward the analysis and design of what would         departments in the implementation of their assessment
become new baccalaureate programs. In bringing these          plan. She accomplished three major objectives. First,
new programs online, outcomes assessment planning             she conducted a program audit with each department to
could occur only after program outcomes and program           certify that each degree program met the institution’s
curriculum had been established and agreed upon.              program requirements and had a viable curriculum.
Consequently, the 2002-2003 academic school year was          Second, she trained each department how to establish
the first opportunity to begin assessment planning for         program and course outcomes, how to tie outcomes to
courses and programs.                                         appropriate teaching methods, and then how to select ap-
                                                              propriate assessment methods. Finally, she assisted each
Our first attempt at directly addressing this recommen-        department in updating its assessment plan. At the end
dation was the formation of an assessment committee.          of 2003, all departments will have an assessment plan
Composed of eight faculty members, the committee              in place which identifies program and course outcomes,
developed a set of tools and templates that departments       and how they will be assessed. The general approach
could use to build their assessment programs. After a         to outcomes assessment planning is explained in further
year of meetings and discussions, the committee deter-        detail in Standard 2.
mined that it did not have the specialized expertise or
the time needed to consult with individual departments        In response to the latter part of the recommendation, the
developing assessment plans for their new baccalaureate       results of outcomes assessment activity are now brought
programs. It was determined that a full-time person who       directly into the planning process through the steward-
could work closely with departments would be needed           ship review process. Every year as departments prepare
and the committee was disbanded.                              their annual budget requests, department chairs are
                                                              expected to provide their college deans with a self-ap-
A second parallel effort which initially held some            praisal of how well they are meeting stated outcomes. A
promise was the development of a comprehensive com-           self-appraisal template for departments (see Appendix
puter-based assessment system designed to capture and         A) requests that they respond to such questions as:
manage the multitude of assessment data to be collected.
A pilot effort with the new secondary education certifi-       •   To what extent do students who take service
cate programs was undertaken. This effort started with a          courses from your department achieve the desired
faculty review of learning outcomes for all courses and           outcomes? To what extent do majors achieve the
units of instruction, and then the mapping of those learn-        desired outcomes and competencies?
ing objectives to specific test items. The information         •   What evidence is there to demonstrate the quality
from this mapping exercise was used to populate a rela-           and achievement of former students, especially in
tional database which ultimately would allow instructors          terms of transfer success, job placement, national
to view test results in terms of how specific learning             norms, or standardized tests?
objectives are being met for an individual student or a       •   To what extent is your curriculum current, com-
class. The database would allow these outcome as-                 plete, consistent, and supportive of the department’s
sessments to be viewed at the lesson, unit, and course            mission and goals? What innovations have been
level. Eventually, it would allow for the aggregation of          implemented and how are they working?
achievement data at the program level. We learned after
more than a year that the scope and level of effort of this   This departmental self-appraisal accompanies the budget
project was beyond our current capacity. Many of the          and resource planning documents for the coming fis-
concepts were retained, however, and incorporated into        cal year. The college dean compiles and summarizes
the outcomes assessment planning that went forward.           each department's self-appraisal and presents it to the
                                                              Stewardship Review Committee which consists of the
From lessons learned in these two attempts, we ad-            President, Vice Presidents, and the Budget Officer. This
opted a more direct approach to outcomes assessment           committee reviews budget requests and requests for ad-
planning and implementation. This began with the              ditional/new resources along with the outcmoes assess-
appointment of a Learning Assessment Coordinator,             ment data. Since May 2000, stewardship reviews have
Dr. Rhonda Seamons, then of the English faculty, now          been conducted each year with each college and each
serving as Dean of the College of Education, to work in       major administrative unit. These stewardship review
the Office of Institutional Research and Assessment in         documents are available for review. Improvements in



10        Introduction
the process have been made after each review cycle.           early days of the transition, a number of ideas relating
This process is further described in section 2.1.3 of Stan-   to new programs and initiatives were discussed. As the
dard 1 and section 4.5 of the introduction.                   transition progressed, other issues of implementation
                                                              were discussed. A recent forum addressed issues of
                                                              campus communication and how it could be improved.
4.2       Recommendation 2                                    Participants discussed communication breakdowns and
                                                              made suggestions for improvement. From this ses-
                                                              sion, the administration developed several action items
      The College would benefit by efforts at ensur-
                                                              designed to improve and fine-tune the communication
      ing consistent and reliable open communication
                                                              processes on campus.
      with faculty and staff. Methods of communi-
      cating effectively and working collaboratively
                                                              3.   Implementation of a revamped dean/department
      with faculty and staff need to be established.
                                                                   chair retreat.
      (Standard 6.C.6)
                                                              The agenda for the 2002 retreat was modified to include
In response to this recommendation, we have taken the
                                                              a significant amount of time for discussion of issues of
following seven actions designed to improve the consis-
                                                              concern to the departments and colleges. In past years,
tency and reliability of communication:
                                                              much of the agenda was informational and motivational.
                                                              This particular year provided an opportunity for campus
1.    Continuation of regular President’s Council
                                                              academic leaders to communicate the frustrations and
      question-and-answer sessions.
                                                              problems of their faculty, especially related to issues of
                                                              transition. Action items resulting from this retreat are
The President, the four Vice Presidents, and other ad-
                                                              being addressed to improve the collaboration among
ministrative staff as needed make themselves available
                                                              academic leaders and the administration. We intend to
on a monthly basis for an hour-long question-and-an-
                                                              maintain this format for future retreats.
swer session. This session is open to all employees and
students. Advance questions are solicited via campus-
                                                              4.   Improvement of the campus newsletter (electron-
wide e-mail. Questions may be asked or commentary
                                                                   ic and hard copy) and other methods of commu-
may be presented at the session. A summary of these
                                                                   nication with employees.
sessions is published in Campus News & Notes, which is
distributed to all employees.
                                                              Each employee now receives both a hardcopy and an
                                                              electronic copy of a weekly campus newsletter. This
2.    Establishment of three high-level advisory coun-
                                                              newsletter has been a vehicle for informing people of
      cils.
                                                              the progress during the transition. In addition, a daily
                                                              update is being distributed to all employees via e-mail.
To improve the communication and collaboration among
                                                              This daily update provides an even more timely oppor-
administration and employees, an existing council was
                                                              tunity for employees to know what is happening. These
reconfigured and two new advisory councils were estab-
                                                              resources are available to alumni subscribers as well.
lished.
                                                              5.   Holding special campuswide meetings with all
The Strategic Planning Council was changed in its mem-
                                                                   employees regarding transitional activities for
bership and its purpose. Membership was expanded
                                                                   BYU-Idaho.
from a few key campus leaders to a broader cross-sec-
tion of campus groups. This council helps President’s
                                                              As we have undertaken the transition from a two-year to
Council understand how institutional decisions af-
                                                              a four-year institution, several meetings have been held
fect various campus constituencies and operations. It
                                                              at key milestones in the process to inform employees
surfaces issues facing the different organizations on
                                                              about proposed changes. These meetings have provided
campus. It reviews and discusses major changes being
                                                              employees with the opportunity to comment on any
considered.
                                                              change to the institution that would be presented to the
                                                              Board of Trustees. All-employee meetings have been
A new advisory council, Expanded President’s Coun-
                                                              held at the start of each semester to report on progress
cil, brings key experts together to work on issues and
                                                              in the transition to a four-year institution. This practice
problems of concern. Another new advisory council, the
                                                              will continue throughout the foreseeable future. This
Campus Leadership Forum, meets three times each year
                                                              practice provides a vehicle for the administration to
to discuss current issues facing the campus. The agenda
                                                              make sure that all employees and community patrons
varies depending upon the needs of the moment. In the



                                                                                              Introduction            11
have an opportunity to be informed about key decisions        that all constituencies, especially students, are properly
and for the administration to solicit comments and sug-       informed about decisions and plans.
gestions.
                                                              In spite of our best efforts, some of our faculty members
6.   Improvements to the Public Relations Office.              still see communication between the administration and
                                                              faculty as an unresolved issue. In a recent survey of fac-
In the last two years, the Public Relations Office has         ulty, even though a majority agreed to some extent with
been reorganized to improve its focus on communica-           the following statements, a sizeable number disagreed:
tion to university constituencies. The office has now
established a group, University Communications, whose         •    The reasons for administrative decisions at the insti-
two-fold mission is to (1) ensure timely communications            tutional level are effectively communicated. (55%
and (2) establish a new institutional identity. Three new          agreed; 36% disagreed; 9% neutral)
full-time employees have been added to this group. In         •    The administration encourages input and involve-
response to its first mission, this group has streamlined           ment in university decisions which directly affect
the communication process as outlined in number 4                  me, my department, and our students. (57% agreed;
above. It has also created a Student Communication                 33% disagreed; 10% neutral)
working group to focus specifically on the new Activi-
ties Program and other student life issues. In response       We are pleased that most of the faculty perceive that
to its second mission, this group has spearheaded the         communication with the administration has been effec-
creation of images that help to establish a new identity      tive, especially given the nature and pace of changes that
for BYU-Idaho, including new logos, style guidelines,         have taken place. We continue to focus on improved
mastheads, and the like.                                      communications so that we can reach those few who
                                                              still feel “out of the loop.” We are confident that some
7.   Continuation of visits by the President’s Council        of this is due to growing pains and that once we reach
     to administrative and academic units.                    a more predictable steady-state, we will see marked
                                                              improvement in how communications are perceived.
Two times each month, the President’s Council visits
an academic department or administrative unit. The            In an effort to make further improvements in the com-
purpose of these visits is to let the departments/units       munication at BYU-Idaho, the Employee Advisory
talk about or show what they do and present the issues        Council was organized in March 2003 to facilitate net-
and challenges they face. Having the eyes and ears of         working and the exchange of ideas, to provide ideas and
the President’s Council for an hour gives employees a         suggestions for various employee functions on campus,
chance to communicate directly with the president and         and to suggest ways of enhancing employee satisfac-
vice presidents about their work. The president visits        tion and work effectiveness. The Employee Advisory
with randomly selected faculty members in their offices.       Council (EAC) is made up of staff, students, faculty, and
These 30-minute sessions allow faculty members to             administrators who represent employees across campus.
talk directly with the president about their work and the     The EAC chair meets with the President’s Council as
issues that most affect them. The president also hosts a      appropriate to present ideas and recommendations. The
breakfast with randomly selected employees twice each         EAC does not resolve work-related issues pertaining to
month. In addition, most Monday nights the President          individual employees nor does it handle personal griev-
and his wife make themselves available to students in a       ances or complaints from individual employees.
setting where they can visit informally. The academic
vice president also has a goal to interview one-quarter to    Specifically, the council has been charged to:
one-third of the faculty each year. All of these visits and
contacts provide employees with access to the highest         a.   Propose names of employees for exemplary em-
levels of leadership on our campus along with excellent            ployee awards.
opportunities to communicate with them.                       b.   Provide suggestions for the annual employee ban-
                                                                   quet and all employee meetings.
Communication at BYU-Idaho remains a constant                 c.   Provide suggestions for employee service awards
challenge, given the dynamic and often volatile environ-           program.
ment associated with becoming the four-year school            d.   Identify ideas for training, professional growth
we have envisioned. Uncertainties about the future of              and development to support job-related needs of
the institution have required extraordinary efforts to             employees.
ensure that faculty, staff, and administration maintain an    e.   Plan an annual university employee conference to
open dialogue about new programs and initiatives, and              promote individual and professional growth.



12        Introduction
f.    Plan other information and/or training opportuni-       standardized rating instrument, an unannounced visit
      ties throughout the year that would be beneficial to     to a class by three faculty peers using a structured (but
      employees.                                              simple) observation strategy, and an unannounced visit
g.    Identify concerns about or misunderstandings of         by the department chair and college dean. In the second
      university policies and practices that might need       semester the faculty member drafts a self-reflection
      revision and/or clarification.                           document and is then interviewed by the department
                                                              chair and college dean.
Through this action along with the seven preceding
actions, we hope to enhance mutual understanding and          A survey of college deans was conducted in September
improve the flow of information across campus. Be-             2002 to determine how they were using the template.
cause of all of these efforts, we have met this recom-        This survey shows that deans have generally imple-
mendation.                                                    mented the template but have clearly adapted it to their
                                                              own needs and purposes. The result is a more uniform,
                                                              rigorous, and timely evaluation of tenured faculty in
4.3       Recommendation 3                                    each college.

      Continuing status faculty evaluation is incon-
      sistent within departments, as well as across           4.4       Recommendation 4
      disciplines, in cycles and methods of review. It
      is recommended that the evaluation schedule                   It is recommended that the College review,
      and standards of measurement be published                     strengthen, and clearly define what constitutes
      and monitored to ensure that every faculty                    college-level courses for general education
      member on continuing status is regularly evalu-               requirements, especially in mathematics. In
      ated in a timely manner. (Standard 4.A and                    addition, the College needs to determine what
      Policy 4.1)                                                   constitutes related instruction course content
                                                                    for specialized degrees and certification pro-
Two actions have been taken to address this recommen-               grams, especially in the human relations area.
dation:                                                             This should be done collaboratively between
                                                                    administration and faculty. (Standard 2.C.1)
1.    The Director of Institutional Research & As-
      sessment monitors and publishes the schedule of         In response to the first element of this recommendation,
      evaluation for all faculty members with Continu-        we have modified our university mathematics require-
      ing Faculty Status (CFS).                               ment to reflect the “college-level” standard. Students
                                                              can no longer satisfy the math general education require-
In response to this recommendation, the Director of           ment by taking Intermediate Algebra (Math 101). They
Institutional Research & Assessment was given the             are now required to take College Algebra (Math 110) or
responsibility to review and maintain the historical          a new course, Applied College Algebra (Math 108), for
record of faculty evaluations. At the beginning of each       which Math 101, Intermediate Algebra, is a prerequisite.
school year, he publishes the list of faculty who are in      The Math Department has developed a mathematics
their three-year review cycle for all the chairs and deans.   competency exam to determine which students might
This ensures that a record of evaluation is kept and that     benefit from lower-level math courses before taking the
each department knows which faculty members with              Math 108 or Math 110 level courses. This has helped
CFS are scheduled for evaluation in any given school          them to better determine which students will be success-
year.                                                         ful in Math 110 and which students require some reme-
                                                              diation and review. Meeting this recommendation was
2.    A template for evaluation of faculty was devel-         the result of collaboration between the Math Department
      oped and presented.                                     faculty and the academic administrators. They worked
                                                              to revise the basic math requirement and to establish
In fall 2000 the College of Language and Letters pre-         procedures that would maximize student success.
sented its approach for the evaluation of teachers with
CFS. This approach was recommended as a model for             To meet the second element of this recommendation, all
the evaluation of all faculty members with CFS. This          students in a specialized associate degree program must
template requires the evaluation of the faculty member        complete a Basic Education core. The Basic Education
every three years. In the first semester of that evalu-        core consists of an approved listing of courses in each
ation year, the faculty is evaluated by students via a        of the following areas: communication, computation,



                                                                                              Introduction           13
human relations, and related skills (see Table 5). A            program planning, and assessment into one process
student must select one course from an approved listing         referred to as the annual stewardship reviews. Steward-
of courses in each of the following areas: communica-           ship reviews are conducted each year with each college.
tion, computation, human relations, and related skills.         Stewardship reviews were initiated for the first time
The approved course listing for each of the four areas          in May 2000 in support of planning for the 2001-2002
was developed to prevent students from taking courses           school year.
with questionable connections to an area. We no longer
permit programs to use course segments to meet these            Each department is expected to report to its college dean
requirements; they must incorporate one of the courses          every year in accordance with items from the template
shown in Table 5.                                               in Appendix A. This report accompanies the budget and
                                                                resource planning documents submitted for the upcom-
                                                                ing fiscal year. The college dean compiles and summa-
4.5       Recommendation 5                                      rizes this information and presents it to the Stewardship
                                                                Review Committee which consists of the President, Vice
                                                                Presidents, and the Budget Officer. This committee
      It is recommended that the College demonstrate
                                                                reviews budget requests and requests for additional/new
      evidence of clear and coherent systematic in-
                                                                resources along with the assessment data.
      stitutional planning and evaluation procedures
      to measure the achievement of institutional
                                                                Administrative units follow a similar model. They re-
      mission and goals. (Standard 1.B.1 through
                                                                port the extent to which they have achieved their central
      Standard 1.B.9)
                                                                aims. This self-appraisal accompanies their budget re-
                                                                quests and resource planning proposals when presented
In response to this recommendation, we have inte-
                                                                to the Stewardship Review Committee.
grated the processes for budgeting, resource allocations,



                          Courses which Satisfy the Basic Education Requirement
                                    Area                            Courses
                          Communication              ENG 111
                          Computation                ACCTG 180
                                                     MATH 101, 108, 110, 112, 221
                          Human Relations            AGBUS 238
                                                     AMHER 170
                                                     ANTH 101
                                                     B370
                                                     CHILD 210
                                                     GEOG 120
                                                     HIST 120, 121, 201, 202
                                                     HON 201
                                                     POLSC 110, 170
                                                     PSYCH 111, 201
                                                     SOC 111, 112, 323, 357
                          Related Skills             COMM 101, 150
                                                     CS 144
                                                     ENG 311, 312, 313, 314, 315, 316
                                                     ENGRT 125
                                                     IS 140
                                                     SIGN 101

                          Table 5




14         Introduction
                                                                    involved in the transition of Ricks College to BYU-
Since May 2000 stewardship reviews have been con-                   Idaho.
ducted each year. Improvements in the process have
been made after each cycle. The stewardship review has         5.   Chief Executive Officer. David A. Bednar, presi-
shown the colleges that the administration is commit-               dent of BYU-Idaho, is a full-time president whose
ted to and is serious about assessment at BYU-Idaho.                primary responsibility is to BYU-Idaho. He was
This process has also enabled closer linking between                appointed by the Board of Trustees. Gordon B.
departmental achievement, resource allocation, and                  Hinckley serves as the chair of the Board.
budgets. Because stewardship reviews are essentially
annual self-studies, they will provide a longitudinal view     6.   Administration. BYU-Idaho provides a compre-
of how departments are doing over time. Eventually                  hensive array of services to meet student needs and
these reviews will becompe part of an online text-based             in support of our mission. These are discussed and
retrieval system so they can be archived and accessed               appraised in Standard 3.
electronically.
                                                               7.   Faculty. BYU-Idaho employs more than 440 full-
                                                                    time faculty members representing every discipline
                                                                    in which majors are offered. Virtually all of them
5.0 Eligibility Requirements                                        hold an advanced degree in their field. More than
                                                                    one-third hold terminal degrees; many others are ac-
We have verified that BYU-Idaho is in compliance with                tively pursuing a terminal degree. Faculty members
the Commission’s eligibility requirements. Our compli-              participate in all aspects of university governance
ance is described as follows:                                       and operations. Tenured faculty members are evalu-
                                                                    ated once every three years. Non-tenured and part-
1.   Authority. BYU-Idaho has formal authority from                 time faculty members are evaluated every semester.
     its governing board representing its sponsoring or-            Faculty workloads reflect the fact that BYU-Idaho is
     ganization, The Church of Jesus Christ of Latter-day           a teaching institution. Faculty members are granted
     Saints, to offer educational programs and to grant             sabbatical leaves every five years. They may also
     degrees.                                                       apply for a three-hour professional development
                                                                    released time each year. BYU-Idaho supports finan-
2.   Mission and goals. BYU-Idaho has a clear mission               cially and otherwise its faculty’s participation in a
     statement which has been approved and adopted by               professional society.
     our Board of Trustees (see Standard 1, Figure 1).
     This mission defines our purpose as an institution         8.   Educational program. BYU-Idaho offers 18 associ-
     of higher learning. Institutional goals (see Appen-            ate degree programs and 49 baccalaureate degree
     dix B) flow directly from the mission statement.                programs. All are consistent with degree programs
     BYU-Idaho exists to educate and grant degrees to               offered throughout the nation in terms of content,
     its students. All of its resources – financial, human,          length, and rigor. All two-year programs require
     and physical – go toward supporting its mission to             a minimum of 60 credits, the equivalent of two
     educate students.                                              academic years, for completion. All baccalaureate
                                                                    degree programs require at least 120 credits, the
3.   Institutional integrity. BYU-Idaho follows humane              equivalent of four years, for completion. All will
     and non-discriminatory policies in dealing with                involve use of both library and online resources.
     students, staff, and faculty. BYU-Idaho follows ap-            Courses and programs are delivered in facilities
     plicable legal and ethical guidelines relating to indi-        located on the BYU-Idaho campus in Rexburg,
     vidual rights. It has nondiscrimination policies and           ID. Several specialized programs – Music, Interior
     practices in place to protect the rights of individuals        Design, Nursing, Manufacturing Engineering Tech-
     and respond to grievances as they arise.                       nology, and Electronic(s) Engineering Technology
                                                                    – have been accredited in their discipline.
4.   Governing board. The BYU-Idaho Board of Trust-
     ees consists of 12 members, none of whom works            9.   General education and related instruction. All bac-
     for or has any financial interest in BYU-Idaho.                 calaureate degree programs and associate transfer
     They are involved in all major decisions related to            degree programs require completion of a general
     ongoing operations of this institution and its effec-          education core of more than 30 hours of coursework
     tiveness. The Board of Trustees has been actively              in basic skills, writing and reading, mathemat-




                                                                                              Introduction           15
     ics, art and letters, natural science, social science,       comprehensive class schedule each semester.
     American institutions, and foreign languages (B.A.
     only). All specialized associate degree programs         15. Financial resources. BYU-Idaho has a stable fund-
     require the completion of 12 hours of basic educa-           ing base, financial resources, and plans for financial
     tion coursework in four areas: computation, human            development adequate to carry out its mission and
     relations, communication, and related skills. All            goals within a balanced budget and safe level of
     general education requirements are clearly outlined          debt.
     in the BYU-Idaho catalog.
                                                              16. Financial accountability. Financial records are
10. Library and learning resources. BYU-Idaho main-               externally audited annually by PriceWaterhouse-
    tains an excellent library with extensive holdings.           Coopers. Their annual audit includes an opinion on
    The library also provides a number of other learning          the institution’s financial statement.
    resources in support of educational programs.
                                                              17. Institutional effectiveness. BYU-Idaho follows a
11. Academic freedom. Intellectual freedom and inde-              regular and well-defined process for the assessment
    pendence exist at BYU-Idaho within the framework              of institutional effectiveness (see Figures 2 and 3,
    of its mission, its Honor Code, and the fundamental           Standard 1). Results of these assessment activities
    doctrines of The Church of Jesus Christ of Latter-            are made available to employees in the areas being
    day Saints. Faculty members are free to research              evaluated. Summary results are made available to
    and teach what they choose within the well-speci-             the campus community as needed.
    fied boundaries that are set forth in the BYU-Idaho
    Statement on Academic Freedom. Faculty members            18. Operational status. Operating as Ricks College
    are not free to teach principles contrary to doctrine         since 1888, BYU-Idaho offered a number of educa-
    of The Church of Jesus Christ of Latter-day Saints.           tional programs and courses of study at the two-year
    They are also not free to deviate from the Honor              level (except for one brief interlude where four-year
    Code or the College’s mission. These same guide-              programs were offered). BYU-Idaho now offers
    lines apply to students in their research endeav-             a comparable number of educational programs at
    ors. When faculty members are hired, they agree               both the two- and four-year level. The first bac-
    to these conditions. We believe that BYU-Idaho                calaureate programs at BYU-Idaho were initiated
    maintains a reasonable degree of intellectual inde-           in fall semester 2001. Others have come online in
    pendence of faculty and students from its sustaining          subsequent years so that all new proposed four-year
    organization, The Church of Jesus Christ of Latter-           programs are now in operation. Nearly 500 stu-
    day Saints.                                                   dents in 25 different baccalaureate programs have
                                                                  now graduated from BYU-Idaho as of fall semester
12. Student achievement. Each program has clearly                 2003. A critical mass of students actively pursues
    defined and published educational objectives along             all current programs, both major and general stud-
    with the means for achieving them. All program                ies, at this point in time.
    requirements are published in the catalog and in
    course syllabi. Outcomes are also documented in           19. Disclosure. BYU-Idaho affirms its commitment to
    each department’s assessment plan. Departments                disclose to the Commission on Colleges any and all
    engage in assessment of these outcomes to assure              information relevant to accreditation as the Com-
    that students are achieving their desired aims.               mission may require.

13. Admissions. The policies and procedures for ad-           20. Relationship with the accreditation commission.
    mission to BYU-Idaho are described in the Catalog,            BYU-Idaho accepts the policies and standards of
    in the application materials themselves, and on the           the Northwest Association of Schools and Col-
    BYU-Idaho web site. We consistently adhere to                 leges and agrees to comply with them. BYU-Idaho
    these admissions policies and practices.                      understands and agrees that the Commission may
                                                                  publicize the results of their evaluation.
14. Public information. BYU-Idaho publishes a current
    and accurate catalog along with other appropriate
    publications which set forth a number of informa-
    tion items. The College publishes the R-Book,             6.0 The Self-Study Process
    the BYU-Idaho student handbook, which clearly
    explains standards of conduct. It also publishes a        This self-study represents the summation of continuous



16        Introduction
assessment activities and stewardship reviews conducted
over the past three years. Because each organizational
unit on campus has undergone an annual self-appraisal
as part of the stewardship review process (see Figure 2,
Standard 1), this institutional self-study is essentially a
compilation of that ongoing activity rather than a series
of studies and reviews devoted specifically to a one-time
self-study. It represents a comprehensive look at the
institution in that all major academic and administrative
units and functions have studied themselves. Participa-
tion is broad-based because nearly every employee and
many students have been involved in some aspect of this
process.

The process used to generate this document involved
two major efforts. One effort, which grew out of our
ongoing outcomes assessment, was for each academic
and administrative unit to assess itself based on its stated
mission and goals. The second effort was to determine
and to ensure compliance with the Commission on Col-
leges’ standards, as stated in the Accreditation Hand-
book. This document represents the integration of these
two efforts as it seeks to show how well the various
departments and administrative units at BYU-Idaho are
meeting their own goals as well as those of the Commis-
sion on Colleges.




                                                               Introduction   17
18   Introduction

								
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