University of Wisconsin-Stout - WI
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University of Wisconsin-Stout - WI - Final Report - 4/28/2016 University of Wisconsin-Stout - WI HLC ID 1717 OPEN PATHWAY: Reaffirmation Review Visit Date: 3/28/2016 Dr. Bob Meyer President Karen Solomon HLC Liaison Gar Kellom Review Team Chair Edwin Imasuen Federal Compliance Reviewer William Knight Federal Compliance Reviewer Anne Blackhurst Team Member Bret Danilowicz Team Member Algerian Hart Team Member JoLanna Kord Team Member Page 1 University of Wisconsin-Stout - WI - Final Report - 4/28/2016 Context and Nature of Review Visit Date 3/28/2016 Mid-Cycle Reviews include: The Year 4 Review in the Open and Standard Pathways The Biennial Review for Applying institutions Reaffirmation Reviews include: The Year 10 Review in the Open and Standard Pathways The Review for Initial Candidacy for Applying institutions The Review for Initial Accreditation for Applying institutions The Year 4 Review for Standard Pathway institutions that are in their first accreditation cycle after attaining initial accreditation Scope of Review Reaffirmation Review Federal Compliance On-site Visit Multi-Campus Visit (if applicable) There are no forms assigned. Institutional Context The University of Wisconsin Stout is celebrating 125 years at the time of the visit to commemorate its founding on January 5th, 1891 in Menomonie, Wisconsin under founder James Huff Stout. UW-Stout is the only higher education institution in the state named after its founder. Three instructors and a principal began teaching young men and women with the objective "to drill the young mind in the practical pursuits of life." In 1910, following Stout's death, ownership transferred to the state of Wisconsin. In 1932 the school achieved full college accreditation and three years later started offering graduate degrees. The name of the school was changed from Stout Institute to Stout State College in 1955 and to Stout State University in 1969. In 1971 the college became the University of Wisconsin Stout as the two Wisconsin University Systems merged. In 2001 UW Stout was admitted to AQIP and achieved national prestige as the first higher education institution to receive the Malcolm Baldridge Quality Award. In 2007 UW Stout was designated by the Board of Regents as Wisconsin's Polytechnic University and AQIP conducted a Quality Checkup visit to the institution. In 2009 the AQIP Review Panel reaffirmed Accreditation for the university until 2015-16. In 2013, after switching its membership in AQIP to the Open Pathway, UW-Stout received approval for its first doctoral degree in Education. Interactions with Constituencies Page 2 University of Wisconsin-Stout - WI - Final Report - 4/28/2016 Grand Totals for Meetings: 426 98 Faculty, 202 Academic Staff, 83 University Staff, 18 students, 25 Community Assurance Argument Team: Total 7, Faculty 2, Academic Staff 4, University Staff 1, Students 0 Academic Advisor Student Services Academic Librarian University Library Accountant BFS Accountant Provost Office Accreditation and Policy Specialist Planning, Assessment, Research & Quality Office (PARQ) Acquisition Specialist Instructional Resources Service Administrative Assistant Student Life Services Administrative Assistant Chancellor’s Office Administrative Assistant Library Administrative Assistant Provost’s Office Administrative Assistant Vice Chancellor office ASLS Administrative Specialist Research Services Adult Student Service Coordinator Stout Online Advisor Advancement Center Advisor and Writing Specialist ASPIRE Student Support Services Advisor Multicultural Student Services Advisor Writing Specialist ASPIRE Student Support Services Area of Focus 1 Academic Responses to Financial Challenges: 19 7 11 0 1 Area of Focus 2 Administrative Responses to Financial Challenges: 14 2 11 1 0 ASPIRE Advisor Student Support Services Assistant Chancellor PARQ Assistant Communication Director University Communications Assistant Dean of Students Dean of Students Office Assistant Director Honors College Page 3 University of Wisconsin-Stout - WI - Final Report - 4/28/2016 Assistant Director Housing Assistant Director SCS Assistant Director Student Life Services Assistant Professor Education Assistant Professor Mathematics, Statistics, and Computer Science Assistant Professor Psychology Assistant Professor School of Hospitality Leadership Assistant Professor TLLC Assistant Professor, PD HDFS/PD AMCS Human Development Family Studies Online Assistant Professor/MSE PD/RDG Program Coordinator College of Education, Health and Human Sciences/Teaching, Learning and Leadership Assistant to Vice Chancellor Administrative and Student Life Services Assistant Vice Chancellor Business and Financial Services Associate Advisor MSS Associate Athletic Director Athletics Associate Dean CEHHS College of Education, Health and Human Sciences Associate Dean Communication Associate Director for Operations MSC Associate Director MSC Associate Director of Admissions Associate Institutional Planner Planning, Assessment, Research and Quality Associate Prof and Program Director Design Associate Professor Business Associate Professor Communication Studies Associate Professor Computer Science Math, Statistics, and Computer Science Associate Professor Rehab and Counseling Associate Professor Social Science Page 4 University of Wisconsin-Stout - WI - Final Report - 4/28/2016 Associate Professor & Program Director Design / MFA in Design Associate Provost Provost’s Office Associate Registrar Registration and Records Associate Rehabilitation Specialist SVRI Associate Vice Chancellor Provost Office Athletics Meeting: 3 staff, 3 students Board of Directors – President Budget Analyst PARQ Budget Director Budget Budget Director Business and Financial Services Budget Manager and Instructor Support Stout Online Budget Officer College of Science, Technology, Engineering, Mathematics Building/Groups Superintendent Physical Plant Bursar Student Business Services Business Manager CAHSS Business Manager College of Arts, Humanities, Social Sciences Business Manager College of Education, Health and Human Sciences Business Manager Library Business Manager NTLC/Library Business Manager Physical Plant Business Manager University Marketing Campus Planner Physical Plant Campus Tour: 3 0 1 2 Career Counselor Career Services Career Counselor Intern Career Services CEO Menomonie Area Chamber and Visitor Center Certification Officer School of Education Page 5 University of Wisconsin-Stout - WI - Final Report - 4/28/2016 Chair Faculty Senate/Professor Mathematics, Statistics, & Computer Science Chair University Staff Senate Learning and Information Technology Chair Dept. Chemistry and Physics College of Education, Health and Human Sciences Chancellor Chancellor’s Office Chief of Police, Parking, and Transportation City Administrator City of Menomonie City Planner Cedar Corporation Co-op Assistant USAZ Career Services Collection Dev. Librarian Collections Specialist Student Business Services Communication Associate Dean Communication Conference and Event Coordinator MSC Cooperative Education Coordinator Craft Supervisor Physical Plant Criterion 1 Meeting: 35 6 18 10 1 Criterion 2 Meeting: 38 6 16 15 1 Criterion 3 Meeting: 77 34 37 5 1 Criterion 4 Meeting: 21 9 10 1 1 Criterion 5 Meeting: 64 8 35 19 2 Curriculum Manager Provost Office Custodial Services Supervisor Physical Plants Data Manager College of Management Dean Arts, Humanities and Social Science Dean College of Management Dean STEM Dean’s Assistant CSTEM Degree Audit Coordinator Registration and Records Page 6 University of Wisconsin-Stout - WI - Final Report - 4/28/2016 Department Chair - Psychology Department Chair - Biology Department Chair - SCOPE SOE Director Instructional Resources IRS Director Research and Knowledge Mobilization SVRI Director of Services SVRI Director Advisement Center Director Client Technology Services Learning and Information Technology Director Disability Services Student Services Director Enterprise Information Systems Director Financial Aid Director Instructional Resources Director McNair Scholars Director MOC and Assistance Director Discovery Center Director Multicultural Student Services Director of Athletics Director of Enrollment Services Enrollment Services Director Honors College, Associate Professor of English and Philosophy Director Instruction School District of Menomonie Area Director Physical Plant Director Procurement Business and Financial Services Director Telecommunications and Networking Learning and Information Technology Director Safety and Risk Management Director School of Art and Design School of Art and Design Director SSS Disability Services Student Support Services Director TRIO Talent Search Page 7 University of Wisconsin-Stout - WI - Final Report - 4/28/2016 Director University Marketing University Marketing Event Coordinator Career Services Executive Director Discovery Center Executive Director Dunn County EDC Executive Director Momentum West Executive Director Student Life Service Executive Director Student Life Services Student Life Services Exit Meeting: 7 1 6 0 0 Faculty Meeting: 5 5 0 0 0 Federal Compliance Meeting: 12 1 6 4 1 Financial Specialist Business and Financial Services Financial Specialist Research Services Financial Specialist Sr. Student Business Services First Year Advisor Advancement Center Fundraising and Comprehensive Campaign: 10 4 5 1 0 Graduate PD, Food and Nutrition Food and Nutrition Grand Totals for Meetings: 426 Grounds Manager Physical Plant Grounds Supervisor Physical Plant Hall Director University Housing Head Football Coach HLC Drop‐In Appointments: 0 HLC Senate/Governance Chairs: 4 1 1 1 1 HR assistant HR HR Assistant Human Resources Human Resource Assistant Human Resources Human Resource Payroll and Benefits Supervisor Human Resources Page 8 University of Wisconsin-Stout - WI - Final Report - 4/28/2016 Human Resources Assistant Human Resources I.S. Business Automation Specialist Registration and Records Institutional Planner PARQ Institutional Planner Planning, Assessment, Research and Quality Instructional Resources Specialist Library Interim Associate Director Stout Online Interim Associate Director Stout Online Interim Dean College of Education, Health & Human Sciences Interim Dean of Students and Housing Director Student Services/Academic and Student Affairs Interim Director ASPIRE SSS Classic Grant Interim Director ASPIRE Classic Grant Interim Director Graduate School and Stout Online Graduate School Interim Director International Education Interim Library Director University Library International Director of Enrollment Services Inventory Control Procurement and Materials Management Involvement Coordinator MSC Involvement Coordinator/Ally MSC Lab Manager Biology Lab Manager TLL Manager Planning, Assessment, Research and Quality Master of Applied Psychology Program Director and Institutional Planner PARQ Meetings with Attendance (including some individuals more than once) 426 MSCS Dept. Chair Mathematics, Statistics, and Computer Science Nakatani Teaching and Learning Center Director Nakatani Teaching and Learning Center Office Associate Research Services Office Manager Advisement Center Page 9 University of Wisconsin-Stout - WI - Final Report - 4/28/2016 Office Manager Multicultural Student Services Office Manager Stout Online Office Manager UW - Stout Online Online Media Coordinator Communications Opening Meeting: 26 7 12 6 Outreach Program Manager II Stout Online Outreach Program Manager III UW - Stout Online P.D. REPM Program Hospitality Payroll and Benefits Specialist Human Resources Photographer Communications Physical Education Chair College of Education, Health and Human Sciences PRC Mathematics, Statistics, and Computer Science President Stout Student Association Student Prof and Head of Department Operations Management and Training Professor Business Professor College of Management Professor Mathematics, Statistics, & Computer Science Professor Philosophy Professor School of Art and Design Professor Social Science Program Advisors for Applied Science, Business Administration, PCEM, Career and Technical Education, Human Development and Family Studies, Education, Management, Information and Communication Studies Program Advisory Committee Members: 21 4 0 0 0 17 Community Members Program Associate MSC Program Director Art Education Teaching, Learning, & Leadership Program Director Business Program Director Cross Media Gr Management Apparel and Communication Technologies Page 10 University of Wisconsin-Stout - WI - Final Report - 4/28/2016 Program Director Game Design Development - CS Mathematics, Statistics &Computer Science Program Director GE Chair College of Arts, Humanities and Social Sciences Program Director PLE College of Science, Technology, Engineering and Mathematics Program Director Psychology Program Director School Counseling SCOPE Program Director Assistant Professor Human Development Family Studies Program Director/Professor Operations Management and Training Program Manager SVRI Project Director BSM Operations and Management Project Manager Planning, Assessment, Research and Quality Provost Provost’s Office Psychology Counseling Center Research Tech. PARQ Senate Office Associate Senate Senate/Governance Chairs: 4 1 1 1 1 Service Center Operations Manager MSC Special Assistant and Director of Human Resources Chancellors/HR Special Education Faculty SCOPE SPED PD SCOPE Sports Info Director Athletics SSA Lunch Meeting: 7 0 0 0 7 Staff Benefits Manager Human Resources Stout Foundation University Advancement Student Student (IRB) Research Services Student Services Advisement Center Student Services Coordinator Multicultural Student Services Page 11 University of Wisconsin-Stout - WI - Final Report - 4/28/2016 Student Services Stout Online SUP BMO Harris Bank Training and Development Coordinator Human Resources Training Coordinator MSC Undergrad Student Admissions Tour Guide Admissions Undergraduate Communication/Digital Marketing Undergraduate Student Admission Tour Guide/Social Science Major/Admission Student Staff Undergraduate, President SSA Student Undergraduate, Senator Applied Social Sciences Undergraduate, Vice President SSA Student Undergraduate/Graduate SSA Senator Dietetics University and Community: 8 0 0 0 1 7 Community Members University Archivist Library University Editor University Communications University Staff Meeting: 43 1 28 14 0 UW System Regent Phone Meeting: 1 0 0 0 0 1 Community Member Vice Chancellor Administrative and Student Life Services Vice Chancellor Advancement Additional Documents Additional Documents: AIM actions taken Associate Vice Chancellor.AIM Applied Social Science.02.29.16.pdf Associate Vice Chancellor.AIM MS Applied Chancellor.HLC_Visit_Opening_presentation Direct assessments of student learning in co-curricular activities/programs Page 12 University of Wisconsin-Stout - WI - Final Report - 4/28/2016 Gen Ed assessment summary prior to 2012 Gen Ed assessment summary prior to 2012.final.pdf aka PARQ. http://docs.legis.wisconsin.gov/statutes/statutes/36 http://jobs.uwstout.edu/jobs http://www.uwstout.edu/about/facts.cfm http://www.uwstout.edu/admin/provost/2014-2015-Programs-Reviewed.cfm http://www.uwstout.edu/curr/committees/progradvisory/ http://www.uwstout.edu/foundation/about/directors/index.cfm http://www.uwstout.edu/GSSResults.cfm?q=undergrad%20FTE http://www.uwstout.edu/hr/traindev/index.cfm http://www.uwstout.edu/parq/2014-Visioning-Session-Home.cfm http://www.uwstout.edu/programs/bsmfe/adboard.cfm https://www.uwstout.edu/GSSResults.cfm?q=strategic%20planning%20agenda https://www.wisconsin.edu/regents/meetingmaterials/ https://www.wisconsin.edu/reports-statistics/educational-statistics/ Nakatani Teaching and Learning Center (NTLC) Input Gathering Process PARQ Funding Request Proposed University Orgchart Provost.Accreditation.ACCGC – Cross - Media Graphics Mgt – Self - Study Provost.Accreditation.ACCGC ‐ Cross - Media Graphics Mgt ‐Site Visit Team Report Provost.Accreditation.CORE – MS Voc Rehab – Self - Study Provost.Accreditation.CORE report – MS Voc Rehab. Provost.Enrollment Services.2016 Fall ACT Composite Report Provost.Enrollment Services.2016 Fall Admission Summary w Minorities Provost.Enrollment Services.2016 Fall Weekly Admissions Progress Psychology.02.29.16.pdf RA Training Post-test Summary Page 13 University of Wisconsin-Stout - WI - Final Report - 4/28/2016 Response to student survey Response to Third Party Comment SLS Housing Enrollment Services. Occupancy Numbers for Start of Spring Semesters SLS Housing Fall Weekly Housing Contract Report SLS Housing Occupancy Numbers - End of 1st Quarter Fall SLS Housing Occupancy Numbers - End of 3rd Quarter SLS Housing Occupancy Numbers for Opening Day Fall SLS Scholar Athlete Poster SLS Student Athlete Job Before Graduation Poster SLS UWStout Athletics Student Life Services RA Training Post –TestSummary Stoutonia Student Newspaper Articles 2015-2016 Syllabi (Syllabi - Combined.pdf) Edwin Imasuen Glendali University Advancement.Fundraising and Comprehensive Campaign University Complaints_HLC Reporting_Formal Page 14 University of Wisconsin-Stout - WI - Final Report - 4/28/2016 1 - Mission The institution’s mission is clear and articulated publicly; it guides the institution’s operations. 1.A - Core Component 1.A The institution’s mission is broadly understood within the institution and guides its operations. 1. The mission statement is developed through a process suited to the nature and culture of the institution and is adopted by the governing board. 2. The institution’s academic programs, student support services, and enrollment profile are consistent with its stated mission. 3. The institution’s planning and budgeting priorities align with and support the mission. (This sub-component may be addressed by reference to the response to Criterion 5.C.1.) Rating Met Evidence The current mission, vision and values statement of UW-Stout was approved in 2009 after an inclusive campus-wide process that began in 2008 with a Stakeholder Visioning Session and campuswide listening sessions. The process also included open forums, meetings with Faculty and Administrative Staff Senates and an opportunity to email suggestions to a committee that drafted a revised mission, vision and values statement. The Senates, the Stout Student Association and the Board of Regents ultimately approved the revisions. The key mission elements for UW-Stout are that the university is career focused and polytechnic with diverse students, faculty and staff integrating applied learning, scientific theory, human understanding, creativity and research to solve real world problems, grow the economy and serve a global society. The mission is reviewed every 5-7 years in accordance with the strategic planning process or updated as needed outside the standard cycle. An addendum was added in 2014 to comply with state law that specific program responsibilities and types of degrees granted be listed. The addendum was approved by the UW System Administration so that the mission is now aligned with the UW System Mission. Both the 47 undergraduate and 24 graduate programs weave the elements of the mission, vision and values throughout their programs as noted in the program overview statements on the program websites. For example, the program overview of the B.S. degree in Health, Wellness and Fitness articulates the program's connection with the university mission as a polytechnic institution. In this degree applied learning of scientific theory connects with major health care issues such as obesity, diabetes and coronary disease and is integrated into the student's preparation for health, wellness and fitness careers.The program overview of the M.S. degree in Career and Technical Education explains Page 15 University of Wisconsin-Stout - WI - Final Report - 4/28/2016 how this degree is guided by the original school mission of applied learning to prepare working adults to have successful careers in secondary, postsecondary and adult education. In the open meeting on Criterion One during the visit the Vocational Rehabilitation Center staff talked eloquently about its place enhancing the institution's mission with regard to educating students, faculty and staff about disability issues. The Teaching and Learning Center staff spoke of their role in faculty development and the Multicultural Student Services staff spoke eloquently about their role providing services and educational programming on diversity. UW-Stout Student Services staff spoke about how their work is guided by the mission to provide career and personal growth opportunities to prepare life long learners and responsible citizens who serve a global society. Students at the luncheon also praised the opportunities they have had from many of their departments to enhance the mission of UW-Stout as a polytechnic university and how the school has one of the "highest acceptance rates in the region" supporting the applied learning focus of the mission. The fact that over the past 10 years Wisconsin residents have made up a consistent 64% of the enrolled students at UW-Stout demonstrates that the university demographic profile also aligns with the mission statement. Enrollment has steadily increased (currently 9,535 headcount undergraduate and 1,147 graduate students) meeting enrollment targets. Furthermore, thanks to tools such as Mapworks and NSSE surveys, first to second year retention over the past 5 years has improved from 69.5% to 76%. Graduating students. in alignment with the mission as a career-focused institution report a career outcome rate of 97.3% with job placement in the major exceeding 80%. But UW-Stout, like other higher education institutions, is aware that the number of high school graduates peaked in 2008 and is expected to remain low for another three years. The focus has shifted, therefore to recruiting more non-traditional students, transfer students and graduate students. Graduate student recruitment is showing success with the growing numbers of graduate students enrolling in the past 2 years. A Transfer Student Experience Committee has been formed to employ strategies to also grow these numbers.. With changing enrollment patterns and declining Wisconsin state appropriations, changes in planning are inevitable. The process for aligning planning and budgeting priorities with the mission is to have all major units submit their annual strategic plans demonstrating alignment of their major new initiatives with the mission to the Chancellor's Advisory Council. In 2015 a change in the process was made to also submit plans to the 31-member Strategic Planning Group that now shepherds the five year strategic plan. This group includes representation from every governance group, including the student senate and the university staff senate as well as college deans and the Chancellor's Cabinet. The UW-Stout Strategic Plan 2020 builds on the mission and vision commitments and incorporates Enduring Goals such as offering high quality academic programs, preserving active learning, promoting excellence in teaching/scholarship/service, recruiting a diverse university population, providing an environmentally sustainable campus and efficient support services and programs. New Focus 2020 Goals add sustained financial viability, innovative instructional models, student involvement in applied research, intercultural competence and applied learning plus collaborative external partnerships. The Assurance Argument Team is a subset of this group and the insights from the Assurance Argument as well as the Team Report will be digested by the Strategic Planning Group and integrated into the planning process. Two focused meetings during the visit revealed that the Strategic Planning Group is also the major vehicle for aligning efforts to address enrollment challenges, financial challenges, tuition freezes and fund raising opportunities. Although the UW System has provided $1.5 Page 16 University of Wisconsin-Stout - WI - Final Report - 4/28/2016 million in one-time assistance to the University, net budget reductions of $5.3 million per year still remain for the 2015-17 budget. The reduction is being absorbed through creative cost savings such as reducing the number of colleges from 4 to 3. At the same time the University Foundation has been developing a Capital Campaign that could raise as much as $35 million over five years to help offset the other challenges. Discussions throughout the visit evidenced the commitment to mission, vision and strategic plan goals in the planning and budgeting process to address the challenges. The Team is therefore confident that UW- Stout has met this Core Component of a widely understood mission guiding the planning and budgeting priorities. Interim Monitoring (if applicable) No Interim Monitoring Recommended. Page 17 University of Wisconsin-Stout - WI - Final Report - 4/28/2016 1.B - Core Component 1.B The mission is articulated publicly. 1. The institution clearly articulates its mission through one or more public documents, such as statements of purpose, vision, values, goals, plans, or institutional priorities. 2. The mission document or documents are current and explain the extent of the institution’s emphasis on the various aspects of its mission, such as instruction, scholarship, research, application of research, creative works, clinical service, public service, economic development, and religious or cultural purpose. 3. The mission document or documents identify the nature, scope, and intended constituents of the higher education programs and services the institution provides. Rating Met Evidence The Team reviewed public documents of the University such as the Mission, Vision, Values, 20122013 Institutional Accountability Report, the Accountability Dashboard, the 2015-2016 Inclusive Excellence Plan, the FOCUS 2105 Strategic Plan, the FOCUS 2015 Accomplishments, the FOCUS 2020 Strategic Plan plus admissions and alumni materials, university website, speeches and publications from the Chancellors office, press coverage and other public documents to ascertain if the institution clearly articulates its mission. The institution's identity as Wisconsin's Polytechnic University with its key mission elements of emphasizing career-focused education, applied learning, providing skills to solve real world problems and serve a global society were consistently and clearly articulated. The Team reviewed the mission documents of the University to determine if they were current and explained the extent of the UWS emphasis on aspects of the mission such as instruction, scholarship, research, creative works, service and economic development. In addition to the mission revision process of 2009, the modified review process of 2013-2014 and the approval of the Addendum in 2014 to comply with state law, the mission, vision and values statement was again reviewed in 20142015. Although no changes were made to the mission statement, a change was made to the enduring goals to include environmental sustainability. Other key elements of the mission were found to be clearly emphasized such as its role as a polytechnic university with as many as three times more labs than classrooms and where at least 85% of Stout students graduate with an applied learning experience. The commitment to scientific theory, creativity and research are clearly emphasized and supported by the fact that over 100 students participate in Research Day, there is a journal of student research and research scholarships are available for students, while Research Fellows and Research Scholars Programs, reassigned time and a Teaching and Learning Center are available to support faculty research. Documents reviewed and interviews held supported the identification of intended constituents of the Page 18 University of Wisconsin-Stout - WI - Final Report - 4/28/2016 University programs and services.Every five years UW-Stout initiates a new planning process with a stakeholder visioning session which includes input from both its internal and external stakeholders, including members of the Board of Regents, legislators, community and business leaders, K-12 leaders and the University of Wisconsin System administration. This engagement with its identified external constituents results in a consensus around big picture themes that are shared with the campus contributing to 5 year goal statements. Once these goals are identified, the Strategic Planning Group meets yearly, beginning with a retreat in early July, to identify, implement and assess action plans and university priorities. Departments and programs also have ongoing contact with employers and institutions where graduates are employed or otherwise enrolled providing feedback on their needs and how that might impact institutional priorities. The Stout Fall Career Conference, for example, is the largest career conference in the Midwest drawing over 400 employers in Fall 2015. One example of how this engagement has identified needs to be addressed is the anticipated decline in high school graduates which led to initiatives to grow transfer students, graduate students, non-traditional students and online students. Other examples are technology needs that led to the eStout program which provides laptop computers to all undergraduate students as well as e-textbooks and intercultural competence needs leading to the new initiatives mentioned in 1.C. below. Other examples are the implementation of a new B.S. Degree in Sustainable Management with three other UW schools online to meet recognized state of Wisconsin needs to increase the number of students with these skills. The above evidence demonstrates that UW-Stout mission is articulated publicly. Interim Monitoring (if applicable) No Interim Monitoring Recommended. Page 19 University of Wisconsin-Stout - WI - Final Report - 4/28/2016 1.C - Core Component 1.C The institution understands the relationship between its mission and the diversity of society. 1. The institution addresses its role in a multicultural society. 2. The institution’s processes and activities reflect attention to human diversity as appropriate within its mission and for the constituencies it serves. Rating Met Evidence UW-Stout addresses its role in a multicultural society in a variety of ways. A consistent commitment to recruiting a diverse student body, faculty and staff is evident in its mission, values and planning documents. In the Fall of 2015, 22% of the Wisconsin residents were from Dunn County and the surrounding seven counties. While 5.1% of the population of Dunn County (and 8.1% of the Menomonie population) is made up of racial and ethnic minorities, over 9% of UW-Stout students are racial or ethnic minorities showing a commitment to the mission statement to enroll a diverse student body. The total international student population in the Fall of 2015 was 364 students from 42 different countries showing a commitment to the mission statement to educate global citizens. Similarly, a commitment to the education of the University community on diversity and intercultural competence is also evident in its mission, vision and planning documents. In the 2015-16 Inclusive Excellence Action Plan, approval from the Chancellor and funding supports infusing diversity into the curriculum, an awareness campaign (to include ambassadors, communication initiatives and recognition for successes in raising awareness), implementing recommendations from the Campus Climate Survey and professional development for faculty and staff in intercultural competence. The 2020 UW-Stout Strategic Plan also includes the enduring commitment to "recruiting and retaining a diverse university population" and a focused goal on "increasing student experiences that develop intercultural competence. A wide variety of established offices, programs, services and committees interviewed and visited by the Team evidence that UW-Stout understands its role in multicultural society. The Multicultural Student Services Office is highly rated by graduating multicultural students and the number of student contacts has more than doubled since 2010. Programming on Hmong and Latino topics was evident during the visit. Disability Services provides equal access and opportunity for persons with disabilities. This office was advertising programming on "understanding Intercultural Conflict" at the time of the visit. University Housing also offers initiatives devoted to diversity such as Qube and LGBTQIA+ Initiatives and the Hear I Stand Campaign to teach tolerance and respect for difference to first year students. Student organizations committed to diversity are also in place such as the Black Student Union, Chinese Student Association, Delta Psi Alpha Co-Ed Fraternity, Gender and Sexuality Alliance, Hmong Stout Student Association, International Relations Club, Latinos Unidos, Native American Student Association,Saudi Association and Veterans Club. Committees dedicated to diversity issues are the Diversity Leadership Team, Pride Alliance, Minority Faculty and Staff Page 20 University of Wisconsin-Stout - WI - Final Report - 4/28/2016 Network Americans For Disabilities Act Committee, Racial and Ethnic Studies Committee and the Global Perspective Curriculum Advisory Committee. UW-Stout processes and activities reflecting attention to human diversity include hiring faculty and staff, recruiting and retaining diverse students and improving intercultural education. New faculty and staff positions include a position to support the new Qube center for lesbian, gay, bisexual, transgender, questioning, Intersex and Asexual students (LGBTQIA+), an international student recruiter, a multicultural recruiter, a specialist in recruiting diverse students into teacher education and an AmeriCorps Vista position to provide assistance with recruiting racial/ethnic minority students. Other consultants have also been hired to assist with projects like implementing the Intercultural Development framework. Employment of racial/ethnic minority faculty/staff has grown from 100 to 115 between 2008 and 2015. Enrollment of racial/ethnic minority students has also grown in that same time frame from 517 to 821. The achievement gap for racial/ethnic minorities is also closing. The retention rate gap between underrepresented minorities and non-underrepresented minorities has dropped from 13% in 1998 to 1% in the 2012 cohort, although the diversity gap in graduation rates persists. Changes in demographics, however, are posing challenges to diversity recruitment consistent with other areas of the university. The most recent data in recruitment for the incoming class for Fall of 2016 at the time of the visit shows results may fall behind last year. UW-Stout also continues to make improvements in education related to diversity both inside and outside the classroom. As will be mentioned in more depth in our report on 3.B.4 below, there are required courses in the general education program in Social and Behavioral Sciences, Contemporary Issues, and Social Responsibility and Ethical Reasoning that cover topics related to diversity and multiculturalism. There is also a Racial and Ethnic Studies (RES) requirement of six credits studying U. S. cultures other than those of European origin to examine the experiences of historically underrepresented U. S. racial/ethnic groups as well as striving to discourage racism and reduce its effects. There is also a Global Perspectives (GLP) requirement consisting of six credits of approved courses, study abroad and completing a program of university approved work. Outside the classroom the University offers pre-college programs such as the STEPS for Girls program, TEACH and a program through the Multicultural Student Services office that serves over 100 high school students in a three week long residential bridge program. The Stout Vocational Rehabilitation Institute (SVRI) provides assistive technology for Stout students with disabilities. Stoutward Bound is a living and learning community for approximately one-third of new underrepresented minority students to begin their first semester two weeks early. Federal TRIO programs such as Student Support Services (ASPIRE), which was just refunded for another five year, and the McNair Scholars program provide additional services and programming for disadvantaged students to succeed academically and encourage enrollment in graduate school. UW-Stout also offers 8 annual Multicultural Student Scholarships and Lawton Undergraduate Multicultural Retention Grants and Advanced Opportunity Grants. Multicultural Student Services Staff stated during the visit that 100% of Lawton Scholarship recipients who were seniors graduated and 95% off Lawton juniors were retained. However, the Team observed in its time on campus that not all campus representations in buildings and publications support the commitment to diversity. The students met by the Team and conversations held with constituents did not always reflect an institutional commitment to diversity. So there is still work to be done. Based on the evidence above and knowing that UW-Stout continues to work to address its challenges in diversity, it is the opinion of the team that the University meets the core component of Page 21 University of Wisconsin-Stout - WI - Final Report - 4/28/2016 understanding its relationship between its mission and the diversity of society. Interim Monitoring (if applicable) No Interim Monitoring Recommended. Page 22 University of Wisconsin-Stout - WI - Final Report - 4/28/2016 1.D - Core Component 1.D The institution’s mission demonstrates commitment to the public good. 1. Actions and decisions reflect an understanding that in its educational role the institution serves the public, not solely the institution, and thus entails a public obligation. 2. The institution’s educational responsibilities take primacy over other purposes, such as generating financial returns for investors, contributing to a related or parent organization, or supporting external interests. 3. The institution engages with its identified external constituencies and communities of interest and responds to their needs as its mission and capacity allow. Rating Met Evidence As was evidenced in the mission and vision statement, the Enduring Goals, the Focus 2015 Goals and the Focus 2020 Goals, commitment to the public good is central to the work of UWS Stout and has been since the days of its founder Senator James Huff Stout. A polytechnic university focused on applied learning by necessity also fosters close contacts with its constituents. At UW-Stout, many programs have developed program advisory committees as vehicles to foster communication and a close working relationship with constituents. In addition to meeting many faculty and student representatives in the programs a combined meeting of 8 program advisory committees served as a vehicle to highlight many examples of partnerships producing mutually beneficial results for the University and the communities of Menomonie and the surrounding area. Program committee members echoed evidence found in the Assurance Argument and other documents that as an educational institution UW-Stout is an education leader in the community where the accomplishment of student learning goals will always take priority over other financial or external concerns. Town-gown collaborations with the city of Menomonie on community events, organizations and initiatives abound. The Linking Applied Knowledge in Environmental Sustainability Research Experience for Undergraduates (LAKES REU) sponsored by the National Science Foundation is one example of undergraduates training in research with faculty from departments such as anthropology, biology, economics, geology and the social sciences to provide expertise for the Wisconsin DNR, the county land and conservation divisions and other city and county authorities to reduce pollution in the Red Cedar Watershed, that provides such beauty and recreational opportunities for the community. Other program committee members expressed the urgency of acquiring talented students skilled in the latest scientific theory and applied learning skills to power their for-profit and non-profit businesses. An alum working for a local grocery store chain expressed appreciation for his the technology skills he learned at Stout that have enabled him to upgrade the business technology for his company. The United Way leadership in the community echoed similar thoughts about needing student talent in the non-profit sector. Even more persuasive arguments came from the Information and Page 23 University of Wisconsin-Stout - WI - Final Report - 4/28/2016 Communication Technology program committee members who work in high-tech organizations in the immediate Wisconsin and Minnesota area. They seek talented students skilled in the latest technology to keep their firms competitive in a rapidly changing private sector and are involved in the work of the University to help the programs produce top talent. The Chancellor describes the I-94 corridor between the Twin Cities and Eau Claire as the fastest growing area in the state. Further improvements like a new bridge over the St. Croix River will accelerate that growth. Alumni and program advisory committee members say they have gotten more connected with the University to not only recruit the best talent for their businesses but to provide the departments and programs with needs analysis data to improve current programs and also stimulate the development of new minors, majors, certificates or even degrees tht will help fill this gap. The new doctoral program is one example of collaboration arising out of educational needs of the area that resulted in a new Education Department degree offering. A variety of program advisory committee members from PCEM, Business Administration, Management and others described the need for expanded or altered course offerings to better prepare graduates to be "job ready" when they start employment. In one case, an 8 mos. internship was devised collaboratively between the University and constituents to provide the skilled students needed to hit the ground running in a fast paced field. In other cases, businesses realized the challenge facing the University to keep laboratories current with computers, cameras or other technology so that students were trained on the software and hardware current in the field. The new Capital Campaign has recognized both the needs and opportunities inherent in this situation and has already obtained some gifts to upgrade laboratories and facilities and made these types of improvements a key part of the campaign. UW-Stout has a rich resource in the committed alumni and other community members well connected to public and private organizations who can provide expertise in where the needs and opportunities are to meet the serious challenges in present and future years, One intriguing suggestion was put forth to have program advisory committees continue to meet together as they did for the HLC visit. In addition to providing networking opportunities, sharing data, needs analyses, solutions and successes these meetings might lead to more cross-disciplinary improvements to the curriculum or even fund raising opportunities. UW-Stout might do well to follow up on this suggestion to take advantage of the rich resource they have thanks to the close collaboration with external constituents. This core component is met. Interim Monitoring (if applicable) No Interim Monitoring Recommended. Page 24 University of Wisconsin-Stout - WI - Final Report - 4/28/2016 1.S - Criterion 1 - Summary The institution’s mission is clear and articulated publicly; it guides the institution’s operations. Evidence The University has a clearly articulated, well-understood process for considering and re-considering its mission statement. This process includes a “Stakeholder Visioning Session”, opportunity for campus-wide feedback on potential changes to the mission based on the Visioning Session, a hearing chaired by a Board of Regents member, and ultimately the submission of a revised mission statement to the Board of Regents. Based on interviews with faculty, staff, students, and administrators this process has been successful as the mission is widely understood within the campus community. UW-Stout demonstrates a commitment to diversity in the following ways: the prominence of diversity in the mission, vision, values, and goals; its institutional priorities; curricular requirements associated with diversity; the significant documentable diversity outcomes; its numerous committees, offices, and initiatives devoted to diversity; and its diversity awards. In addition, the University has made significant progress in increasing intercultural competence through the use of the Intercultural Development Inventory, and follow-up activities to help individuals understand the results of the Inventory. The University has both the processes in place and a demonstration of progress in inclusive excellence, including narrowing the opportunity gap in first year to second year retention. However, the University also recognizes that it has additional potential for growth in furthering diversity on campus and ensuring success for all students through, for example, in closing the opportunity gap in graduation rates. The University commitment to the public good is never more evident than with its multiple interactions with constituents. Because of the sophistication of interactions required with its mission as a polytechnic university focused on applied learning, the UW-Stout commitment to the public good is evident in a wide variety of activities. Community members from at least 8 program advisory committees articulated the important role the University plays in providing much needed graduates with up-to-date skills ready to hit the ground running in their institutions while at the same time evidencing the commitment of UW-Stout constituents to the continuous quality improvement of its programs to continue to serve as a leader in the rapidly changing marketplace. This criterion is met. Page 25 University of Wisconsin-Stout - WI - Final Report - 4/28/2016 2 - Integrity: Ethical and Responsible Conduct The institution acts with integrity; its conduct is ethical and responsible. 2.A - Core Component 2.A The institution operates with integrity in its financial, academic, personnel, and auxiliary functions; it establishes and follows policies and processes for fair and ethical behavior on the part of its governing board, administration, faculty, and staff. Rating Met Evidence Policies and procedures designed to ensure integrity and ethical conduct begin with the Board of Regents (BOR) for the University of Wisconsin System and a comprehensive set of UW System Administration policies. These include the Accounting and Budget Control Policy and the Policy on Fiscal Integrity. The University's own Internal Control Policy is a coordinated set of policies and procedures designed to balance risks and controls and provide a "reasonable assurance" of attaining compliance goals. The university's Internal Control Plan is easily accessible on the Business and Financial Services Website. Meetings with various faculty and staff groups indicated that employees are generally aware of internal control policies and procedures and understand the importance of following them. They are also aware of the procedures for reporting suspected fraud or abuse, including the UW System fraud, abuse, and waste hotline. Through robust and comprehensive employee orientation programs, UW-Stout ensures employees are educated about their ethical responsibilities, including employee codes of conduct and the University's Ethics Statement, which were reviewed by the Team. All new instructional staff participate in a 4-day orientation that is a collaborative effort between Human Resources, the Nakatani Teaching and Learning Center, Information Technology (IT), and the Center for Applied Ethics. Non-instructional staff members participate in the New@Stout program. Both orientation programs include an overview of the expectations for ethical and responsible conduct at Stout. These expectations are reinforced through ongoing professional development programs, particularly those sponsored by Center for Applied Ethics. In addition to ensuring all employees understand the University's general expectations for ethical conduct, UW-Stout provides ongoing, focused training opportunities to emphasize integrity and ethical conduct in specific settings or situations. Such training includes regular FERPA training for staff with access to student data, Title IX/Sexual Assault training, IT security and compliance training, and training for those on search and hiring committees. Education and training are also provided to students. For example, student employees who have access to student data receive FERPA training. And the students interviewed by the Team affirmed the university's efforts to educate students about Page 26 University of Wisconsin-Stout - WI - Final Report - 4/28/2016 Title IX and sexual violence. They were also informed about how and where to report instances of sexual violence or other policy violations on campus. Based on the above evidence, Core Component 2.A is met. Interim Monitoring (if applicable) No Interim Monitoring Recommended. Page 27 University of Wisconsin-Stout - WI - Final Report - 4/28/2016 2.B - Core Component 2.B The institution presents itself clearly and completely to its students and to the public with regard to its programs, requirements, faculty and staff, costs to students, control, and accreditation relationships. Rating Met Evidence Based on the Team's review, UW-Stout's publications and electronic resources appear to consistently, accurately, and completely describe the university to its various constituents. As noted in Criterion 1, the university's polytechnic mission is clearly and publicly articulated in its recruitment materials and interviews with students confirmed that the university accurately portrays the UW-Stout experience to prospective students. In addition, prospective students and their parents are provided with accurate and complete information about the outcomes of a UW-Stout education and other factors that might influence their college choice. Student achievement data, including persistence and completion rates, employer ratings and starting salaries of Stout graduates, and student learning outcomes are available on the university website. Names, contact information and qualifications for all faculty and instructional academic staff are also found online. Finally, tuition costs and other fees are easily available online-both in the student handbook and the net price calculator. To demonstrate accountability to other internal and external stakeholders, UW-Stout participates in several accountability initiatives, including the UW System Accountability Report and legislated accountability report, the UW System Accountability Dashboard, and The Student Achievement Measure. These online reports provide information on progress associated with metrics that are tracked as part of the strategic planning process, metrics that are legislatively required, and metrics related to student outcomes and institutional improvement. Links to additional reports and measures of institutional quality and effectiveness are available on the Planning, Assessment, Research and Quality (PARQ) website under Institutional Research. Based on the above evidence, Core Component 2.B is met. Interim Monitoring (if applicable) No Interim Monitoring Recommended. Page 28 University of Wisconsin-Stout - WI - Final Report - 4/28/2016 2.C - Core Component 2.C The governing board of the institution is sufficiently autonomous to make decisions in the best interest of the institution and to assure its integrity. 1. The governing board’s deliberations reflect priorities to preserve and enhance the institution. 2. The governing board reviews and considers the reasonable and relevant interests of the institution’s internal and external constituencies during its decision-making deliberations. 3. The governing board preserves its independence from undue influence on the part of donors, elected officials, ownership interests or other external parties when such influence would not be in the best interest of the institution. 4. The governing board delegates day-to-day management of the institution to the administration and expects the faculty to oversee academic matters. Rating Met Evidence Although there was some insecurity expressed about how much autonomy the current Board of Regents (BOR) will allow campuses to maintain in the future, the pervasive sentiment on campus is that the BOR understands and supports UW-Stout's distinctive mission as a polytechnic university. In particular, members of the campus community acknowledged the BOR's support of UW-Stout's many new academic programs and the BOR's understanding of the important role the university plays in the economic development of the region and the state. This perspective was reinforced by a member of the Board of Regents, who lauded UW-Stout's partnerships with business and industry and the university's 97.3% job placement rate. He also praised Stout's success at incubating innovative ideas, commercializing products, providing outreach to the regional community, and developing new academic programs to meet emerging workforce needs. From the perspective of the Regent who was interviewed, efforts are underway to push as many decisions as possible to the campuses rather than the System level. In part, this movement was initiated by a legislative task force, which found that the UW System was unduly bureaucratic and recommended providing more autonomy to the campuses. In addition, there is a movement to shift policy from state statute to the Board of Regents. Two recent examples include state statutes related to faculty tenure and shared governance. As the BOR has been charged with developing new System policies on these issues, the BOR has sought input from the campuses and UW-Stout in particular. In general, campus administrators expressed satisfaction with the university's level of input and influence in the System's policy development process. The Regent who was interviewed referred to the tenure policy as evidence that the BOR acts in the best interest of the System and the UW institutions. He noted that tenure was a highly political issue with legislators, with many hoping to eliminate tenure and provide more flexibility to campuses to Page 29 University of Wisconsin-Stout - WI - Final Report - 4/28/2016 hire and fire faculty. Despite varying personal opinions among the Regents, as a Board they immediately moved to bring the existing tenure policy into Board policy so that there would be no lapse in tenure for System faculty while the policy language is being reviewed and revised. Members of the campus community seem satisfied with the review process to date. The Regent interviewed attributed the lack of political maneuvering to the appointment process and length of terms for Regents. As governor appointees on staggered 7-year terms, Regents have a tenure that makes turnover a slow process. As a result, they tend to serve beyond the term of the governor who appointed them and, as a Board, represent multiple political perspectives and parties. Finally, Board and System policies and procedures provide a solid infrastructure to guide and support campus policies and procedures related to personnel and financial management. Ultimately, the Board serves as a appeal body in cases of disagreements or disputes at the campus level, helping to ensure integrity and responsible conduct of the System. Based on the above evidence, Core Component 2.C is met. Interim Monitoring (if applicable) No Interim Monitoring Recommended. Page 30 University of Wisconsin-Stout - WI - Final Report - 4/28/2016 2.D - Core Component 2.D The institution is committed to freedom of expression and the pursuit of truth in teaching and learning. Rating Met Evidence The university's commitment to freedom of expression is clearly outlined in its employee handbook, which articulates expectations for faculty research, publication, and teaching. These expectations are reinforced through the faculty development opportunities offered by the Nakatani Teaching and Learning Center and Research Services. The Team reviewed these handbooks and professional development offerings as part of the Assurance Argument and on site. Employees who have concerns about freedom of expression can file a complaint with the university's Positive Action Committee under the university's grievance and complaint procedures. Through the Center for Applied Ethics, the University's First Amendment Committee has developed a First Amendment Protocol and Flow Chart to articulate roles and responsibilities related to freedom of expression on campus. The First Amendment Committee's website also houses the university's Student Publication Statement, which guarantees freedom of press to the student newspaper, The Stoutonia, and other student publications. In meetings with the faculty, the Team probed faculty members' assessment of the university's commitment to freedom of expression and academic freedom. In every case, faculty members expressed conviction that the university's support is enacted as well as espoused. Several long-time professors noted that they could not recall a single issue related to academic freedom during their tenure at the university. Based on the above evidence, Core Component 2.D is met. Interim Monitoring (if applicable) No Interim Monitoring Recommended. Page 31 University of Wisconsin-Stout - WI - Final Report - 4/28/2016 2.E - Core Component 2.E The institution’s policies and procedures call for responsible acquisition, discovery and application of knowledge by its faculty, students and staff. 1. The institution provides effective oversight and support services to ensure the integrity of research and scholarly practice conducted by its faculty, staff, and students. 2. Students are offered guidance in the ethical use of information resources. 3. The institution has and enforces policies on academic honesty and integrity. Rating Met Evidence Through both policy and support programs, UW-Stout ensures the integrity of research and scholarly practice. Oversight includes the Institutional Review Board (IRB) and its policies, as well as a Research Misconduct Policy for faculty. IRB Policy, which is upheld by a 15-member board, requires faculty to complete training before conducting research with human subjects. Other policies related to the ethical conduct of research are visible and accessible on the Research Services website under Policies and Compliance. Ongoing support for ethical research conduct is provided by Research Services, which offers annual workshops on ethics in research, as well as the Center for Applied Ethics, which provides ongoing programs and activities (e.g., a recent book discussion group on ethics in research). Students are offered guidance in the ethical use of information resources through several mechanisms, including statements on course syllabi and instruction on research ethics within introductory writing courses. In addition, all international students attend a special orientation session about UW-Stout's expectations for the ethical use of information resources. To reinforce expectations, Turnitin software is used as both an educational tool and a compliance tool by many professors. The university library also offers instruction in the ethical use of information resources and avoiding plagiarism, including online instruction modules for students. Academic Misconduct policies exist for both faculty and students and are easily accessible on the university website. The Dean of Students website contains information for students and faculty about expectations for students and the protocol for reporting and responding to allegations of misconduct. Both students and faculty interviewed by the Team were knowledgeable about university expectations for academic conduct. Based on the above evidence, Core Component 2.E is met. Interim Monitoring (if applicable) No Interim Monitoring Recommended. Page 32 University of Wisconsin-Stout - WI - Final Report - 4/28/2016 2.S - Criterion 2 - Summary The institution acts with integrity; its conduct is ethical and responsible. Evidence Based on the evidence presented for each of the Core Components, Criterion 2 is met. The university clearly acts with integrity and establishes and enforces expectations for ethical and responsible conduct. Overall, the campus environment is one of transparency, inclusiveness, and respect, which both results from and reinforces institutional integrity. There appears to be an openness to having difficult conversations about a variety of topics that affect the campus, and this increases transparency and helps provide information to aid in the decision-making process. While it does not rise to the level of a concern at this time, UW-Stout will need to carefully consider how recent budget cuts will affect its ability to monitor and enforce responsible conduct. In multiple settings, the Team heard expressions of concern about the number of positions being eliminated or combined and the potential detrimental effects of work overload. Numerous employees mentioned the challenge of keeping up with compliance requirements in an environment where "doing more with less" is the expectation. In addition, recent separation incentives have resulted in the loss of more than 1,000 years of employee service at UW-Stout. The effect of this loss on institutional memory and functioning should be carefully monitored. Page 33 University of Wisconsin-Stout - WI - Final Report - 4/28/2016 3 - Teaching and Learning: Quality, Resources, and Support The institution provides high quality education, wherever and however its offerings are delivered. 3.A - Core Component 3.A The institution’s degree programs are appropriate to higher education. 1. Courses and programs are current and require levels of performance by students appropriate to the degree or certificate awarded. 2. The institution articulates and differentiates learning goals for undergraduate, graduate, postbaccalaureate, post-graduate, and certificate programs. 3. The institution’s program quality and learning goals are consistent across all modes of delivery and all locations (on the main campus, at additional locations, by distance delivery, as dual credit, through contractual or consortial arrangements, or any other modality). Rating Met Evidence UW-Stout courses and programs are current and align with the institutional mission, goals, and objectives to provide levels of programming designed to evaluate student performance toward appropriate degree and or certification. Documentation or curriculum development provides evidence of institutional commitment to supporting current courses and programs with proper resources that support student matriculation. This is supported by the Annual Assessment in the Major (AIM) report, The Team engagement with the Planning and Review Committee (PRC), and with the discipline specific accreditation reporting data. UW-Stout is supported by specific accreditation with 23 state and national agencies for both undergraduate and graduate degree offerings. Furthermore, curriculum development is supported by the "Curriculum Handbook", policies and procedures where program development is linked to a website that provides assistance with navigating the development of new degree/s, minors, concentrations, specializations and professional development certificates. Evidence is clear that UW-Stout follows the established criterion of the University of Wisconsin System Academic Information for program planning, delivery and review. Learning goals are guided by instruction quality and focused on quality that is grounded in theory based learning and applicable to appropriate degree programs. The learning goals for baccalaureate, master, and doctoral degree levels and professional development certificates are clear and substantiated across curriculum within the disciplines. This intent was evident in The Team's "Open Page 34 University of Wisconsin-Stout - WI - Final Report - 4/28/2016 Session" interaction with UW-Stout faculty. UW-Stout has a clear and precise transfer credit policy that documents policy and procedure for awarding applicable credit for specified college level work completed at institutions that have been verified as accredited by a regional or national accrediting body by the Council for Higher Education Accreditation (CHEA). This aligns with the University being consistent with standardizing all curriculum processes and the provision of assessment quality and learning goals across modes of delivery. Based on the evidence provided this core component is met. Interim Monitoring (if applicable) No Interim Monitoring Recommended. Page 35 University of Wisconsin-Stout - WI - Final Report - 4/28/2016 3.B - Core Component 3.B The institution demonstrates that the exercise of intellectual inquiry and the acquisition, application, and integration of broad learning and skills are integral to its educational programs. 1. The general education program is appropriate to the mission, educational offerings, and degree levels of the institution. 2. The institution articulates the purposes, content, and intended learning outcomes of its undergraduate general education requirements. The program of general education is grounded in a philosophy or framework developed by the institution or adopted from an established framework. It imparts broad knowledge and intellectual concepts to students and develops skills and attitudes that the institution believes every college-educated person should possess. 3. Every degree program offered by the institution engages students in collecting, analyzing, and communicating information; in mastering modes of inquiry or creative work; and in developing skills adaptable to changing environments. 4. The education offered by the institution recognizes the human and cultural diversity of the world in which students live and work. 5. The faculty and students contribute to scholarship, creative work, and the discovery of knowledge to the extent appropriate to their programs and the institution’s mission. Rating Met Evidence UW-Stout prepares students to graduate with a broad understanding of life in a global society. UWStout provides a strong 40 credit core for their General Education (GE) program that is multi-layered to specifically address student needs to compete in a global arena. UW-Stout’s design, promotion, and delivery of a high quality General Education is focused on student growth that is consistent across the disciplines. UW-Stout’s GE programming aligns with their career focused, comprehensive, polytechnic mission. The UW-Stout General Education programming is designed to enable students to contribute responsibly in a diverse space that is technologically advanced to serve a global society. UW-Stout offers undergraduate programs in applied mathematics and science, art and design, business and management, social and behavioral sciences, education, family and consumer sciences, applied technologies, select engineering, select health studies and technical communication. Undergraduate programs are designed to prepare students to become professionals that can compete for careers in commerce, education and human services. Additionally, UW-Stout prepares students to graduate with broad, important understandings of daily life in a global society. Thus, there are three university requirements to be fulfilled prior to graduation: 1. General Education (GE) 2. Racial and ethnic studies (RES) 3. Global Perspectives (GLP). Per The Teams review of supportive documentation, the GE Program's learning outcomes are clearly stated. General Education course assessment at UW-Stout is inclusive of faculty who are engaged in the assessment process of student matriculation across math, speech, and writing. Common Page 36 University of Wisconsin-Stout - WI - Final Report - 4/28/2016 assessment rubrics were generated that are used to evaluate student learning across the disciplines. UW-Stout is dedicated to enhancing diversity among faculty, staff, and students. The university is committed to improving systemic planning processes central to inclusive excellence that will foster the commitment to human and cultural diversity. These aims are part of the institution's Goal 4 "Recruit and retain a diverse university population" which is supported in the Fostering Success program. The University may wish to consider situations where broader representation on student scholarship award committees would be beneficial. During the facilities tour of the campus Library, it was noticed that updates to student learning spaces had been made, however, the unit would benefit from additional non-traditional library space that supports group technology learning, and refreshing of common areas. UW-Stout faculty are dedicated to professional excellence in the areas of teaching, service, research and scholarly activities that contribute to advancing the knowledge and academic pursuits of the university. Faculty engage in the development of undergraduate and graduate scholarship developing spaces for creative work that has lead to co-authored publications, presentations, and recognition. The McNair Scholars Program and the Discovery Center are programs where UW-Stout faculty and students have collaborated. Based on the evidence provided this core component is met Interim Monitoring (if applicable) No Interim Monitoring Recommended. Page 37 University of Wisconsin-Stout - WI - Final Report - 4/28/2016 3.C - Core Component 3.C The institution has the faculty and staff needed for effective, high-quality programs and student services. 1. The institution has sufficient numbers and continuity of faculty members to carry out both the classroom and the non-classroom roles of faculty, including oversight of the curriculum and expectations for student performance; establishment of academic credentials for instructional staff; involvement in assessment of student learning. 2. All instructors are appropriately qualified, including those in dual credit, contractual, and consortial programs. 3. Instructors are evaluated regularly in accordance with established institutional policies and procedures. 4. The institution has processes and resources for assuring that instructors are current in their disciplines and adept in their teaching roles; it supports their professional development. 5. Instructors are accessible for student inquiry. 6. Staff members providing student support services, such as tutoring, financial aid advising, academic advising, and co-curricular activities, are appropriately qualified, trained, and supported in their professional development. Rating Met Evidence UW-Stout has sufficient faculty numbers to achieve continuity across the disciplines despite fiscal challenges across the UW-System. Data supports 99.9% of courses being taught by faculty and staff and the remaining 0.1% of course offerings being taught by graduate teaching assistants. At Stout, the faculty to student ratio is 17.65 to1 where the UW-system ratio is 18.81 to1. This ratio aligns with comparable UW-System campuses. Furthermore, the University teaching coverage is akin to peer institutions across the nation with an average student to faculty ratio of 28 to 1. The UW-Stout faculty are responsible to professionally contribute to the areas of teaching, service, research, and scholarly activities. This is supported by the institutional requirements of faculty and academic staff to devote ample time to classroom instruction, evaluation, student academic advisement, and curriculum development. Guidelines for determining rank for faculty and instructional academic staff are prescribed in the Faculty and Instructional Academic Staff Handbook (FASLAH). Moreover FASLAH also provides guidelines for tenure, promotion, and merit in addition to outlining expectations within teaching, research, and service. All staff involved in instruction are required to meet UW-Stout's minimum criteria for initial hire as defined in the (FASLAH). This hiring process is streamlined for consistency at the department, college, and institutional level to ensure that instructors have relevant expertise in their discipline. Page 38 University of Wisconsin-Stout - WI - Final Report - 4/28/2016 UW-Stout has an identified process for performance evaluations for personnel decisions in areas of merit, tenure and promotion, and reappointment. Assessment of performance is a defined duty of immediate supervisors to provide actionable feedback and direction to aid faculty and instructional staff in improving employee performance. The Team has determined that all units are in compliance with the intuitional policies outlined in the Faculty and Academic Staff Limited Appointee handbook. UW-Stout supports professional development opportunities to grow expertise and intellectual vitality of its faculty and staff. To support this, instructor's teaching effectiveness is additionally evaluated at the departmental level where peer observations and student evaluations are employed. Within the Faculty Handbook all full time faculty are to hold a minimum of 20 designated contact hours per week. The University provides advising for all first-year students through a centralized advising model. The Advisement Center is dedicated to providing students access to staff and full time professionals who specialize in developmental advising to aid students in the transition to college. In addition to providing academic guidance across majors to help students determine their academic path. The Team engaged with support staff across UW-Stout in the Student Affairs/Student Services Open session. Based on the evidence provided this core component is met. Interim Monitoring (if applicable) No Interim Monitoring Recommended. Page 39 University of Wisconsin-Stout - WI - Final Report - 4/28/2016 3.D - Core Component 3.D The institution provides support for student learning and effective teaching. 1. The institution provides student support services suited to the needs of its student populations. 2. The institution provides for learning support and preparatory instruction to address the academic needs of its students. It has a process for directing entering students to courses and programs for which the students are adequately prepared. 3. The institution provides academic advising suited to its programs and the needs of its students. 4. The institution provides to students and instructors the infrastructure and resources necessary to support effective teaching and learning (technological infrastructure, scientific laboratories, libraries, performance spaces, clinical practice sites, museum collections, as appropriate to the institution’s offerings). 5. The institution provides to students guidance in the effective use of research and information resources. Rating Met Evidence UW-Stout has an academic support infrastructure that is appropriate in supporting student needs. The Counseling Center provides prevention and intervention services supporting mental health, relationship, alcohol/drug and additional lifestyle issues that impact student success. Multicultural Student Services are available to support the retention and matriculation efforts toward graduation for African American, Asian, Latino, and American Indian students, through living learning communities, activities and related cultural competence and development. The Office of Disability Services is robust. As discussed by Student Services Staff in the Support Staff Open session with The Team, staff believe they receive proper training to meet the needs of students at a "High Level". Servicing the needs of first generation, underrepresented, disabled and low income students are four TRIO programs. Additionally, the Office of Disability Services provides tutoring, academic monitoring, career exploration and fiscal literacy. The campus has The McNair Scholars program, the Advisement Center, and a Career Services office that supports UW-Stout's student success model of providing student support throughout the student experience. UW-Stout has substantial support to provide Effective Teaching and Learning. The technological Infrastructure is supported by the Learning and Information Technology (LIT) providing current and timely services that align with campus needs. The campus offers clinical practice sites, performance spaces and a museum collections space all designed to enhance the teaching and learning environment. This aligns with the Wisconsin Polytechnic University Focus 2020 Goals and Performance Indicators in providing UW-system students guidance in effective use of research and information resources to increase student participation in applied research and increase student intercultural competence. Page 40 University of Wisconsin-Stout - WI - Final Report - 4/28/2016 Based on the Team's observations and student comments on the Student Survey, it appears that several years of flat budgets and the recent budget reductions have begun to affect the infrastructure that supports student learning. For example, there is a backlog of deferred maintenance and many campus buildings are in need of upgrades. Two pieces of laboratory equipment are currently inoperative due to a lack of funds for repair. In addition, students noted that the availability of class sections has diminished and has affected the time to degree completion and raised concerns about student debt. In UW-Stout's response to the Student Survey, data were provided that suggested course sections have not been reduced substantially. Nonetheless, UW-Stout may want to monitor these concerns and other impacts of budget cuts to assess their affect on quality. Based on the evidence provided this core component is met Interim Monitoring (if applicable) No Interim Monitoring Recommended. Page 41 University of Wisconsin-Stout - WI - Final Report - 4/28/2016 3.E - Core Component 3.E The institution fulfills the claims it makes for an enriched educational environment. 1. Co-curricular programs are suited to the institution’s mission and contribute to the educational experience of its students. 2. The institution demonstrates any claims it makes about contributions to its students’ educational experience by virtue of aspects of its mission, such as research, community engagement, service learning, religious or spiritual purpose, and economic development. Rating Met Evidence From the supportive materials and data provided by UW-Stout, it is apparent that the Co-curricular programs provided by the institution align with its mission and contribute to a student centered educational experience for students. Offering over 150 student organizations, UW-Stout students are afforded a diversity of opportunities to benefit from campus life, external classroom learning, intercultural growth, and multicultural global and domestic engagement. Student Life supports this through Student Life services, the Involvement Center, Housing, Athletics and Recreation programming, and campus wide sustainability. It is evident that the institution encourages and supports student success and developing mindfulness of community building and leadership growth on and off campus. This is further supported in Core Component 3.B. It was noted during The Team visit to athletics that high traffic areas for student-athletes should be assessed despite system wide budget cuts. Expressed within The Team's open session was the belief that student-athlete well being and mindfulness are important to the student body. Based on the evidence provided this core component is met Interim Monitoring (if applicable) No Interim Monitoring Recommended. Page 42 University of Wisconsin-Stout - WI - Final Report - 4/28/2016 3.S - Criterion 3 - Summary The institution provides high quality education, wherever and however its offerings are delivered. Evidence UW-Stout provides a high quality educational experience for its students, and offers support throughout the matriculation process toward degree completion. There is a shared governance model that represents collaborative efforts campus wide. UW-Stout courses and programs are current and align with the institutional mission, goals, and objectives to provide levels of programming designed to evaluate student performance toward appropriate degree and or certification. Documentation or curriculum development provides evidence of institutional commitment to supporting current courses and programs with proper resources for student matriculation.This is supported by the Annual Assessment in the Major (AIM) report, Team engagement with the Planning and Review Committee (PRC), and with the discipline specific accreditation reporting data. UW-Stout is committed to servicing the needs of first generation, underrepresented, low income, and TRIO student populations. Additionally, the Office of Disability Services provides tutoring, academic monitoring, career exploration and fiscal literacy. The campus has The McNair Scholars program, the Advisement Center, and a Career Services office that supports UW-Stout's student success model of providing student support throughout the student experience. There appears to be an openness to having difficult conversations about a variety of topics that affect the campus, UW-Stout is dedicated to enhancing diversity among faculty, staff, and students. The university is committed to improving systemic planning processes central to inclusive excellence that will foster the commitment to human and cultural diversity. These aims are part of the institutions Goal 4 "Recruit and retain a diverse university population" which is supported in the Fostering Success program. The institution has met the components for Criterion 3. Page 43 University of Wisconsin-Stout - WI - Final Report - 4/28/2016 4 - Teaching and Learning: Evaluation and Improvement The institution demonstrates responsibility for the quality of its educational programs, learning environments, and support services, and it evaluates their effectiveness for student learning through processes designed to promote continuous improvement. 4.A - Core Component 4.A The institution demonstrates responsibility for the quality of its educational programs. 1. The institution maintains a practice of regular program reviews. 2. The institution evaluates all the credit that it transcripts, including what it awards for experiential learning or other forms of prior learning, or relies on the evaluation of responsible third parties. 3. The institution has policies that assure the quality of the credit it accepts in transfer. 4. The institution maintains and exercises authority over the prerequisites for courses, rigor of courses, expectations for student learning, access to learning resources, and faculty qualifications for all its programs, including dual credit programs. It assures that its dual credit courses or programs for high school students are equivalent in learning outcomes and levels of achievement to its higher education curriculum. 5. The institution maintains specialized accreditation for its programs as appropriate to its educational purposes. 6. The institution evaluates the success of its graduates. The institution assures that the degree or certificate programs it represents as preparation for advanced study or employment accomplish these purposes. For all programs, the institution looks to indicators it deems appropriate to its mission, such as employment rates, admission rates to advanced degree programs, and participation rates in fellowships, internships, and special programs (e.g., Peace Corps and Americorps). Rating Met Evidence At UW-Stout, Faculty Senate policy officially recognizes the roles of standing committees in ensuring that the governance of curriculum is recognized, reviewed, and adapted through regulated procedures. There are two distinct committees that ensure policy related to program review is upheld, the Curriculum and Instruction Committee and the Planning and Review Committee. The evidence also supports a continuous 7-year cyclical practice of regular program reviews with templates designed to facilitate the self-study review, to document the review, and to report review through designated channels. These templates include the AIM Template, the Program Director Status Report, the PRC Consultant Report, and the Dean’s Response. The continuous nature of the implementation of changes based on the annual Assessment in the Major reports are evidenced Page 44 University of Wisconsin-Stout - WI - Final Report - 4/28/2016 accordingly. The Educational Support Unit Review Committee (ESURC) serves to facilitate continuous improvement support for academic programming by examining services and processes, providing feedback, and encouraging continued planning within educational support units. Educational support units review on the same cycle as academic programs. The objectives of the review are to verify alignment with centrality to the UW-Stout mission, the demand or need for services, and to assess the quality of services. In addition, ESURC explores unit response to the continuously changing environment by identifying and reviewing the rationale for new projects, service or initiatives since last review, and to identify discontinued services or initiatives since last review. ESURC also fosters increased communication and understanding within the unit being reviewed. The PARQ office assists in these review processes through survey development, distribution, and results analysis, writing of self-study reports, reviewing drafts of the ESURC and consultation related to program review presentation. Included in this process is a schedule of review presentations which occur on an annual basis and are shared with leadership for all operational units including Academic & Student Affairs, Chancellor’s Division, and Administrative & Student Life Services. The responsibilities for the review schedule, notification of review year, and coordination of the meeting between program chairs, the PRC, the deans and department chair are the responsibility of the Provost’s office. These reviews are conducted by program directors and submitted for review to the Planning and Review Committee. The PRC is a standing committee reporting to the Faculty Senate. The PRC members also serve as consultants to the program directors during the review process. The three report documents are submitted to the PRC for approval. In instances where follow up actions are required, a status report is submitted in the following year to the PRC. The PRC submits an annual report of these reviews to the UW System at the end of each calendar year. Any new programs are reviewed at year five and the report is confirmed with the UW System as well. Evidence documents included a General Education Program Plan, an Assessment in the Major Report for the B.S. in Family and Consumer Sciences Education 2013-14, and an Assessment in the Major Report for the B.S. in Manufacturing Engineering (online program) 2014-15. Both of the reports for the B.S. majors were sound in content and structure. It is recognized that for both education and engineering programs specialized accrediting agencies require vigorous and extensive assessment and accountability protocols. These are evidenced in the AIM reports shared in the assurance argument. Evidence exists which confirms that general education assessment has been an ongoing process since 2007 and the most current plan ensures a more comprehensive and focused effort across the curriculum. During the site visit Criterion 4 meeting, it was confirmed that this program review process is thorough and requires review by multiple groups and individuals. It was stated by the audience members that assessing the timeline for the process was also an important part of the work being done. It was felt that at times due to the multiple reviews and responses in the process that deadlines could be challenging. One strategy being considered was to provide a more efficient process that cycled more frequently. The perceived benefit to this was to use a more streamlined process to inform program changes on shorter cycles. The idea was that making some adjustments to how the program review was processed would result in a more timely use of the review information. The sharing of these ideas evidences that a culture of continuous inquiry exists and that individuals felt comfortable sharing in this meeting environment. A policy exists for the transcription of credits for all specific types of transfer and experiential credits as per the Transfer of Credit and Policy. Credit by Exam procedures are used in part to document prior learning as Program Directors and leaders in their field of study are used to document Page 45 University of Wisconsin-Stout - WI - Final Report - 4/28/2016 credentials. Program Directors or their admission committees make final decisions on applicant admissions. There are required reviews for confirmation that credit awarded is credible and meets institutional requirements. Credible third parties are used on occasion, as necessary. Substitution and Waiver Requests are processed through the Transfer Staff in the Admissions Office. Depending upon the nature of the substitution or waiver request, a set of affirmation procedures exist which solicit signatures from Program Director, College Dean, and the Associate Vice Chancellor for Academic and Student Affairs (AVC) in recognition that the waiver or substitution has been approved. The Transfer of Credits and Policy identifies credits awarded as those completed at institutions accredited by a regional or national accrediting organization recognized by the Council for Higher Education Accreditation (CHEA). Likewise, foreign institutions must be recognized by the Ministry of Education (or equivalent) in that country. Credits from non-accredited institutions require further examination and/or evaluation of course syllabi and other program information prior to awarding of transfer credits. This policy serves the purpose of assuring the quality of credits accepted in transfer. The policies exist for recording of transfer credit, equivalent credit, elective credit, and credit by exam. Credit for prior learning is also addressed in the policy to include military experience, work experience. Policy limitations include those requirements based on degree or program specificity. A separate requirement stipulates that there aren’t limits on number of transfer credits, however the last 32 credit hours of work towards a degree must be completed at the institution. Avenues exist for students to receive credit for college-level course work while in high school such as Advanced Placement, International Baccalaureate, and College-Level Examination. Policy dictates that official transcripts must be sent UW-Stout and that specific threshold scores must be met in order to receive the credits. A graduate policy exists which confirms undergraduate degree completion verified through official transcripts. In addition, the undergraduate degree must confirm at least 55 credit hours were achieved at the granting institution. If this criteria isn’t met, then all institutions attended must have official transcripts presented for review. A formal structure exists for exercising authority over the quality and structure of the curriculum. There is an official policy driven process and a Curriculum Instruction Committee which is charged with reviewing, developing, and recommending policy and guidelines regarding curriculum to the Faculty Senate and approve or disapprove requests for new courses, course revisions, new programs, program revisions, major and sub-major academic program, minors, concentrations, and specializations. Other curriculum related committees include the Academic Affairs Team, General Education Committee, Graduate Education Committee, Planning and Review Committee, and the Racial and Ethnic Studies/Global Perspective Curriculum Advisory Committee. Together, these committees create a comprehensive system of oversight for the many different mechanisms that serve to authorize the curriculum. The curriculum handbook is comprehensive and includes processes and forms for new degree programs, revised degree programs and new/revised sub-majors, new courses, revised courses, general education courses, and program and course fees. This handbook outlines procedures and provides the documentation trail for navigating the curriculum design, implementation, and change policies. There are flowcharts identifying checks and balances on each of these curriculum change pathways. In navigating these processes, the rigor, cohesion, and organization of the curricula is vetted and confirmed. Access to learning resources is covered in Criterion 3.D.4. and 3.B.4, including multiple evidence documents confirming learning resources related to programs, institutes, services, scholarships, Page 46 University of Wisconsin-Stout - WI - Final Report - 4/28/2016 grants, and initiatives. The technological infrastructure existing in support of student learning includes Learning Technology Services, Access Stout institutional portal, and client technology services. Applied research laboratories, 245 total located within 25 major academic and administrative buildings support student learning environments. The PARQ office indirectly assesses the laboratories usage patterns, accessibility, and student satisfaction. Survey results confirm that the facilities serve key roles in student learning experiences including acquisition of knowledge and development of applied skills. The Library and Learning Center provide information resources, study areas, and related instruction enabling students’ access to comprehensive materials supporting their educational endeavors. Clinical practice sites for the College of Education, Health and Human Sciences include experiential sites and laboratories. Notably, the Stout Vocational Rehabilitation Institute (SVRI) provides direct services to individuals with disabilities and experiential learning opportunities for several related major programs of study. These sites are vital to students gaining necessary clinical and applied skills for program completion. The John Furlong Gallery Collection serves to house permanent exhibits and host shows promoting the works of the arts while providing access to student learning resources. There is a policy and process in place for confirming and documenting compliance with HLC Faculty Qualifications Guidelines with the confirmation for new faculty occurring at the time of hire. The argument presented in Criterion 3.C.2 denotes the use of the Talent Acquisition Manager (TAM), an online tracking applicant system for hiring of unclassified openings and collaboration with CUPA HR to assign industry recognized CUPA codes to align job responsibilities and compensation across the University. Policy and process directly addressed the hiring of qualified faculty including those who are qualified by an exemption. Exemption hire directives require the completion and approval (Provost, Dean, and Department Chair) of an ES form that remains on file along with other human resources documentation. Although the September 1, 2017 compliance effect date for HLC Faculty Qualifications Guidelines is outside the purview of this report, UW-Stout is encouraged to remain persistent in completing documentation of faculty qualifications for all existing faculty and maintaining relevant ES forms as evidence of compliance. As per the 2014-15 Fact Book, University of Wisconsin-Stout has 48 undergraduate and 24 graduate degree programs. Specialized accreditation exists for 34 programs, accredited by 20 different specialized accreditors. Evidence presented in the assurance argument for the Stout Vocational Rehabilitation Institute’s processes is validated, the CARF Accreditation signals a service provider’s commitment to continually improving services, encouraging feedback, and serving the community. The SVRI institute serves not only the campus community, but the greater Menomonie community as well. In reviewing specialized accreditation self-study documents for both the Cross-Media Graphics Management program and the Master of Science in Vocational Rehabilitation, it is confirmed that appropriate procedures are in place to successfully complete specialized accreditation self-studies. Site visit team responses confirm the quality of the programs and the ability to maintain specialized accreditations, respectively. The depth and breadth of these specialized accreditations are appropriate to the programs offered at the institution. The institution has a robust system for tracking the success of graduates and employs multiple metrics in doing so. The success of graduates is part of the Focus 2020 Performance Indicator reporting aligned with the strategic plan as evidenced in Criterion 5.D. The response rates for graduates participating in these surveys is remarkable (72% - 92%). Metrics such as placement rates (95% or higher), also provide drill down capabilities to compare success by college and program. Included in performance indicator tracking are starting salaries and employer ratings of recent graduates (UG and GR) at one and five year intervals by classification level, college level, and by program. These data are highly informative and provide key data for decision-making at multiple levels within the institution. The institution is thorough in tracking graduates and has employed multiple mechanisms Page 47 University of Wisconsin-Stout - WI - Final Report - 4/28/2016 to determine career pathways, salaries, and continued studies as related to specific degree programs. This is an institutional strength. Based on the evidence presented above Core Component 4.A is met. Interim Monitoring (if applicable) No Interim Monitoring Recommended. Page 48 University of Wisconsin-Stout - WI - Final Report - 4/28/2016 4.B - Core Component 4.B The institution demonstrates a commitment to educational achievement and improvement through ongoing assessment of student learning. 1. The institution has clearly stated goals for student learning and effective processes for assessment of student learning and achievement of learning goals. 2. The institution assesses achievement of the learning outcomes that it claims for its curricular and co-curricular programs. 3. The institution uses the information gained from assessment to improve student learning. 4. The institution’s processes and methodologies to assess student learning reflect good practice, including the substantial participation of faculty and other instructional staff members. Rating Met Evidence The evidence supports the collaborative organization and communication of institutional level and program level student learning goals. Strategic plan enduring goals and Focus 2020 goals both align with general education goals. For example, the enduring goals of fostering a collegial, trusting and tolerant campus climate (Goal 5) and providing an environmentally sustainable campus that includes, safe, accessible, effective, efficient, and inviting physical facilities (Goal 6), align with general education goal categories for Contemporary Issues (CISS) and Social Responsibility and Ethical Reasoning (SRER). Co-curricular programs also align with the general education goals by providing multiple themed involvement opportunities in student organizations such as student government, academic societies, Greek life, and special interest groups to name a few. There are some signature learning experiences such as Sustainable Stout (academic and co-curricular learning), the Bold Project (leadership) and Stout Proud which align group objectives and mission with strategic plan enduring and Focus 2020 goals. The Pick One program encouraging new student involvement is a great way to not only encourage co-curricular involvement, but to improve upon performance indicator metrics for retention and completions. In the MSC Annual Report, it is evident that the facility, student programming, services and operations all target the success of the UW-Stout students. There are many employment, involvement, leadership, student services support, and learning opportunities, which is a cogent strength of the university. Using the Educational Benchmarking Inventory (EBI) has the benefit of aligning learning outcomes with the strategic plan and provides benchmarking comparison with other institutions who also use the EBI. Aligning with external benchmarks provides confidence in ensuring that UW-Stout students are receiving comparable experiences with peers at other institutions. In addition, the use of Council for the Advancement of Standards Program Criteria (CAS Standards) and aligning with National Association of Student Personnel Administrators (NASPA) assessments of student learning outcomes are both considered among best practices in student affairs Page 49 University of Wisconsin-Stout - WI - Final Report - 4/28/2016 assessment and operations planning. Student perceptions from indirect instrument measures indicate the overall effectiveness of UWStout's campus involvement programs and meet or exceed averages for all institutions, the institutions chosen peers, and the Carnegie Class. The MSC Annual Report (pages 26-28) also shows that UWStout students might be slightly underperforming in certain categories according to peer institution benchmarking; however, the differences are not statistically significant. It is an accepted practice to set goals to meet comparative thresholds with peer institutions. However, UW-Stout may want to directly assess student learning outcomes related to co-curricular involvement and student employment. These direct assessments could include pre- and post-involvement reflections, value added, employment leadership attainment, and practical/experiential/applied learning as a part of student employment, service learning, and volunteerism. One benefit of directly assessing student learning outcomes is the ability to capture the depth and breadth of the student learning experience as a result of co-curricular involvement. This data can also drive decisions in programming and operations planning. It verifies that students are learning what you want them to learn on a more personal level. In conversations with student life services leadership about this topic, it was mentioned that alumni were sharing stories of the benefits and learning experiences affiliated with student employment during their time at UW-Stout, although, at the time of their employment, experiences of the totality of the benefits were unrealized. Therefore the Team suggests measuring the student learning directly as students are engaging in these co-curricular learning experiences. Timely formative assessments of the learning experiences as they are occurring, such as in an employment or involvement setting, provides the student with immediate confirmation of their learning. This type of feedback can be enlightening and empowering for students, specifically if they can make the connections between what is being learned in their academic environments with what is being experienced in the co-curricular environment. The Assessment in the Major (AIM) annual update coordination and reporting template is a comprehensive design which includes program objectives, an explanation of primary methods used to assess student learning and progress made toward developing competencies throughout the program. It addresses both direct and indirect measuring methods. It asks for specification of improvement plans related to modifications in course content, course sequencing, changes in teaching methods or other proposed changes to improve student learning. Program directors are charged with insuring that assessment and program review occur systemically. The evidence documents supporting the achievement of learning outcomes for curricular programs show that both program and course level improvements are outcomes of using the AIM template and assessment as the tool for navigating and reporting these changes. These internal direct assessments are a strength. The assessment of co-curricular program outcomes are evidenced by indirect assessment methods (NACUFS, NSSE, NIRSA, and Skyfactor|Benchmarks). The AIM summary report shows that efforts of program faculty are directed toward improving student learning across all academic programs. This comprehensive review evidences the participation of a large number of programs across all disciplines with directed statements for findings, strategies for improvement, and next steps for continuous improvement. The MSC Annual Report (pgs. 24-28) shows supporting evidence that the institution uses the information from the EBI and CAS external indirect instruments to identify areas where improvement can be focused. Strategies were then employed toward the overall quality management function to improve services and programs for students. It is stated that “the Educational Benchmarking Inventory (EBI) has been used for several Page 50 University of Wisconsin-Stout - WI - Final Report - 4/28/2016 years to measure the impact of campus involvement on students, and to determine paths for needed programmatic change and growth.” Follow-up statements indicate that changes in student leader orientation and training as well as campus-wide emphasis on appreciation of differences may be causes of the improvements in student satisfaction. It is noted that the ETS Proficiency Profile is used as an external direct assessment instrument in a September 13, 2013 report. Using an external direct assessment instrument such as the ETS Proficiency Profile provides UW-Stout with a value added (freshman to senior) metric for competencies in core skills such as critical thinking, analytical reasoning, writing, and reading skills. The institution uses this data to confirm gains in student competencies over time. The practices set forth in the Assessment in the Major Template (AIM) and the related committees that ensure that policy is followed are reflective of good practice. The data included in the AIM reports confirm faculty participation in the assessment process. The use of both indirect and direct assessments are typical of best practices. The AIM template includes a sound structure including declaration of program objectives and learning outcomes, a description of the methods being used to assess student learning (direct and indirect), presentation and interpretation of results, improvements implemented in current year, and plans for improvement based on a stipulated timeline. This is an annual submission, so the continuous cycle of assessment is embedded into the reporting timeline. The Planning and Review Committee (PRC) serves to provide review and coordination of the program review cycle. This program review process is based on three major steps including survey distribution to students in the program, core faculty inside and outside of the department, and the program’s advisory committee. The second step includes providing consultation services to those programs currently under review including assisting the program director in completing the Program Director Self-Study template which is due to the PRC two weeks prior to sharing with others. The final part to this step is when the program director, department chair, associate dean, and dean present the review to the PRC. The third step is Action where the PRC consultants who assisted the program director create a consultant report which is sent to the entire PRC. Once approved, the PRC forwards the report to the appropriate dean to seek response to the concerns or areas of improvement. The dean then completes the Dean’s Response Template. The PRC then reviews the dean’s response, and upon an approved vote forwards all three documents (self-study, consultant report, and dean’s response) to the faculty senate. Upon approval from the faculty senate, the information is forwarded to the president. In addition, the PRC submits an annual report to the UW System at the end of each calendar year. If follow-up is necessary, an additional periodic status report is submitted to the PRC in its next cycle. This program review process confirms that program status is justifiably vetted through multiple individuals and groups. The primary functions of the program director and the associated leadership provided by directors ensures that all functional areas are covered, such as leadership, curriculum management and coordination, program assessment, marketing, recruitment and admissions, partnership development, academic advisement and student retention. The program director receives .25 release time for fulfilling these extensive duties which over time may create sustainability issues for adequately completing assessment requirements. In the criterion four on-site meeting, participants were asked about the perceived benefits of the program directors. In addition, the amount of responsibility in relation to the re-assign time of .25. The idea was to inquire about the effectiveness of the model and to ensure that the responsibilities were in line with the actual load assignment. In the onsite meeting, a few program directors shared their stories and it was telling that there is a great perceived value to the role of the program director in the success of the students in the programs. It was explained that the responsibilities were cyclical and that some of the responsibilities may not be needing attention all the time. Thus, prioritizing was essential and at times there was challenge in balancing the responsibilities, but the benefits of the model far outweigh logistical complexities of balancing the Page 51 University of Wisconsin-Stout - WI - Final Report - 4/28/2016 responsibilities. The program director role was considered a strength by the campus community. In the student lunch meeting, this relationship between the student and program director was also mentioned as a reason that students were successful and felt connected. Assessment of co-curricular involvement is currently assessed using indirect external instruments and employs the use of the PARQ office to analyze and present results when needed. Many of the survey data come directly from the EBI, NSSE and CAS with results that are readily usable. In the MSC Annual Report (pgs. 24-28), the data has been used by staff to identify areas of strength and weakness to address with management quality strategies. This involves many individuals working together across the student life division. As mentioned previously, an opportunity exists to employ locally developed instruments to directly assess co-curricular involvement learning experiences. The institution may benefit by keeping close watch on student perceptions of their educational experiences as the HLC student survey responses showed some discontent with scheduling, advising, faculty quality and levels of participation in online classes. Overall, students perceived their educational experiences to be positive. Based on the evidence presented above Core component 4B is met. Interim Monitoring (if applicable) No Interim Monitoring Recommended. Page 52 University of Wisconsin-Stout - WI - Final Report - 4/28/2016 4.C - Core Component 4.C The institution demonstrates a commitment to educational improvement through ongoing attention to retention, persistence, and completion rates in its degree and certificate programs. 1. The institution has defined goals for student retention, persistence, and completion that are ambitious but attainable and appropriate to its mission, student populations, and educational offerings. 2. The institution collects and analyzes information on student retention, persistence, and completion of its programs. 3. The institution uses information on student retention, persistence, and completion of programs to make improvements as warranted by the data. 4. The institution’s processes and methodologies for collecting and analyzing information on student retention, persistence, and completion of programs reflect good practice. (Institutions are not required to use IPEDS definitions in their determination of persistence or completion rates. Institutions are encouraged to choose measures that are suitable to their student populations, but institutions are accountable for the validity of their measures.) Rating Met Evidence The institution has a diverse and refined methodology for defining how it identifies performance indicator goals with retention, persistence, and completion rates. The goal for undergraduate first-tosecond year retention is 78% and the six-year graduation rate goal is 60%. These goals are ambitions yet achievable. All performance indicator goals are reviewed consistently on a five-year basis and with flexibility to be updated on a continuous basis to ensure currency where goals are referenced to peer performance or national standards. They are still in the process of defining some of the performance indicators tied to the Focus 2020 strategic plan; however a good many of these indicators have been identified and longitudinal tracking of success is being done. These performance indicators are identified in the strategic plan document Focus 2020 Performance Indicators. The institution has well defined administrative planning oversight aligned with the Enrollment Management Advisory Committee (EMAC) operations to ensure that student populations and recruitment strategies align with enrollment targets. The Provost is charged with overall responsibility of the enrollment-target process in consultation with the EMAC, the Assistant /chancellor, the Vice Chancellor for Administrative and Student Life Services, and the Vice Chancellor for University Advancement. The EMAC (represented by Deans, Directors, Administrators) sends forth recommendations to the Chancellors Advisory Council to ensure that a comprehensive enrollment plan is forwarded to the Chancellor. Comprehensively, the institution has aligned strategic planning with performance goals for retention, persistence, and completion and has placed affiliated responsibilities with individuals and groups to actualize enrollment strategies and ensure goal achievement. Page 53 University of Wisconsin-Stout - WI - Final Report - 4/28/2016 The evidence documents support an inclusive approach to setting target goals, tracking progress, and sharing data on student retention, persistence, and completion of its programs. The use of the webbased interface to evidence the performance indicator metrics is a strength, as it keeps the key performance indicators updated and available for others to use in student improvement strategies. This interface also allows for drill down capabilities, thus rendering the information to be used at the program, department, college, and institution levels. These indicators were present in AIM documents, the MSC annual report, and also align with annual reporting to the University of Wisconsin System accountability metrics supporting achievement of goals and progress toward strategy achievement. The use of the Mapworks survey to identify student’s pre-college characteristics and transitional issues related to social and academic adjustment has proven beneficial in improving persistence. Based on individual results, a student is able to receive individual attention through advising, as well as other professionals to help them navigate life and academic transitions. The use of the Mapworks tool to identify those students who may be in need of intentional contact with institution professionals and related strategies to improve student success has been beneficial in improving retention rates from 69.5% to 76%. These non-cognitive tools are available for use in helping students integrate into the academic and social campus environments and are recognized as best practice in improving student success. Use of the National Survey of Student Engagement and the Campus Climate Survey to measure and analyze student perceptions of the learning environment are shared through performance indicators and action directives. These two indirect assessment data points serve to keep the institution informed, and where warranted to benchmark against peer institutions. Attention to detail on the campus climate, diversity, and multicultural awareness across both the curricular and co-curricular student learning environments is commendable. The current strategic plan is in the early stages of the most recent five-year adjustment cycle and the evidence documents are reflective of the most recent past and current operating environment. Evidence documents show that the institution has procedures in place aligned with the strategic plan on multiple levels across operational units and performance indicators identify success metrics related to the planning. This use of the data is focused on employing strategies for improving student success, reallocation of resources, and meeting the goals and strategies of the strategic plan. Initiatives such as Pick One!, Think About It, the First Year Experience, Student Jobs Program, and Mapworks are used to evidence UW-Stout’s commitment to improving student success and are considered best practices; meanwhile the performance indicators used to measure success are directly related to these efforts for improving student retention, persistence, and program improvements. The performance indicators also show that progress has been made in each specific area and in some cases enrollments and retention have exceeded goals. The AIM reports provide the specific evidence of continuous improvement strategies being applied annually to improve student completions success. The examples of changes implemented based on AIM reviews are extensive and include actions taken from the 2013-14 and 2014-2015 review periods. These action plans are categorized as program improvements implemented, and future plans for improvement. These changes are multifaceted and include curriculum changes within courses, across groups of courses, and course sequencing, the addition and deletion of courses, identifying and employing new ways to measure the quality of student learning, and changes in the faculty make-up of the programs. There were over 45 examples of programs providing evidence of program improvements implemented and future plans for improvement evidenced in the Assessment In the Major report for the 2013-2015 two-year period. Page 54 University of Wisconsin-Stout - WI - Final Report - 4/28/2016 Based on the evidence presented in the performance indicators, the AIM reports and the use of data from external instruments, the processes and methodologies for collecting and analyzing information is appropriate. The data captured and reported to confirm adherence to institutional and system policies is consistently presented and is shared transparently across the institution in multiple methods and touch points. The University of Wisconsin-Stout has presented a sound argument and evidenced conclusively that their commitment to the quality of educational programming, learning environments, support services, and the evaluation of the effectiveness of student learning is continuous. The successful results of these efforts are also evidenced in continuous progress toward improving overall student success and the accomplishment of short term gains toward their five-year strategic planning initiatives. Based on the evidence presented above Core Component 4.C is met. Interim Monitoring (if applicable) No Interim Monitoring Recommended. Page 55 University of Wisconsin-Stout - WI - Final Report - 4/28/2016 4.S - Criterion 4 - Summary The institution demonstrates responsibility for the quality of its educational programs, learning environments, and support services, and it evaluates their effectiveness for student learning through processes designed to promote continuous improvement. Evidence The University of Wisconsin-Stout has presented a sound argument and evidenced conclusively that their commitment to the quality of educational programming, learning environments, support services, and the evaluation of the effectiveness of student learning is continuous. The successful results of these efforts are also evidenced in continuous progress toward improving overall student success and the accomplishment of short term gains toward their five-year strategic planning initiatives. The team concludes that Criterion Four has been met. Going forward, it may be beneficial to ensure that students are not only afforded opportunities to be a part of the decision-making process, but encouraged to actively participate in these decisions. There were some discrepancies between student perceptions in the NSSE and Campus Climate surveys and the HLC Student Survey responses. The time of these direct measurements of student perceptions were perhaps a before (budget cuts) and after (budget reduction strategies) scenario. The Likert scale scores had high score means, but the essence of the student comments led one to believe that students were becoming disenchanted with the quality of faculty teaching abilities. In addition, students voiced discontent with course offerings and the perception that this was going to extend their times to completion. In the student lunch meeting, students consistently spoke highly of their Stout experience and also felt that they were able to complete in a timely manner and that the degree programs had course sequencing structures conducive to timely completion of program requirements. In addition, these students were ambitious in completing multiple majors and minors and still being content in completing in four to five years. Students felt that decisions that had been made were transparently communicated, but that student input and active participation in the decision making process could be improved upon. Based upon the ongoing fiscal challenges the institution faces, assessing student perceptions and ensuring that students have an active role in the decisions being made will be crucial to maintaining the strong student centered reputation that currently exists. Page 56 University of Wisconsin-Stout - WI - Final Report - 4/28/2016 5 - Resources, Planning, and Institutional Effectiveness The institution’s resources, structures, and processes are sufficient to fulfill its mission, improve the quality of its educational offerings, and respond to future challenges and opportunities. The institution plans for the future. 5.A - Core Component 5.A The institution’s resource base supports its current educational programs and its plans for maintaining and strengthening their quality in the future. 1. The institution has the fiscal and human resources and physical and technological infrastructure sufficient to support its operations wherever and however programs are delivered. 2. The institution’s resource allocation process ensures that its educational purposes are not adversely affected by elective resource allocations to other areas or disbursement of revenue to a superordinate entity. 3. The goals incorporated into mission statements or elaborations of mission statements are realistic in light of the institution’s organization, resources, and opportunities. 4. The institution’s staff in all areas are appropriately qualified and trained. 5. The institution has a well-developed process in place for budgeting and for monitoring expense. Rating Met Evidence UW-Stout has the fiscal, physical, technological, and human resources necessary to support its operations. According to the self-study and the university's website, the number of students enrolled in FY16 is at a new headcount record of 9,535 and the freshman class is the largest since FY10 with an increase to 1,561 students. FTE has similarly increased to 7,753, also a record for the institution. Even with the increasing student headcount and FTE the university has maintained a faculty to student ratio of 18:1. Staff are appropriately qualified and trained at UW-Stout. The procedures within the Classified Handbook of UW-Stout indicate that an appropriate position description is developed or revised prior to hiring; this was validated on the UW-Stout Jobs site, as a complete job description, qualifications and preferred qualifications were listed for the posted staff positions. All new staff undergo an orientation process, and each staff member is evaluated annually by their supervisor. The Human Resources webpage documents a series of professional development courses available to campus staff for ongoing training. One of the challenges faced by UW-Stout is retaining and hiring qualified faculty and staff; information about salary levels, budget reductions, and comments from students about the loss of valued faculty all point to a need for institutional and UW System focus on ensuring competitive compensation. Page 57 University of Wisconsin-Stout - WI - Final Report - 4/28/2016 The institution has a well-developed process in place for monitoring expense and for budgeting. As UW-Stout is subordinate to UW System policies, there are numerous system policies in place to ensure proper fiscal management within its component institutions including UW System Regents Policy Documents Section 21 (Fiscal Policy and Procedures), UW System Annual Financial Reports, UW System Annual Budget and Fee Schedules, and Annual Campus Financial Statements. The campus financial reports are audited annually by the Wisconsin Legislative Audit Bureau. The Composite Financial Indicator Score has remained above 1.0 for the past three fiscal reporting years, the most recently reported year (FY2015) being at 3.07. The UW-Stout Foundation’s secured $3.2M in cash gifts and $5.1M in total giving in FY15, building the university endowment to over $35M and total Foundation assets to over $52M. A Board of Directors (comprised of over two-thirds external members and the remaining members are current or previous university employees) meets three times a year to oversee the operations of the Foundation. Budgeting is coordinated by a Strategic Planning Group that meets monthly; minutes of their meetings demonstrate financial performance and budgeting are discussed. The Strategic Planning Group considers proposals for budgetary changes from a variety of campus plans, including - but not limited to - a Capital Plan, Sustainability Plan, and an Inclusive Excellence Plan. The university allocates resources through an integrated planning process, intended to ensure budgeting and expenditure is aligned with institutional priorities. Based on discussions during the site visit, although not all faculty were aware of how the process worked, the faculty perceived that the integrated planning process sufficiently captured priorities for the campus. Following a period of stagnant state budgets with frozen tuition rates, the UW System budget reductions decreased UW-Stout’s budget by a further $5.3M. The campus approached these reductions in a transparent manner, and was able to reduce the instructional budget by a lower percentage than other areas to retain the primacy of teaching its students. During the site visit, concerns were expressed about the increasing list of buildings with critical deferred maintenance needs, the slowing of funding from the UW System for repairs and renovations, and the decrease in funding available for classroom and laboratory technology. To this point, the campus has performed well on prioritizing investment in renovations and technology, but investment from the UW System may be necessary to prevent this from rising to the level of a concern in future reviews. Increased autonomy for the campus to set its own tuition rates and create differential tuition rates for on-campus programs may enhance the ability of the campus to maintain and improve its facilities. Based on the above evidence, this core component is met. Interim Monitoring (if applicable) No Interim Monitoring Recommended. Page 58 University of Wisconsin-Stout - WI - Final Report - 4/28/2016 5.B - Core Component 5.B The institution’s governance and administrative structures promote effective leadership and support collaborative processes that enable the institution to fulfill its mission. 1. The governing board is knowledgeable about the institution; it provides oversight of the institution’s financial and academic policies and practices and meets its legal and fiduciary responsibilities. 2. The institution has and employs policies and procedures to engage its internal constituencies— including its governing board, administration, faculty, staff, and students—in the institution’s governance. 3. Administration, faculty, staff, and students are involved in setting academic requirements, policy, and processes through effective structures for contribution and collaborative effort. Rating Met Evidence The UW-System’s Board of Regents is knowledgeable about UW-Stout. Periodic questionnaires completed by the Regents show a strong positive assessment of UW-Stout, with all respondees being satisfied or very-satisfied with the performance of the campus (all questions received an average of 3.33 or higher on a 4.0 Likert scale). The Board of Regents meet eight times per year, and the agenda and minutes from their meetings are publicly available on the internet. As demonstrated in their meeting agendas, the Regents review UW-System and UW-Stout financial and academic policies and practices, including annual financial reports, annual budget and fee schedules, and campus financial statements. During the onsite visit, a Regent expressed an appreciation of the polytechnic mission of UW-Stout, and was able to articulate several policy discussions underway on the campus. All internal constituents of UW-Stout are engaged in the institution's governance. The involvement of the Board of Regents is documented by their publicly available minutes from meetings. By Wisconsin State Statute, the faculty are represented through a Faculty Senate, and their meeting minutes are documented online. Wisconsin State Statute also allows staff to organize themselves. While the union protection for university staff was removed recently by a change to state law, the newly formed university staff senate has been readily incorporated into the governance structure at UW-Stout; the chairs of the respective senates confirmed this positive working relationship during the site visit. The University Staff Senate meeting minutes are documented online, and there is a separate Senate of Academic Staff with agenda’s and minutes available online. Wisconsin State Statute grants authority for students to be represented through the Stout Student Association. Each of these senates elects three of its own members to become members of the Strategic Planning Group; this group meets at least monthly and advises the Chancellor as part of the integrative planning process. Agendas for their meetings are available online, and document the shared governance process for all internal constituents. Shared governance in generating policies and procedures can be further documented. UW-Stout Page 59 University of Wisconsin-Stout - WI - Final Report - 4/28/2016 Policy states the development and review process for new policies and procedures, and members of the faculty and staff senates are represented on all policy review groups. Memos to the Strategic Planning Group document a number of policies under review, and the committees involved in the review process. These include: the admission requirements committee (represented by members of all four senates) reviewed a five year plan for shifting admission requirements, and the Stout Start committee (also represented by members of all four senates) reviewed proposals for learning communities and 120 credit hour caps on degree programs. During the site visit, faculty and staff expressed their appreciation for the open and transparent communication from the chairs of the senates to their respective constituents. Although there were expressions by faculty and students that the senates could improve the effectiveness of inter-senate communication and coordination, there was a general belief that this system was providing effective representation for their interests at the university level. The chairs of the senates agreed that a monthly meeting of the executive committees would be welcomed to improve their effectiveness. The chair of each senate indicated they had good access to the chancellor with monthly 1-on-1 meetings. Based on the above evidence, this core component is met. Interim Monitoring (if applicable) No Interim Monitoring Recommended. Page 60 University of Wisconsin-Stout - WI - Final Report - 4/28/2016 5.C - Core Component 5.C The institution engages in systematic and integrated planning. 1. The institution allocates its resources in alignment with its mission and priorities. 2. The institution links its processes for assessment of student learning, evaluation of operations, planning, and budgeting. 3. The planning process encompasses the institution as a whole and considers the perspectives of internal and external constituent groups. 4. The institution plans on the basis of a sound understanding of its current capacity. Institutional plans anticipate the possible impact of fluctuations in the institution’s sources of revenue, such as enrollment, the economy, and state support. 5. Institutional planning anticipates emerging factors, such as technology, demographic shifts, and globalization. Rating Met Evidence UW-Stout allocates resources through a systematic and integrated planning process. There are action plans developed across a wide-range of campus priorities, including for academic programs, information technology, and marketing. Agendas provide evidence that the plans from different campus constituents are reviewed by the Strategic Planning Group, and sub-divisions of the group can present to the entire committee why the resources needed to achieve their action plans should prioritized for approval. The university develops a strategic plan every five years, the most recent iteration being called FOCUS 2020, which includes general goals (e.g. Increase student participation in applied research, increase student experiences that develop intercultural competence, and require an applied learning experience from all students) and the metrics to be measured (e.g. faculty diversity, intercultural competence) to assess progress towards those goals. Despite the decline in funding from the state, during the site visit the Chancellor indicated the campus will continue to invest in the priorities identified in the FOCUS 2020 plan; this same commitment was stated by faculty and staff during the visit. The planning and budgeting process is integrated with the assessment of student learning. In finding that students were not as proficient as desired in writing, an action plan was developed containing a series of initiatives targeted at increasing writing proficiency, including an English placement test and a Developmental Writing Boot Camp; this proposal was subsequently approved. In another example, student retention was targeted to be increased, and an action plan for increasing opportunities for students to work on campus was proposed and approved. This raised retention of the students involved in the program by an average of well over 10%. During the site visit, an example was provided that living-learning communities were not achieving the retention or student learning goals anticipated, so these living-learning communities were being discontinued to allow resources to be used for other needs on campus. Each academic program has a Program Advisory Board comprised largely of employers of its graduates and alumni of the program intended to review the learning Page 61 University of Wisconsin-Stout - WI - Final Report - 4/28/2016 achieved by graduates of the program; recommendations from these advisory boards are used in academic program planning and budgeting. Minutes from the manufacturing engineering advisory board indicate student learning outcomes were reviewed, and based on program growth, recommendations for new faculty, staff and facilities were made. During the site visit, members of the Program Advisory Boards confirmed that programs did incorporate their recommendations. The university does include perspectives of constituents in their planning process. A visioning session for the university that was open to the public was held on July 15, 2014, and the presentations from the event are available online. The broad goals developed in this session were incorporated into the subsequent Strategic Planning Group retreat and meetings; the Strategic Planning Group includes the Chancellor’s Advisory Council and representatives from all four senates, indicating that perspectives of constituents are involved in the planning and budgeting process. At the start of each academic year, all faculty staff and students are invited to participate in small group discussions about action items included in the strategic plan; at the 2014 academic year’s engagement sessions, the goal of the university becoming an emerging research institution was established. During the site visit, faculty, staff and students supported that the planning process was inclusive and transparent. The UW System regularly provides demographic and other relevant state-level data to its component campuses including UW-Stout. The university empowers its academic program directors with oversight of the curriculum for their programs and the responsibility to anticipate how the demographic/other data will impact the academic program for which they are responsible. This allows these individuals to focus on such emerging factors, leaving the management of program operations (teaching assignments, class schedules) to department heads. Each academic program has a Program Advisory Committee comprised primarily of professionals in the field; these professionals also bring emerging factors in the profession to the attention of program faculty and the academic program director. Both students and faculty expressed their support of the academic program director model during the site visit; this arrangement provided authentic guidance for students in the program, and allowed a person to be accountable for understanding how emerging factors could impact that specific program. Based on the above evidence, this core component is met. Interim Monitoring (if applicable) No Interim Monitoring Recommended. Page 62 University of Wisconsin-Stout - WI - Final Report - 4/28/2016 5.D - Core Component 5.D The institution works systematically to improve its performance. 1. The institution develops and documents evidence of performance in its operations. 2. The institution learns from its operational experience and applies that learning to improve its institutional effectiveness, capabilities, and sustainability, overall and in its component parts. Rating Met Evidence UW-Stout develops and documents evidence of performance in its operations. As part of its 5-year strategic planning cycle, the university sets performance measures to assess effectiveness of its actions. Examples include measures of students (enrollment, graduation rates and alumni starting salaries), faculty (workload, diversity), and employer ratings of alumni employees. These measures are pooled at the university level, as well as segregated to college and program levels. Performance metrics are reviewed by both the Strategic Planning Group and the Chancellor’s Advisory Council several times each year. Accountability measures to document current performance and plan to improve operations are widespread at the institution. Many of these indicators align with the accountability measures for each campus as required by the UW System office, ensuring that these measures are reviewed annually by the institution’s governing board. Using operational experience to improve institutional effectiveness is evident at UW-Stout. An Educational Support Unit Review Committee (ESURC) formally reviews all non-academic programs every seven years, and an extensive list of implemented improvements exist which stem directly from ESURC recommendations. Examples include improving the IT help-desk response time, having physical plant supervisors assigned a cell-phone for after-hours responses, and enhancing the budget office website to provide on-time budget information. The Program Review Committee (PRC) reviews all academic programs on the same cycle. The PRC places the program self-study, dean’s response to the self-study, and the PRC recommendations to the program onto the publicly-available UW-Stout website. Example programs from the 2014-15 review cycle include the BS Business Administration, BS Science Education, and MS Risk Control. Based on the PRC recommendations, units document the improvements made to their academic programs in Status Reports, and example for the BS Art Education documents this improvement process in action. Based on the above evidence, this core component is met. Interim Monitoring (if applicable) No Interim Monitoring Recommended. Page 63 University of Wisconsin-Stout - WI - Final Report - 4/28/2016 5.S - Criterion 5 - Summary The institution’s resources, structures, and processes are sufficient to fulfill its mission, improve the quality of its educational offerings, and respond to future challenges and opportunities. The institution plans for the future. Evidence UW-Stout’s resources, structures, and processes are sufficient to fulfill its mission, improve its offerings, and respond to future challenges and opportunities. All levels of constituencies have input into strategic planning for the institution as well shared governance in the review of progress towards goals. While the current reduction in state financial support for the institution is causing strains in its administrative and educational functions, there are still sufficient resources to delivery high quality programs for its students. Building a new strategic plan every five years, UW-Stout plans for the future. This regular process of setting new goals allows the institution to remain nimble in its planning. While continued growth of the student body is anticipated, the level of future financial support from the state is uncertain, therefore special attention will need to be provided to faculty workload and to financial models which adequately support programs experiencing the increased student enrollment. While all core components of Criterion 5 have been met, there remain further opportunities to enhance the effectiveness of operations at UW-Stout not mentioned previously. These are: During the site visit, faculty and staff expressed a desire for the resource allocation model to colleges, departments and academic programs be revisited to improve alignment of needs with funding. During the site visit, the team heard that there was an increasing frequency of direct appointments to staff positions due to budget constraints, resource limitations and reorganizations. Some constituents requested that direct appointments be replaced with internal or open searches whenever possible. The University may wish to more clearly communicate the rules under which appointments can be made. Page 64 University of Wisconsin-Stout - WI - Final Report - 4/28/2016 Review Dashboard Number Title Rating 1 Mission 1.A Core Component 1.A Met 1.B Core Component 1.B Met 1.C Core Component 1.C Met 1.D Core Component 1.D Met 1.S Criterion 1 - Summary Met 2 Integrity: Ethical and Responsible Conduct 2.A Core Component 2.A Met 2.B Core Component 2.B Met 2.C Core Component 2.C Met 2.D Core Component 2.D Met 2.E Core Component 2.E Met 2.S Criterion 2 - Summary Met 3 Teaching and Learning: Quality, Resources, and Support 3.A Core Component 3.A Met 3.B Core Component 3.B Met 3.C Core Component 3.C Met 3.D Core Component 3.D Met 3.E Core Component 3.E Met 3.S Criterion 3 - Summary Met 4 Teaching and Learning: Evaluation and Improvement 4.A Core Component 4.A Met 4.B Core Component 4.B Met 4.C Core Component 4.C Met 4.S Criterion 4 - Summary Met 5 Resources, Planning, and Institutional Effectiveness 5.A Core Component 5.A Met 5.B Core Component 5.B Met 5.C Core Component 5.C Met 5.D Core Component 5.D Met 5.S Criterion 5 - Summary Met Page 65 University of Wisconsin-Stout - WI - Final Report - 4/28/2016 Review Summary Conclusion In the opinion of the Team, UW-Stout has met all the Core Components and Criteria. While it faces common challenges in higher education today such as changing demographics for high school graduates and a decline in state funding, there are processes in place, such as the Strategic Planning Committee, to effectively manage the challenges. With its history as a continuous improvement school, highlighted by it receiving the first Baldridge Award for a higher education institution, there is an institutional culture of using data in decision making and linking it to budgeting and planning. With new leadership in place there was also a sense of optimism expressed by faculty, staff and students who often mentioned that a sense of trust existed in the community as it works together to grapple with its challenges. The Team, therefore, is of the opinion that the University has met all the Core Components and Criteria and has a confidence in the direction UW-Stout is headed. We recommend UW-Stout be awarded its choice of Pathway. Overall Recommendations Criteria For Accreditation Met Pathways Recommendation Eligible to choose No Interim Monitoring Recommended. Page 66 Federal Compliance Worksheet for Review Panels and Evaluation Teams Effective September 1, 2014 – August 31, 2016 Evaluation of Federal Compliance Components The panel reviews each item identified in the Federal Compliance Guide and documents its findings in the appropriate spaces below. The panel should expect the institution to address these requirements with brief narrative responses and provide supporting documentation, where necessary. If the panel finds in the course of this review that there are substantive issues with the institution’s fulfillment of these requirements, it should document them in the space provided below. This worksheet outlines the information the panel should review in relation to the federal requirements and provides spaces for the team’s conclusions in relation to each requirement. The panel should refer to the Federal Compliance Guide for Institutions and Evaluation Teams in completing this worksheet. The Guide identifies applicable Commission policies and an explanation of each requirement. The evaluation team will review the areas the panel identified for further review and will consider the panel’s work in light of information gained in the on-ground visit. Institution under review: University of Winsconsin-Stout Panel Members: William Knight, Ph.D. Edwin Imasuen, Ph.D. Panel Recommendations for Further Review The panel should identify any areas that appear to require further review from the evaluation team during the on-site visit. The team should delete this section of the report after it reviews the comments from the panel and follows up on any areas identified. Team Findings The team should identify its findings in following up on the areas identified by the panel. The team should also identify any findings it made related to Federal Compliance over the course of the visit. The final version of the worksheet should reflect the findings of the team. It should not contain findings from the panel with which the team does not concur. Audience: Peer Reviewers Form © Higher Learning Commission Process: Federal Compliance Filing Contact: 800.621.7440 Published: September 2014 Version 01 Page 1 FORM: Federal Compliance Team Template DETAILED REVIEW OF FEDERAL COMPLIANCE Assignment of Credits, Program Length, and Tuition Address this requirement by completing the “Team Worksheet for Evaluating an Institution’s Assignment of Credit Hours and on Clock Hours” in the Appendix at the end of this document. Institutional Records of Student Complaints The institution has documented a process in place for addressing student complaints and appears to be systematically processing such complaints as evidenced by the data on student complaints since the last comprehensive evaluation. 1. Review the process that the institution uses to manage complaints as well as the history of complaints received and processed with a particular focus in that history on the past three or four years. 2. Determine whether the institution has a process to review and resolve complaints in a timely manner. 3. Verify that the evidence shows that the institution can, and does, follow this process and that it is able to integrate any relevant findings from this process into its review and planning processes. 4. Advise the institution of any improvements that might be appropriate. 5. Consider whether the record of student complaints indicates any pattern of complaints or otherwise raises concerns about the institution’s compliance with the Criteria for Accreditation or Assumed Practices. 6. Check the appropriate response that reflects the team’s conclusions: _X_ The team has reviewed this component of federal compliance and has found the institution to meet the Commission’s requirements. ___ The team has reviewed this component of federal compliance and has found the institution to meet the Commission’s requirements but recommends Commission follow-up. ___ The team has reviewed this component of federal compliance and has found the institution not to meet the Commission’s requirements and recommends Commission follow-up. ___ The team also has comments that relate to the institution’s compliance with the Criteria for Accreditation. See Criterion (insert appropriate reference). Comments: The University of Wisconsin-Stout has demonstrated thorough management of student complaint tracking. Procedures vary for complaints concerning classes, class grades, University employees, behaviors of students, and parking; all are outlined clearly online. Students are encouraged to resolve complaints at the lowest practical level, but procedures are in place to address issues at higher levels if students are uncomfortable complaining to their instructors or they are unsatisfied with the resolution of their complaint. Details and a summary of complaints since the last HLC comprehensive visit were provided. The campus employs a digital complaint management system that facilitates tracking and resolution. The complaint tracking process is formally documented in written procedure and authority for tracking and resolving complaints is formally delegated. The Chancellor’s Cabinet, Dean of Students, and Audience: Peer Reviewers Form © Higher Learning Commission Process: Federal Compliance Filing Contact: 800.621.7440 Published: August 2013 Version 03 – 2013-08 Page 2 FORM: Federal Compliance Team Template Director of Human Resources review complaints annually and identify trends and action items. Several examples were provided of how complaints were integrated into ongoing planning and improvement. This requirement is fully met. Additional monitoring, if any: Publication of Transfer Policies The institution has demonstrated it is appropriately disclosing its transfer policies to students and to the public. Policies contain information about the criteria the institution uses to make transfer decisions. 1. Review the institution’s transfer policies. 2. Review any articulation agreements the institution has in place, including articulation agreements at the institution level and program-specific articulation agreements. 3. Consider where the institution discloses these policies (e.g., in its catalog, on its web site) and how easily current and prospective students can access that information. Determine whether the disclosed information clearly explains the criteria the institution uses to make transfer decisions and any articulation arrangements the institution has with other institutions. Note whether the institution appropriately lists its articulation agreements with other institutions on its website or elsewhere. The information the institution provides should include any program-specific articulation agreements in place and should clearly identify program-specific articulation agreements as such. Also, the information the institution provides should include whether the articulation agreement anticipates that the institution under Commission review: 1) accepts credit from the other institution(s) in the articulation agreement; 2) sends credits to the other institution(s) in the articulation agreements that it accepts; or 3) both offers and accepts credits with the other institution(s). 4. Check the appropriate response that reflects the team’s conclusions: _X_ The team has reviewed this component of federal compliance and has found the institution to meet the Commission’s requirements. ___ The team has reviewed this component of federal compliance and has found the institution to meet the Commission’s requirements but recommends Commission follow-up. ___ The team has reviewed this component of federal compliance and has found the institution not to meet the Commission’s requirements and recommends Commission follow-up. ___ The team also has comments that relate to the institution’s compliance with the Criteria for Accreditation. See Criterion (insert appropriate reference). Comments: The University of Wisconsin-Stout’s transfer policies are easily available on its Admissions web site and its online undergraduate catalog. A “Credit Transfer Wizard” is offered to assist students with determining how their credits will transfer. Program articulation agreements are available online for students who enroll in a Wisconsin Technical College System associate degree program and later decide to transfer to a related program at UW-Stout as well as for students from other institutions in nearby states who wish to transfer to the University of Wisconsin-Stout. Detailed, program-level transfer advising guides are also available online. This information demonstrates past, current and future capacity for sustaining high-quality educational partnerships. Audience: Peer Reviewers Form © Higher Learning Commission Process: Federal Compliance Filing Contact: 800.621.7440 Published: August 2013 Version 03 – 2013-08 Page 3 FORM: Federal Compliance Team Template Additional monitoring, if any: Practices for Verification of Student Identity The institution has demonstrated that it verifies the identity of students who participate in courses or programs provided to the student through distance or correspondence education and appropriately discloses additional fees related to verification to students and to protect their privacy. 1. Determine how the institution verifies that the student who enrolls in a course is the same student who submits assignments, takes exams, and earns a final grade. Consider whether the institution’s approach respects student privacy. 2. Check that any fees related to verification and not included in tuition are explained to the students prior to enrollment in distance courses (e.g., a proctoring fee paid by students on the day of the proctored exam). 3. Check the appropriate response that reflects the team’s conclusions: _X_ The team has reviewed this component of federal compliance and has found the institution to meet the Commission’s requirements. ___ The team has reviewed this component of federal compliance and has found the institution to meet the Commission’s requirements but recommends Commission follow-up. ___ The team has reviewed this component of federal compliance and has found the institution not to meet the Commission’s requirements and recommends Commission follow-up. ___ The team also has comments that relate to the institution’s compliance with the Criteria for Accreditation. See Criterion (insert appropriate reference). Comments: The University uses secure login and password to verify student identity. As appropriate, students’ examinations are proctored. Use of both the Respondus and Turnititin applications, which are integrated into the LMS, further ensure integrity for online examinations. Students do not pay additional fees for these services. These efforts demonstrate good practice in verification of student identity. Additional monitoring, if any: Title IV Program Responsibilities The institution has presented evidence on the required components of the Title IV Program. This requirement has several components the institution and team must address: ! General Program Requirements. The institution has provided the Commission with information about the fulfillment of its Title IV program responsibilities, particularly findings from any review activities by the Department of Education. It has, as necessary, addressed any issues the Department raised regarding the institution’s fulfillment of its responsibilities in this area. Audience: Peer Reviewers Form © Higher Learning Commission Process: Federal Compliance Filing Contact: 800.621.7440 Published: August 2013 Version 03 – 2013-08 Page 4 FORM: Federal Compliance Team Template ! Financial Responsibility Requirements. The institution has provided the Commission with information about the Department’s review of composite ratios and financial audits. It has, as necessary, addressed any issues the Department raised regarding the institution’s fulfillment of its responsibilities in this area. (Note that the team should also be commenting under Criterion Five if an institution has significant issues with financial responsibility as demonstrated through ratios that are below acceptable levels or other financial responsibility findings by its auditor.) ! Default Rates. The institution has provided the Commission with information about its three year default rate. It has a responsible program to work with students to minimize default rates. It has, as necessary, addressed any issues the Department raised regarding the institution’s fulfillment of its responsibilities in this area. Note for 2012 and thereafter institutions and teams should be using the three-year default rate based on revised default rate data published by the Department in September 2012; if the institution does not provide the default rate for three years leading up to the comprehensive evaluation visit, the team should contact Commission staff. ! Campus Crime Information, Athletic Participation and Financial Aid, and Related Disclosures. The institution has provided the Commission with information about its disclosures. It has demonstrated, and the team has reviewed, the institution’s policies and practices for ensuring compliance with these regulations. ! Student Right to Know. The institution has provided the Commission with information about its disclosures. It has demonstrated, and the team has reviewed, the institution’s policies and practices for ensuring compliance with these regulations. The disclosures are accurate and provide appropriate information to students. (Note that the team should also be commenting under Criterion One if the team determines that disclosures are not accurate or appropriate.) ! Satisfactory Academic Progress and Attendance. The institution has provided the Commission with information about policies and practices for ensuring compliance with these regulations. The institution has demonstrated that the policies and practices meet state or federal requirements and that the institution is appropriately applying these policies and practices to students. In most cases, teams should verify that these policies exist and are available to students, typically in the course catalog or student handbook. Note that the Commission does not necessarily require that the institution take attendance but does anticipate that institutional attendance policies will provide information to students about attendance at the institution. ! Contractual Relationships. The institution has presented a list of its contractual relationships related to its academic program and evidence of its compliance with Commission policies requiring notification or approval for contractual relationships (If the team learns that the institution has a contractual relationship that may require Commission approval and has not received Commission approval the team must require that the institution complete and file the change request form as soon as possible. The team should direct the institution to review the Contractual Change Application on the Commission’s web site for more information.) ! Consortial Relationships. The institution has presented a list of its consortial relationships related to its academic program and evidence of its compliance with Commission policies requiring notification or approval for consortial relationships. (If the team learns that the institution has a consortial relationship that may require Commission approval and has not received Commission approval the team must require that the institution complete and file the form as soon as possible. The team should direct the institution to review the Consortial Change Application on the Commission’s web site for more information.) Audience: Peer Reviewers Form © Higher Learning Commission Process: Federal Compliance Filing Contact: 800.621.7440 Published: August 2013 Version 03 – 2013-08 Page 5 FORM: Federal Compliance Team Template 1. Review all of the information that the institution discloses having to do with its Title IV program responsibilities. 2. Determine whether the Department has raised any issues related to the institution’s compliance or whether the institution’s auditor in the A-133 has raised any issues about the institution’s compliance as well as look to see how carefully and effectively the institution handles its Title IV responsibilities. 3. If an institution has been cited or is not handling these responsibilities effectively, indicate that finding within the federal compliance portion of the team report and whether the institution appears to be moving forward with corrective action that the Department has determined to be appropriate. 4. If issues have been raised with the institution’s compliance, decide whether these issues relate to the institution’s ability to satisfy the Criteria for Accreditation, particularly with regard to whether its disclosures to students are candid and complete and demonstrate appropriate integrity (Core Component 2.A and 2.B). 5. Check the appropriate response that reflects the team’s conclusions: _X_ The team has reviewed this component of federal compliance and has found the institution to meet the Commission’s requirements. ___ The team has reviewed this component of federal compliance and has found the institution to meet the Commission’s requirements but recommends Commission follow-up. ___ The team has reviewed this component of federal compliance and has found the institution not to meet the Commission’s requirements and recommends Commission follow-up. ___ The team also has comments that relate to the institution’s compliance with the Criteria for Accreditation. See Criterion (insert appropriate reference). Comments: The University of Wisconsin-Stout demonstrates competency in managing the demands of the Title IV requirements through long-term planning. The evidence revealed that all materials described above (see the following paragraph) are publically available online. The U.S. Department of Education has not conducted a program review at the campus since the last HLC comprehensive visit. The Legislative Audit Bureau noted concerns related to timeliness of enrollment reporting and communications with Perkins Loan Program borrowers. UW-Stout responded to these concerns by developing a new procedure to report withdrawn students to the National Student Clearinghouse immediately and to identify students who have separated from the campus in a more timely manner, review all related federal regulations regarding the Perkins loan, and monitor third party vendors to ensure they are contacting students. Subsequent LAB audits verified previous concerns had been addressed and no additional concerns were identified. UW-Stout’s history of composite financial indicators (1.74 for FY2013, 1.48 for FY2014, 3.07 for FY2015) demonstrates the financial health of the institution. Neither the U.S. Department of Education, the HLC, or any other monitoring entity has indicated any concerns based upon financial indicators. The 2012 three-year Stafford/Direct Loan default rate of 3.8% is lower than the rate for the University of Wisconsin system (4.6%) and the national average (11.8%). A similar pattern held in 2010 and 2011. The institution meets its obligations under the Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act by publishing an Annual Security and Fire Safety Report, which is easily available online. Students and other members of the University community also receive information Audience: Peer Reviewers Form © Higher Learning Commission Process: Federal Compliance Filing Contact: 800.621.7440 Published: August 2013 Version 03 – 2013-08 Page 6 FORM: Federal Compliance Team Template related to crime incidents through text messaging, instant messaging, and updates to the University Police web site. Information included in the online NCAA Division III School Profile Financial Aid Report provides evidence to confirm that student-athletes and other students who are not athletes are treated in an equitable manner concerning financial aid. The Equity in Athletics Disclosure Act report provides evidence that UW-Stout strives to provide gender equity for student athletes. The campus’ Student Right-to-Know web site provides all of the consumer information required by the Higher Education Opportunity Act of 2008, including retention and graduation rates, cost of attendance, withdrawal policies, refund and return of Title IV aid policies, academic programs and faculty, accreditation, facilities for students with disabilities, and study abroad resources. Information on the University’s financial aid web site provides satisfactory academic progress policies as required by the U.S. Departent of Education. The institutional attendance policy indicates that students are expected to attend class regularly; this is reinforced in class syllabi. Faculty members provide information to the financial aid office concerning students who stop attending classes in order to meet requirements for return of federal student aid dollars. UW-Stout currently has no contractual relationships with third-party entities not accredited by a federally recognized accrediting agency. The campus reports consortial relationships with several other University of Wisconsin campuses (all of which are HLC accredited) for its BS and MS in Sustainable Management degrees. Additional monitoring, if any: Required Information for Students and the Public 1. Verify that the institution publishes fair, accurate, and complete information on the following topics: the calendar, grading, admissions, academic program requirements, tuition and fees, and refund policies. 2. Check the appropriate response that reflects the team’s conclusions: _X_ The team has reviewed this component of federal compliance and has found the institution to meet the Commission’s requirements. ___ The team has reviewed this component of federal compliance and has found the institution to meet the Commission’s requirements but recommends Commission follow-up. ___ The team has reviewed this component of federal compliance and has found the institution not to meet the Commission’s requirements and recommends Commission follow-up. ___ The team also has comments that relate to the institution’s compliance with the Criteria for Accreditation. See Criterion (insert appropriate reference). Comments: The evidence provided revealed that all required information is available on the University’s website. UW-Stout makes its catalogs/bulletin readily accessible online; this resource contains information on the campus in general, academic program requirements, admission, fees, grading, and refund policies. The Student Handbook/One Stop Shop is also easily accessible online and contains information on campus policies, financial aid, tuition and fees, and calendars. Audience: Peer Reviewers Form © Higher Learning Commission Process: Federal Compliance Filing Contact: 800.621.7440 Published: August 2013 Version 03 – 2013-08 Page 7 FORM: Federal Compliance Team Template Additional monitoring, if any: Advertising and Recruitment Materials and Other Public Information The institution has documented that it provides accurate, timely and appropriately detailed information to current and prospective students and the public about its accreditation status with the Commission and other agencies as well as about its programs, locations and policies. 1. Review the institution’s disclosure about its accreditation status with the Commission to determine whether the information it provides is accurate and complete, appropriately formatted and contains the Commission’s web address. 2. Review institutional disclosures about its relationship with other accrediting agencies for accuracy and for appropriate consumer information, particularly regarding the link between specialized/professional accreditation and the licensure necessary for employment in many professional or specialized areas. 3. Review the institution’s catalog, brochures, recruiting materials, and information provided by the institution’s advisors or counselors to determine whether the institution provides accurate information to current and prospective students about its accreditation, placement or licensure, program requirements, etc. 4. Check the appropriate response that reflects the team’s conclusions: _X_ The team has reviewed this component of federal compliance and has found the institution to meet the Commission’s requirements. ___ The team has reviewed this component of federal compliance and has found the institution to meet the Commission’s requirements but recommends Commission follow-up. ___ The team has reviewed this component of federal compliance and has found the institution not to meet the Commission’s requirements and recommends Commission follow-up. ___ The team also has comments that relate to the institution’s compliance with the Criteria for Accreditation. See Criterion (insert appropriate reference). Comments: The University’s advertising and recruitment materials are updated annually or more frequently and undergo several levels of review to assure accuracy. Information is available in both online and printed formats. The campus website provides information on institutional (HLC) and programmatic accreditation. Information about UW-Stout’s HLC accreditation is accurate and complete (although the Handbooks/Bulletins should be updated to refer to HLC rather than NCAHLC) and contains a link to the HLC website. Review of college and department websites confirms consistent information about program accreditation. Additional monitoring, if any: Review of Student Outcome Data 1. Review the student outcome data the institution collects to determine whether it is appropriate and sufficient based on the kinds of academic programs it offers and the students it serves. Audience: Peer Reviewers Form © Higher Learning Commission Process: Federal Compliance Filing Contact: 800.621.7440 Published: August 2013 Version 03 – 2013-08 Page 8 FORM: Federal Compliance Team Template 2. Determine whether the institution uses this information effectively to make decisions about academic programs and requirements and to determine its effectiveness in achieving its educational objectives. 3. Check the appropriate response that reflects the team’s conclusions: _X_ The team has reviewed this component of federal compliance and has found the institution to meet the Commission’s requirements. ___ The team has reviewed this component of federal compliance and has found the institution to meet the Commission’s requirements but recommends Commission follow-up. ___ The team has reviewed this component of federal compliance and has found the institution not to meet the Commission’s requirements and recommends Commission follow-up. ___ The team also has comments that relate to the institution’s compliance with the Criteria for Accreditation. See Criterion (insert appropriate reference). Comments: Information concerning a variety of student outcomes (enrollment, retention and graduation rates, learning outcomes, alumni employment and satisfaction and employer satisfaction) is collected and made available online in the campus performance indicators website, which was accessible. Numerous surveys are used to collect some of the outcome data, such as a six-month first destination alumni survey, oneand five-year alumni surveys, exit surveys of withdrawing students, and the National Survey of Student Engagement. UW-Stout’s general education assessment process consists of course-based assessment and a pilot process in three disciplines of a programmatic approach to general education assessment. Results of assessment efforts are reviewed at multiple levels. The results of these activities were verified by the campus review team, which also verified the depth and breadth of student learning assessment activities. Results of various assessments feed into the campus’ seven-year academic program review process. Outcome information is reviewed by several groups including the Strategic Planning Group, Faculty Senate, General Education Committee, Program Review Committee, program Advisory Committees, deans, program directors, and faculty members. The Program Review Committee uses this information to make recommendations about the future status of academic programs; evidence of program review recommendations and follow-up actions was provided. The Strategic Planning Group uses information from performance indicators, including student outcome data, to make resource allocation decisions; examples of the integration of outcomes information with planning and resource allocation decisions was provided. Public access to dissemination of student outcome data is managed through website links that are specific by degree program, learning outcomes, graduation and retention rates, teacher prep and licensure pass rates, graduation survey results and career placement for grads, and alumni and other student surveys. The evidence revealed that data collection meets requirements. Furthermore, all divisions, departments, programs, and offices have identified strategies, challenges, and opportunities for achieving the metrics, objectives, and goals; and each report annually on progress made. This requirement is met. Additional monitoring, if any: Standing with State and Other Accrediting Agencies Audience: Peer Reviewers Form © Higher Learning Commission Process: Federal Compliance Filing Contact: 800.621.7440 Published: August 2013 Version 03 – 2013-08 Page 9 FORM: Federal Compliance Team Template The institution has documented that it discloses accurately to the public and the Commission its relationship with any other specialized, professional or institutional accreditor and with all governing or coordinating bodies in states in which the institution may have a presence. The team has considered any potential implications for accreditation by the Higher Learning Commission of sanction or loss of status by the institution with any other accrediting agency or loss of authorization in any state. Important note: If the team is recommending initial or continued status, and the institution is now or has been in the past five years under sanction or show-cause with, or has received an adverse action (i.e., withdrawal, suspension, denial, or termination) from, any other federally recognized specialized or institutional accreditor or a state entity, then the team must explain the sanction or adverse action of the other agency in the body of the Assurance Section of the Team Report and provide its rationale for recommending Commission status in light of this action. In addition, the team must contact the staff liaison immediately if it learns that the institution is at risk of losing its degree authorization or lacks such authorization in any state in which the institution meets state presence requirements. 1. Review the information, particularly any information that indicates the institution is under sanction or show-cause or has had its status with any agency suspended, revoked, or terminated, as well as the reasons for such actions. 2. Determine whether this information provides any indication about the institution’s capacity to meet the Commission’s Criteria for Accreditation. Should the team learn that the institution is at risk of losing, or has lost, its degree or program authorization in any state in which it meets state presence requirements, it should contact the Commission staff liaison immediately. 3. Check the appropriate response that reflects the team’s conclusions: _X_ The team has reviewed this component of federal compliance and has found the institution to meet the Commission’s requirements. ___ The team has reviewed this component of federal compliance and has found the institution to meet the Commission’s requirements but recommends Commission follow-up. ___ The team has reviewed this component of federal compliance and has found the institution not to meet the Commission’s requirements and recommends Commission follow-up. ___ The team also has comments that relate to the institution’s compliance with the Criteria for Accreditation. See Criterion (insert appropriate reference). Comments: The University of Wisconsin-Stout maintains more than 20 specialized accreditations and certifications across more than 30 programs and is in good standing with all of these agencies. There are no actions that affect UW Stout’s legal status or authority to grant degrees. Information on programmatic accreditations is accessible online. The campus also has state authorization to offer online instruction in all but four states where no students are enrolled and one other state where authorization is pending. Additional monitoring, if any: Public Notification of Opportunity to Comment Audience: Peer Reviewers Form © Higher Learning Commission Process: Federal Compliance Filing Contact: 800.621.7440 Published: August 2013 Version 03 – 2013-08 Page 10 FORM: Federal Compliance Team Template The institution has made an appropriate and timely effort to solicit third party comments. The team has evaluated any comments received and completed any necessary follow-up on issues raised in these comments. Note that if the team has determined that any issues raised by third-party comment relate to the team’s review of the institution’s compliance with the Criteria for Accreditation, it must discuss this information and its analysis in the body of the Assurance Section of the Team Report. 1. Review information about the public disclosure of the upcoming visit, including sample announcements, to determine whether the institution made an appropriate and timely effort to notify the public and seek comments. 2. Evaluate the comments to determine whether the team needs to follow-up on any issues through its interviews and review of documentation during the visit process. 3. Check the appropriate response that reflects the team’s conclusions: _X_ The team has reviewed this component of federal compliance and has found the institution to meet the Commission’s requirements. ___ The team has reviewed this component of federal compliance and has found the institution to meet the Commission’s requirements but recommends Commission follow-up. ___ The team has reviewed this component of federal compliance and has found the institution not to meet the Commission’s requirements and recommends Commission follow-up. ___ The team also has comments that relate to the institution’s compliance with the Criteria for Accreditation. See Criterion (insert appropriate reference). Comments: Review of evidence confirmed that the University of Wisconsin-Stout provided timely and appropriate opportunities for members of the public to comment; this included sharing of a direct link to the HLC third party comment website. Evidence confirmed sharing of opportunities for public comment on the campus website, through social media, in its alumni magazine, and through two local newspapers. The campus review team confirmed that one comment was received and was appropriately responded to by UW-Stout. Additional monitoring, if any: Institutional Materials Related to Federal Compliance Reviewed by the Panel Provide a list materials reviewed here: UW-Stout Federal Compliance Report. UW-Stout Undergraduate catalogue UW-Stout Graduate catalogue UW-Stout Federal Compliance Packet-Appendix F UW-Stout Federal Compliance Packet-Appendix G UW-Stout Federal Compliance Packet-Appendix H (Complaint summary) UW-Stout Complaints-HLC Reporting (Formal Final) UW-Stout Website Programs Audience: Peer Reviewers Form © Higher Learning Commission Process: Federal Compliance Filing Contact: 800.621.7440 Published: August 2013 Version 03 – 2013-08 Page 11 FORM: Federal Compliance Team Template Applied Ethics certificate (undergraduate) Career and Technical Education, EdD Color specialization Design MFA Dietetics, BS Disability Services minor Early Childhood Education, BS Evaluation Studies certificate (graduate) Game Design and Development-Art, BFA Golf Enterprise Management specialization Hospitality Strategy, MS Industrial and Applied Mathematics, PSM Lodging Management minor Organizational Development and Consulting certificate (graduate) Psychology, BS Quality Management certificate (undergraduate) School Psychology, MDEd Training and Human Resources Development specialization (graduate) Workplace Diversity minor Ccourse Syllabi: ANTH 220 (fifteen-week term, online) ART 100 (fifteen-week term, face-to-face) ART 223 (fifteen-week term, face-to-face) APSS 100 (eight-week term, face-to-face) CHEM 110 (three-week winter term, online) CNS 480 (fifteen-week term, independent/directed study) CTE 875 (fifteen-week term, online) CTE 914 (fifteen-week term, hybrid) CTE 911 (fifteen-week term, hybrid) DES 710 (fifteen-week term, online) DES 730 (fifteen-week term, online) ECON 215 (three-week winter term, online) EDPSY 850 (fifteen-week term, online) FN 105 (eight-week term, face-to-face) HDFS 257 (three-week winter term, mixed face-to-face) ICT 375/575 (fifteen-week term, online and hybrid) ICT 710 (fifteen-week term, face-to-face) MATH 153 (fifteen-week term, face-to-face) MATH 755 (fifteen-week term, online) MSCS 747 (fifteen-week term, face-to-face) Institutional Materials Related to Federal Compliance Reviewed by the Team Provide a list materials reviewed here: Appendix Audience: Peer Reviewers Form © Higher Learning Commission Process: Federal Compliance Filing Contact: 800.621.7440 Published: August 2013 Version 03 – 2013-08 Page 12 FORM: Federal Compliance Team Template Team Worksheet for Evaluating an Institution’s Program Length and Tuition, Assignment of Credit Hours and on Clock Hours Institution under review: ___University of Wisconsin-Stout_______ I ha Part 1: Program Length and Tuition Instructions The institution has documented that it has credit hour assignments and degree program lengths within the range of good practice in higher education and that tuition is consistent across degree programs (or that there is a rational basis for any program-specific tuition). Review the “Worksheet for Use by Institutions on the Assignment of Credit Hours and on Clock Hours” as well as the course catalog and other attachments required for the institutional worksheet. Worksheet on Program Length and Tuition A. Answer the Following Questions Are the institution’s degree program requirements within the range of good practice in higher education and contribute to an academic environment in which students receive a rigorous and thorough education? _X__ Yes ____ No Comments: All bachelor’s degree programs require a minimum of 120 credit hours and a 2.00 minimum cumulative grade point average. Master’s degrees require a minimum of 30 credit hours and a minimum 3.00 cumulative grade point average. Doctoral degrees require a minimum of 60 credit hours and a minimum 3.00 cumulative grade point average. Individual program requirements are readily accessible on program websites and the online catalogs/bulletins. Are the institution’s tuition costs across programs within the range of good practice in higher education and contribute to an academic environment in which students receive a rigorous and thorough education? __X_ Yes ____ No Comments: While most degree programs are at the same tuition level and undergraduate in-state tuition has been frozen since 2011, the University offers higher, market-rate tuition for selected courses, certificates, and programs to meet the needs of business and industry. This Customized Instruction (CI) program was Audience: Peer Reviewers Form © Higher Learning Commission Process: Federal Compliance Filing Contact: 800.621.7440 Published: August 2013 Version 03 – 2013-08 Page 13 FORM: Federal Compliance Team Template approved through the University of Wisconsin governance system. The CI program is managed on a cost recovery basis and programs are financially self-sustaining. The CI program includes 15 undergraduate degree programs, 17 graduate degree programs, 24 certificates, and 3 additional programs. The CI tuition levels are readily accessible online. B. Recommend Commission Follow-up, If Appropriate Is any Commission follow-up required related to the institution’s program length and tuition practices? ____ Yes __X_ No Rationale: Program lengths and tuition costs are within the range of good practice in higher education and contribute to an academic environment in which students receive a rigorous and thorough education. Identify the type of Commission monitoring required and the due date: Part 2: Assignment of Credit Hours Instructions In assessing the appropriateness of the credit allocations provided by the institution the team should complete the following steps: 1. Review the Worksheet completed by the institution, which provides information about an institution’s academic calendar and an overview of credit hour assignments across institutional offerings and delivery formats, and the institution’s policy and procedures for awarding credit hours. Note that such policies may be at the institution or department level and may be differentiated by such distinctions as undergraduate or graduate, by delivery format, etc. 2. Identify the institution’s principal degree levels and the number of credit hours for degrees at each level. The following minimum number of credit hours should apply at a semester institution: • Associate’s degrees = 60 hours • Bachelor’s degrees = 120 hours • Master’s or other degrees beyond the Bachelor’s = at least 30 hours beyond the Bachelor’s degree • Note that one quarter hour = .67 semester hour • Any exceptions to this requirement must be explained and justified. 3. Scan the course descriptions in the catalog and the number of credit hours assigned for courses in different departments at the institution. • At semester-based institutions courses will be typically be from two to four credit hours (or approximately five quarter hours) and extend approximately 14-16 weeks (or approximately 10 weeks for a quarter). The description in the catalog should indicate a course that is Audience: Peer Reviewers Form © Higher Learning Commission Process: Federal Compliance Filing Contact: 800.621.7440 Published: August 2013 Version 03 – 2013-08 Page 14 FORM: Federal Compliance Team Template appropriately rigorous and has collegiate expectations for objectives and workload. Identify courses/disciplines that seem to depart markedly from these expectations. • Institutions may have courses that are in compressed format, self-paced, or otherwise alternatively structured. Credit assignments should be reasonable. (For example, as a fulltime load for a traditional semester is typically 15 credits, it might be expected that the norm for a full-time load in a five-week term is 5 credits; therefore, a single five-week course awarding 10 credits would be subject to inquiry and justification.) • Teams should be sure to scan across disciplines, delivery mode, and types of academic activities. • Federal regulations allow for an institution to have two credit-hour awards: one award for Title IV purposes and following the above federal definition and one for the purpose of defining progression in and completion of an academic program at that institution. Commission procedure also permits this approach. 4. Scan course schedules to determine how frequently courses meet each week and what other scheduled activities are required for each course. Pay particular attention to alternatively-structured or other courses with particularly high credit hours for a course completed in a short period of time or with less frequently scheduled interaction between student and instructor. 5. Sampling. Teams will need to sample some number of degree programs based on the headcount at the institution and the range of programs it offers. • At a minimum, teams should anticipate sampling at least a few programs at each degree level. • For institutions with several different academic calendars or terms or with a wide range of academic programs, the team should expand the sample size appropriately to ensure that it is paying careful attention to alternative format and compressed and accelerated courses. • Where the institution offers the same course in more than one format, the team is advised to sample across the various formats to test for consistency. • For the programs the team sampled, the team should review syllabi and intended learning outcomes for several of the courses in the program, identify the contact hours for each course, and expectations for homework or work outside of instructional time. • The team should pay particular attention to alternatively-structured and other courses that have high credit hours and less frequently scheduled interaction between the students and the instructor. • Provide information on the samples in the appropriate space on the worksheet. 6. Consider the following questions: • Does the institution’s policy for awarding credit address all the delivery formats employed by the institution? • Does that policy address the amount of instructional or contact time assigned and homework typically expected of a student with regard to credit hours earned? • For institutions with courses in alternative formats or with less instructional and homework time than would be typically expected, does that policy also equate credit hours with intended learning outcomes and student achievement that could be reasonably achieved by a student in the timeframe allotted for the course? Audience: Peer Reviewers Form © Higher Learning Commission Process: Federal Compliance Filing Contact: 800.621.7440 Published: August 2013 Version 03 – 2013-08 Page 15 FORM: Federal Compliance Team Template • Is the policy reasonable within the federal definition as well as within the range of good practice in higher education? (Note that the Commission will expect that credit hour policies at public institutions that meet state regulatory requirements or are dictated by the state will likely meet federal definitions as well.) • If so, is the institution’s assignment of credit to courses reflective of its policy on the award of credit? 7. If the answers to the above questions lead the team to conclude that there may be a problem with the credit hours awarded the team should recommend the following: • If the problem involves a poor or insufficiently-detailed institutional policy, the team should call for a revised policy as soon as possible by requiring a monitoring report within no more than one year that demonstrates the institution has a revised policy and evidence of implementation. • If the team identifies an application problem and that problem is isolated to a few courses or single department or division or learning format, the team should call for follow-up activities (monitoring report or focused evaluation) to ensure that the problems are corrected within no more than one year. • If the team identifies systematic non-compliance across the institution with regard to the award of credit, the team should notify Commission staff immediately and work with staff to design appropriate follow-up activities. The Commission shall understand systematic noncompliance to mean that the institution lacks any policies to determine the award of academic credit or that there is an inappropriate award of institutional credit not in conformity with the policies established by the institution or with commonly accepted practices in higher education across multiple programs or divisions or affecting significant numbers of students. Worksheet on Assignment of Credit Hours A. Identify the Sample Courses and Programs Reviewed by the Team (see #5 of instructions in completing this section) programs Applied Ethics certificate (undergraduate) Career and Technical Education, EdD Color specialization Design MFA Dietetics, BS Disability Services minor Early Childhood Education, BS Evaluation Studies certificate (graduate) Game Design and Development-Art, BFA Golf Enterprise Management specialization Hospitality Strategy, MS Industrial and Applied Mathematics, PSM Lodging Management minor Organizational Development and Consulting certificate (graduate) Psychology, BS Quality Management certificate (undergraduate) Audience: Peer Reviewers Form © Higher Learning Commission Process: Federal Compliance Filing Contact: 800.621.7440 Published: August 2013 Version 03 – 2013-08 Page 16 FORM: Federal Compliance Team Template School Psychology, MDEd Training and Human Resources Development specialization (graduate) Workplace Diversity minor courses ANTH 220 (fifteen-week term, online) ART 100 (fifteen-week term, face-to-face) ART 223 (fifteen-week term, face-to-face) APSS 100 (eight-week term, face-to-face) CHEM 110 (three-week winter term, online) CNS 480 (fifteen-week term, independent/directed study) CTE 875 (fifteen-week term, online) CTE 914 (fifteen-week term, hybrid) CTE 911 (fifteen-week term, hybrid) DES 710 (fifteen-week term, online) DES 730 (fifteen-week term, online) ECON 215 (three-week winter term, online) EDPSY 850 (fifteen-week term, online) FN 105 (eight-week term, face-to-face) HDFS 257 (three-week winter term, mixed face-to-face) ICT 375/575 (fifteen-week term, online and hybrid) ICT 710 (fifteen-week term, face-to-face) MATH 153 (fifteen-week term, face-to-face) MATH 755 (fifteen-week term, online) MSCS 747 (fifteen-week term, face-to-face) B. Answer the Following Questions 1) Institutional Policies on Credit Hours Does the institution’s policy for awarding credit address all the delivery formats employed by the institution? (Note that for this question and the questions that follow an institution may have a single comprehensive policy or multiple policies.) _X__ Yes ____ No Comments: UW-Stout follows the University of Wisconsin definition of a credit hour, which is accessible online. The policy defines a semester credit hour as at least 750 minutes classroom or direct faculty instruction and a minimum of 1,500 minutes of out-of-class student work or the equivalent amount of work over a different amount of time (e.g. compressed courses); this definition also applies to other academic activities including distance education, online, hybrid, or other indirect faculty instruction, laboratory work, internships, co-op experiences, studio work, and other academic work leading to the award of credit hours. The University has the standard format of 14-week terms. The University offers programs in compressed formats; 12-15 Week Courses, 8-11Week Courses, 5-7 Week courses, etc. as referenced in “Appendix A: Assignment of Credit Hours.” Audience: Peer Reviewers Form © Higher Learning Commission Process: Federal Compliance Filing Contact: 800.621.7440 Published: August 2013 Version 03 – 2013-08 Page 17 FORM: Federal Compliance Team Template Does that policy relate the amount of instructional or contact time provided and homework typically expected of a student to the credit hours awarded for the classes offered in the delivery formats offered by the institution? (Note that an institution’s policy must go beyond simply stating that it awards credit solely based on assessment of student learning and should also reference instructional time.) _X___ Yes ____ No Comments: The document provided stated that “At least 750 minutes of classroom or direct faculty instruction and a minum of 1,500 minutes of out-of-class student work for one semester credit hour, or the equivalent amount of work over a different amount of time (e.g. compessed courses).” It is stated that a full-time undergraduate takes 14.3 average credit load. Hours to Complete Degree is within the range of good practice in higher education. For institutions with non-traditional courses in alternative formats or with less instructional and homework time than would be typically expected, does that policy equate credit hours with intended learning outcomes and student achievement that could be reasonably achieved by a student in the timeframe and utilizing the activities allotted for the course? __X__ Yes ____ No Comments: The credit policy statement does state an equivalent amount of work is required for alternate formats of academic activities as established by the university, including distance education, online, hybrid, or indirect faculty instruction, laboratory work, intenships, co-op experiences, studio work, and other academic work leading to the award of credit hours. The statements provided stipulated that the definition of the semester credit hours applies to all academic bearing activities at all levels (graduate and undergraduate). Is the policy reasonable within the federal definition as well as within the range of good practice in higher education? (Note that the Commission will expect that credit hour policies at public institutions that meet state regulatory requirements or are dictated by the state will likely meet federal definitions as well.) _X_ Yes ____ No Comments: The University of Wisconsin-Stout definition of a credit hour is aligned with the University of Wisconsin System standards. The policy is found to be within the range of good practice in higher education. 2) Application of Policies Are the course descriptions and syllabi in the sample academic programs reviewed by the team appropriate and reflective of the institution’s policy on the award of credit? (Note that the Commission will expect that credit hour policies at public institutions that meet state regulatory requirements or are dictated by the state will likely meet federal definitions as well.) Audience: Peer Reviewers Form © Higher Learning Commission Process: Federal Compliance Filing Contact: 800.621.7440 Published: August 2013 Version 03 – 2013-08 Page 18 FORM: Federal Compliance Team Template __X_ Yes ____ No Comments: A sample of course descriptions in the catalogs, syllabi, and the schedule of classes confirm that the institution’s policy on the award of credit is consistently applied. Are the learning outcomes in the sample reviewed by the team appropriate to the courses and programs reviewed and in keeping with the institution’s policy on the award of credit? __X_ Yes ____ No Comments: A sample of student course learning outcomes from syllabi provide evidence of rigor and confirm that the institution’s policy of the awarding of credit hours is consistently applied. If the institution offers any alternative delivery or compressed format courses or programs, were the course descriptions and syllabi for those courses appropriate and reflective of the institution’s policy on the award of academic credit? _X__ Yes ____ No Comments: Online and hybrid courses were sampled in addition to face-to-face courses, and courses of three, eight, and fifteen weeks were examined. Evidence confirms that the institution’s policy on the award of credit is consistently applied. If the institution offers alternative delivery or compressed format courses or programs, are the learning outcomes reviewed by the team appropriate to the courses and programs reviewed and in keeping with the institution’s policy on the award of credit? Are the learning outcomes reasonably capable of being fulfilled by students in the time allocated to justify the allocation of credit? __X_ Yes ____ No Comments: A sample of student course learning outcomes from syllabi (including face-to-face, online, and hybridformat courses and courses of three, eight, and fifteen weeks duration) provide evidence of rigor and confirm that the institution’s policy of the awarding of credit hours is consistently applied. Is the institution’s actual assignment of credit to courses and programs across the institution reflective of its policy on the award of credit and reasonable and appropriate within commonly accepted practice in higher education? _X___ Yes ____ No Comments: Audience: Peer Reviewers Form © Higher Learning Commission Process: Federal Compliance Filing Contact: 800.621.7440 Published: August 2013 Version 03 – 2013-08 Page 19 FORM: Federal Compliance Team Template C. Recommend Commission Follow-up, If Appropriate Review the responses provided in this section. If the team has responded “no” to any of the questions above, the team will need to assign Commission follow-up to assure that the institution comes into compliance with expectations regarding the assignment of credit hours. Is any Commission follow-up required related to the institution’s credit hour policies and practices? ____ Yes __X__ No Rationale: Identify the type of Commission monitoring required and the due date: D. Identify and Explain Any Findings of Systematic Non-Compliance in One or More Educational Programs with Commission Policies Regarding the Credit Hour Audience: Peer Reviewers Form © Higher Learning Commission Process: Federal Compliance Filing Contact: 800.621.7440 Published: August 2013 Version 03 – 2013-08 Page 20 FORM: Federal Compliance Team Template Part 3: Clock Hours Does the institution offer any degree or certificate programs in clock hours? ____ Yes __X_ No Does the institution offer any degree or certificate programs that must be reported to the Department of Education in clock hours for Title IV purposes even though students may earn credit hours for graduation from these programs? ____ Yes _X__ No If the answer to either question is “Yes,” complete this part of the form. Instructions This worksheet is not intended for teams to evaluate whether an institution has assigned credit hours relative to contact hours in accordance with the Carnegie definition of the credit hour. This worksheet solely addresses those programs reported to the Department of Education in clock hours for Title IV purposes. Complete this worksheet only if the institution offers any degree or certificate programs in clock hours OR that must be reported to the U.S. Department of Education in clock hours for Title IV purposes even though students may earn credit hours for graduation from these programs. Non-degree programs subject to clock hour requirements (an institution is required to measure student progress in clock hours for federal or state purposes or for graduates to apply for licensure) are not subject to the credit hour definitions per se but will need to provide conversions to semester or quarter hours for Title IV purposes. Clock-hour programs might include teacher education, nursing, or other programs in licensed fields. For these programs Federal regulations require that they follow the federal formula listed below. If there are no deficiencies identified by the accrediting agency in the institution’s overall policy for awarding semester or quarter credit, accrediting agency may provide permission for the institution to provide less instruction provided that the student’s work outside class in addition to direct instruction meets the applicable quantitative clock hour requirements noted below. Federal Formula for Minimum Number of Clock Hours of Instruction (34 CFR §668.8) 1 semester or trimester hour must include at least 37.5 clock hours of instruction 1 quarter hour must include at least 25 clock hours of instruction Note that the institution may have a lower rate if the institution’s requirement for student work outside of class combined with the actual clock hours of instruction equals the above formula provided that a semester/trimester hour includes at least 30 clock hours of actual instruction and a quarter hour include at least 20 semester hours. Worksheet on Clock Hours A. Answer the Following Questions Does the institution’s credit to clock hour formula match the federal formula? Audience: Peer Reviewers Form © Higher Learning Commission Process: Federal Compliance Filing Contact: 800.621.7440 Published: August 2013 Version 03 – 2013-08 Page 21 FORM: Federal Compliance Team Template ____ Yes ____ No Comments: If the credit to clock hour conversion numbers are less than the federal formula, indicate what specific requirements there are, if any, for student work outside of class? Did the team determine that the institution’s credit hour policies are reasonable within the federal definition as well as within the range of good practice in higher education? (Note that if the team answers “No” to this question, it should recommend follow-up monitoring in section C below.) ____ Yes ____ No Comments: Did the team determine in reviewing the assignment of credit to courses and programs across the institution that it was reflective of the institution’s policy on the award of credit and reasonable and appropriate within commonly accepted practice in higher education? ____ Yes ____ No Comments: B. Does the team approve variations, if any, from the federal formula in the institution’s credit to clock hour conversion? ____ Yes ____ No (Note that the team may approve a lower conversion rate than the federal rate as noted above provided the team found no issues with the institution’s policies or practices related to the credit hour and there is sufficient student work outside of class as noted in the instructions.) C. Recommend Commission Follow-up, If Appropriate Is any Commission follow-up required related to the institution’s clock hour policies and practices? ____ Yes ____ No Rationale: Identify the type of Commission monitoring required and the due date: Audience: Peer Reviewers Form © Higher Learning Commission Process: Federal Compliance Filing Contact: 800.621.7440 Published: August 2013 Version 03 – 2013-08 Page 22 STATEMENT OF AFFILIATION STATUS WORKSHEET INSTITUTION and STATE: University of Wisconsin-Stout WI TYPE OF REVIEW: Comprehensive Evaluation DESCRIPTION OF REVIEW: Comprehensive evaluation includes a federal compliance panel. DATES OF REVIEW: 03/28/2016 - 03/29/2016 No Change in Statement of Affiliation Status Nature of Organization CONTROL: Public RECOMMENDATION: nc DEGREES AWARDED: Bachelors, Doctors, Masters, Specialist, Certificate RECOMMENDATION: nc Conditions of Affiliation STIPULATIONS ON AFFILIATION STATUS: Offerings at the doctoral level are limited to the Ed.D. in Career and Technical Education. RECOMMENDATION: nc APPROVAL OF NEW ADDITIONAL LOCATIONS: Prior Commission approval required. RECOMMENDATION: nc APPROVAL OF DISTANCE EDUCATION DEGREES: Approved for distance education courses and programs. Approval for correspondence education is limited to courses. Recommendations for the STATEMENT OF AFFILIATION STATUS RECOMMENDATION: nc ACCREDITATION ACTIVITIES: RECOMMENDATION: Summary of Commission Review YEAR OF LAST REAFFIRMATION OF ACCREDITATION: 2008 - 2009 YEAR FOR NEXT REAFFIRMATION OF ACCREDITATION: 2015 - 2016 RECOMMENDATION: 2025-26 ORGANIZATIONAL PROFILE WORKSHEET INSTITUTION and STATE: 1717 University of Wisconsin-Stout WI TYPE OF REVIEW: Open Pathway: Comprehensive Evaluation DESCRIPTION OF REVIEW: Comprehensive evaluation includes a federal compliance panel. No change to Organization Profile Educational Programs Programs leading to Undergraduate Associates Bachelors Program Distribution 0 47 Programs leading to Graduate Doctors Masters Specialist 1 21 2 Certificate programs Certificate 51 Recommended Change: Off-Campus Activities: In State - Present Activity Campuses: None. Additional Locations: Lac Courte Oreilles Community College - Hayward, WI Waukesha Area Technical College - Pewaukee, WI Recommended Change: Out Of State - Present Activity Campuses: None. ORGANIZATIONAL PROFILE WORKSHEET Additional Locations: None. Recommended Change: Out of USA - Present Activity Campuses: None. Additional Locations: None. Recommended Change: Distance Education Programs: Present Offerings: Certificate 13.1320 Trade and Industrial Teacher Education WI Technical College Certification Internet Certificate 13.1315 Reading Teacher Education Reading Teacher Certification Internet Certificate 52.0701 Entrepreneurship/Entrepreneurial Studies Entrepreneurship and Innovation Certificate Internet Bachelor 19.0701 Human Development and Family Studies, General BS Human Development & Family Studies Internet Master 23.1303 Professional, Technical, Business, and Scientific Writing MS Technical & Professional Communication Internet Certificate 13.05 Educational/Instructional Media Design Instructional Design - Graduate Certificate Internet Bachelor 14.3601 Manufacturing Engineering BS Manufacturing Engineering Internet Master 51.2310 Vocational Rehabilitation Counseling/Counselor MS in Vocational RehabilitationRehab. Counseling Concentration Internet Master 14.3601 Manufacturing Engineering MS in Manufacturing Engineering Internet Master 13.0101 Education, General MS in Education Internet Master 15.1501 Engineering/Industrial Management MS Operations and Supply Management Internet Master 11.0199 Computer and Information Sciences, Other MS in Information & Communication Technology Internet Bachelor 52.9999 Business, Management, Marketing, and Related Support Services, Other BS in Golf Enterprise Management Internet Certificate 13.1304 Driver and Safety Teacher Education Traffic Safety Education Certification Videocassettes, DVDs, and CD-ROMs ORGANIZATIONAL PROFILE WORKSHEET Certificate 52.0901 Hospitality Administration/Management, General Gaming Management Certificate Internet Certificate 13.13 Teacher Education and Professional Development, Specific Subject Areas ELearning & Online Teaching Certificate Internet Bachelor 11.0199 Computer and Information Sciences, Other BS in Information and Communication Technologies Internet Bachelor 52.0205 Operations Management and Supervision BS in Management Internet Certificate 13.1210 Early Childhood Education and Teaching Early Childhood - Middle Childhood Certification Internet Bachelor 15.00 Engineering Technology, General BS Engineering Technology - Production Operations Concentration Internet Certificate 52.10 Human Resources Management and Services Human Resources Management Certificate Internet Certificate 15.07 Quality Control and Safety Technologies/Technicians Quality Management Certificate Internet Bachelor 13.1319 Technical Teacher Education BS in Career, Technical Education & Training Internet Master 13.1320 Trade and Industrial Teacher Education MS in Career and Technical Education Internet Specialist 13.1320 Trade and Industrial Teacher Education EdS in Career and Technical Education Internet Master 13.1309 Technology Teacher Education/Industrial Arts Teacher Education MS in Industrial/Technology Education Internet Certificate 09.0199 Communication and Media Studies, Other Communication With Emerging Media Internet Master 30.33 Sustainability Studies M.S. Sustainable Management Internet Bachelor 30.3301 Sustainability Studies BS in Sustainable Management Internet Certificate 09.0199 Communication and Media Studies, Other Improving the User Experience Certificate Internet Certificate 30.3301 Sustainability Studies Sustainable Management Science Certificate Internet Certificate 30.3301 Sustainability Studies Sustainable Enterprise Management Certificate Internet Certificate 13.1017 Education/Teaching of Individuals in Elementary Special Education Programs Early Childhood-Special Education Certification Internet ORGANIZATIONAL PROFILE WORKSHEET Certificate 13.0501 Educational/Instructional Technology Instructional Technology Coordinator Certification Internet Master 50.04 Design and Applied Arts Master of Fine Arts in Design Internet Master 32.0111 Workforce Development and Training MS Training and Human Resource Development Internet Certificate 13.0601 Educational Evaluation and Research Evaluation Studies Certificate Internet Certificate 13.1099 Special Education and Teaching, Other Cross-Categorical Special Education Certification Internet Certificate 13.1315 Reading Teacher Education Reading Specialist Certification Internet Bachelor 13.1308 Family and Consumer Sciences/Home Economics Teacher Education BS Family and Consumer Science Education Internet Bachelor 13.1309 Technology Teacher Education/Industrial Arts Teacher Education BS Marketing and Business Education Internet Bachelor 23.1303 Professional, Technical, Business, and Scientific Writing BS Professional Communication and Emerging Media - Applied Communication Concentration Internet Bachelor 13.1310 Sales and Marketing Operations/Marketing and Distribution Teacher Education BS Technology Education Internet Master 52.2001 Construction Management MS Construction Management Internet Master 26.1307 Conservation Biology PSM Conservation Biology Internet Doctor 13.0407 Community College Education EdD in Career and Technical Education Internet Certificate 13.1013 Education/Teaching of Individuals with Autism Autism Spectrum Disorder Internet Certificate 11.0199 Computer and Information Sciences, Other CISCO Certified Network Associate Exam Preparation Internet Certificate 11.0199 Computer and Information Sciences, Other CISCO Certified Network Professional Exam Preparation Internet Certificate 13.0406 Higher Education/Higher Education Administration Institutional Research Internet Certificate 52.1005 Human Resources Development Organization Development and Consulting Certificate Internet Certificate 52.1005 Human Resources Development Training Design, Development and Evaluation Certificate Internet Certificate 11.1004 Web/Multimedia Management and Webmaster Web Technology Certificate Internet ORGANIZATIONAL PROFILE WORKSHEET Certificate 13.1320 Trade and Industrial Teacher Education Career and Technical Education Coordinator Certification Internet Certificate 42.2811 Family Psychology Sex Therapy Certificate Internet Recommended Change: Correspondence Education Programs: Present Offerings: None. Recommended Change: Contractual Relationships: Present Offerings: None. Recommended Change: Consortial Relationships: Present Offerings: Bachelor 30.3301 Sustainability Studies Bachelor - 30.3301 Sustainability Studies (B.S. in Sustainable Management) Master 30.3301 Sustainability Studies Master - 30.3301 Sustainability Studies (M.S. in Sustainable Management) Recommended Change:
