Criteria for Accreditation > Possible Sources/Committees > Criterion Three
Criterion Three: Student Learning and Effective Teaching
Criterion Statement: The organization provides evidence of student learning and teaching effectiveness that demonstrates it is fulfilling its education mission. (Need to tie responses to "educational mission," need to document improvement ("Conceptual Framework" from ADC FIPSE Grant, Assessment Reporting Matrix from CAIS))
Core Component 3a: The organization’s goals for student learning outcomes are clearly stated for each education program and make effective assessment possible.
Examples of Evidence
 | The organization clearly differentiates its learning goals for
undergraduate, graduate, and post-baccalaureate programs by identifying
the expected learning outcomes for each.
Contained in Assessment
Reports (CAIS), latest request sent out 2/14/03; graduate courses (600
above) differentiated from undergraduate (100-400), Graduate Council
requirements for differentiation between undergraduate and graduate
classes; |
| Assessment of student learning provides evidence at multiple levels:
course, program, and institutional.
COBA (AACSB), CED (NCATE & DESE),
General Education Report Matrix (CIGEP). Performance Measures for
institutional assessment, (See "Assessment Report Matrix"—Martha Kirker) |
| Assessment of student learning includes multiple direct and indirect
measures of student learning. Several CAIS Reports (employer, etc.);
student evaluation of instruction (most departments and faculty);
clinical, intern, and coop experiences; service learning classes |
| Results obtained through assessment of student learning are available
to appropriate constituencies, including students themselves.
Assessment Reports (CAIS), Chart Q, Chart R, Program Reviews; available
to all who are interested; |
| The organization integrates into its processes for assessment of student learning and uses the data reported for purposes of external accountability (e.g., graduation rates, passage rates on licensing exams; placement rates; transfer rates). Performance Measures, individual departments, Program Reviews, CBHE Reports (from variety of sources), Programmatic Accreditation Reports |
| The organization’s assessment of student learning extends to all
educational offerings, including credit and non-credit certificate
programs. Continuing Education? Need to check to determine kinds of
assessment for non-credit programs; licensure exams in certain programs
(teacher certification, nursing, PT, PA, NA, EAD, CPA, AICP); PRAXIS
exam. |
| Faculty are involved in defining expected student learning outcomes
and creating the strategies to determine whether those outcomes are
achieved. Assessment Plan for each department, faculty ownership;
CIGEP; CASL; course syllabi, student evaluation of instruction. |
| Faculty and administrators routinely review the effectiveness of the organization’s program to assess student learning. Assessment Council, periodic program review, Performance Measures; thesis database (Graduate College); growth in graduate programs since 1995 (in long-range plans). |
(This pattern of evidence could be identified as a current weakness and needs to be done.)
Core Component 3b: The organization values and supports effective teaching.
Examples of Evidence
| Qualified faculty determine curricular content and strategies for
instruction. Part of faculty governance (College Councils, Faculty
Senate, Graduate Council); Graduate Faculty status |
| The organization supports professional development designed to
facilitate teaching suited to varied learning environments. Academic
Development Center, workshops, CASTL, Showcases, Departmental mentoring
programs, CASL |
| The organization evaluates teaching, recognizes effective teaching,
and provides services to support improved pedagogies. Student
evaluation of instruction, annual university and college awards, ADC,
individual departments and colleges |
| The organization demonstrates openness to innovative practices that
enhance learning. Academic Development Center, Data from various
sources, FFR Grants, CASTL, CASL, Instructional Technology, Showcase on
Teaching, Showcase on Research; Sabbaticals; formal training for
graduate assistants; University Grants, Faculty Research Grants;
Graduate Student Forum |
| The organization supports faculty in keeping abreast of the research
on teaching and learning, and of technological advances that can
positively affect student learning and the delivery of instruction.
Academic Development Center, Showcase on Teaching, CASTL, CASL,
Individual Departments and Colleges |
| Faculty members actively participate in professional organizations relevant to the disciplines they teach. survey of departments (annual reviews of faculty by department heads); Faculty Activity Survey; |
Core Component 3c: The organization creates effective learning environments.
Examples of Evidence
| Assessment results inform improvements in curriculum, pedagogy,
instructional resources, and student services. CAIS, Graduate
Council, CEGIP, LDC, DLIT |
| The organization provides an environment that supports all learners
and respects the diversity they bring. Academic freedom statements,
"Community of scholars", Graduate Student Interdisciplinary Forum;
Public Affairs Mission, (differing learning styles) |
| Advising systems focus on student learning, including the mastery of
skills required for academic success. Academic, COBA, CED, other
advisement centers, Master Advisor Program, Advisors Forum, continuing
education requirements to remain Master Advisor; advising and mentoring
of graduate students |
| Student development programs support learning throughout the
student’s experience regardless of the location of the students. IDS
Courses, IDS Training, Career Services, Counseling Center, Diagnostic
Learning Center, Writing Center, Satellite campuses, Distance Learning;
Graduate Student Interdisciplinary Forum |
| The organization employs, when appropriate, new technologies that
enhance effective learning environments for students. ADC, IMS, DLIT,
Departments and Colleges, limited number of "Smart Rooms" |
| The organization’s systems of quality assurance include regular review of whether its educational strategies, activities, processes, and technologies enhance student learning. Performance Measures, Chart Q, Assessment Council, Administrative Council, Board of Governors |
Core Component 3d: The organization’s learning resources support student learning and effective teaching.
Examples of Evidence
| The organization ensures access to the resources (e.g., research
laboratories, libraries, performance spaces, clinical practice sites)
necessary to support learning and teaching. Provide summary, Writing
Center, ADC, See items listed above |
| The organization evaluates the use of its learning resources to enhance student learning and effective teaching. Advisory Committees, Resources for Teaching (list), Resources for Learning (list), (tracking may be a weakness) |
| The organization regularly assesses the effectiveness of its learning
resources to support learning and teaching. Advisory Committees;
formalized assessment of online programs |
| The organization supports students, staff, and faculty in using
technology effectively. ITMS under Academic Affairs; Gateway Lab,
DLIT, availability and required use of online instructional designer for
online course development; Computer Services Help Desk; SCUF computer
allocation and reallocation; What is available in Colleges and
Departments, Online Syllabi |
| The organization provides effective staffing and support for its
learning resources. ADC, Writing Center, CASL; collaborative
endeavors for graduate programs; see also items listed above |
| The organization’s systems and structures enable partnerships and
innovations that enhance student learning and strengthen teaching
effectiveness. Cooperative education and internships, CASL,
Clinicals, Student Teaching, |
| Budgeting priorities reflect that improvements in teaching and learning is a core value of the organization. Awards, Promotion and Tenure, ADC, Showcases, FFR Grants; Office of Sponsored Research (grants writer); Grants Management System; Academic Integrity Council; Programmatic Accreditation |
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