Higher Learning Commission Self Study, 2011-12
Organization of Chapters in Report
After examining other schools’ documents, the following lists were constructed showing the
areas, offices and functions that showed up in each criterion/chapter of the final report.
Criterion 1: Mission & Integrity – The organization operates with integrity to ensure the
fulfillment of its mission through structures and processes that involve the board, administration,
faculty, staff & students
1A.
The organization’s mission documents are clear and articulate publicly the organization’s
commitments
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1B.
In its mission documents, the organization recognizes the diversity of its learners, other
constituencies, and the greater society it serves.
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1C.
Policies supporting diversity
All diversity programs and initiatives
Special efforts at recruitment and retention of diverse faculty, staff and students
President’s Commission on the Status of Women
Commissions, committees, or other efforts aimed at considering issues related to
specific cultural groups
Understanding of and support for the mission pervade the organization
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1D.
Linking Mission statement of University & supporting mission statements from all
units
Strategic planning process & involvement of all constituents in planning process
o Faculty, students, staff, Board, External groups, advisory boards, etc.
Accessible mission statement on website & elsewhere
Survey of faculty, staff & students on morale, climate, understanding of mission, etc.
College/Department/Unit mission statements support University mission
Program review as process for demonstrating academics support mission
Budgeting process demonstrates support for mission – where funding is provided
Promotion & Tenure and Salary adjustments demonstrate support for mission
The organization’s governance and administrative structures promote effective leadership
and support collaborative processes that enable the organization to fulfill its mission.
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Layout of administrative structure – President, Provost, VPs, Deans, Dept Heads, etc.
Shared governance – Faculty senate, Classified senate, student senate
Deans council, President’s council, staffing
Policies and by-laws supporting governance & administration
Standing committees
1E.
The organization upholds and protects its integrity.
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Accountability to Board of Regents
Policies on ethics, academic integrity
Procedures in place to assure fairness in treatment of faculty & staff
Involvement of Faculty & Academic Affairs committees
Involvement of Student Affairs
Role of IT services in maintaining security, integrity of communication
Grievance and appeals process, ombudspersons, conflict mediation
Internal audit
Integrity in Athletics
Criterion 2: Preparing for the Future – The organization’s allocation of resources and its
processes for evaluation and planning demonstrate its capacity to fulfill its mission, improve the
quality of its education, and respond to future challenges and opportunities.
2A.
The organization realistically prepares for a future shaped by multiple societal and
economic trends.
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2B.
The organization’s resource base supports its educational programs and its plans for
maintaining and strengthening their quality in the future.
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2C.
Resource base – state appropriations, tuition, grants, fund-raising
Expenditures – academic, institutional/administrative, operational, maintenance
How the budgeting processes work at all levels
Any legislative restrictions on funding
The general role of the Foundation and Alumni in fund raising
Funding of HR development
Allocation of faculty positions
Plans for the future
The organization’s ongoing evaluation and assessment processes provide reliable
evidence of institutional effectiveness that clearly informs strategies for continuous
improvement
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2D.
Discussion of current economic and societal trends
Enrollment trends and forecasts, changing demographics
Demands from macro environment – globalization and technology
Strategic planning (specific planning processes)
Programs in place to meet challenges of demographics, economic and societal trends
o Types of programs in place to prepare all types of students for all challenges
o Study abroad, Office of International Programs, tech classrooms
History of the assessment processes at the university
Progress that might be shown on national databases, comparisons of retention,
graduation rates, or other factors to other peers
Performance agreements and university’s documented performance relative to goals
Faculty evaluations, program reviews, student evaluations of classes
Some discussion of General Education task force issues
Division or Office of Student Success
All levels of planning align with the organization’s mission, thereby enhancing its
capacity to fulfill that mission.
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Mission statement(s) and activities of Presidents in office during time of self study
Planning processes used for academic and administrative functions
Different levels of planning
Criterion 3: Student Learning and Effective Teaching – The organization provides evidence
of student learning an detaching effectiveness that demonstrates it is fulfilling its educational
mission.
3A.
The organization’s goals for student learning outcomes are clearly stated for each
educational program and make effective assessment possible.
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3B.
The organization values and supports effective teaching.
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3C.
Philosophy, purpose, and commitment to assessment process
History of assessment processes at school
How assessment is done: University wide assessments & program level assessments
Strengths vs. opportunities for enhancement
Examples of closing loops
Policies on teaching quality
Systems in place – curriculum development, faculty hiring, faculty evaluations
Program review
Rewards and recognition for effective teaching in place
Resources for supporting teaching – technology, Offices/Institutes, programs, new
faculty orientation, GTA orientation, Teaching academies, assistance for online
teaching
Online system (Blackboard or in our case, K-State Online)
Initiatives, grants etc. for improving teaching
The organization creates effective learning environments
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Physical facility issues (class sizes, use of tech classrooms, renovations)
Use of technology to facilitate learning groups
Broad assistance for students (new student orientation, mentoring, admissions,
retention programs)
Academic advising at university, college and department levels
Student readiness programs – preparation for professional programs, certification,
qualifying exams, etc.
Access to programs – pre-college preparation, bridge programs, etc.
Honors & study abroad programs
Center for Academic Success
Counseling services, disabled student services, etc.
International student assistance
Residential living groups
3D.
The organization’s learning resources support student learning and effective teaching.
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Library’s role and support function for learning
Funding of library and resources
Other learning resources
Criterion 4: Acquisition, Discovery, and Application of Knowledge – The organization
promotes a life of learning for its faculty, administration, staff and students by fostering and
supporting inquiry, creativity, practice and social responsibility in ways consistent with its
mission.
4A.
The organization demonstrates, through the actions of its board, administrators, students,
faculty, and staff, that it values a life of learning.
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4B.
Discussion of the centrality of research and life-long learning to the mission
History of using research to improve quality of life (in state, community)
Commitment to freedom of inquiry in policies, lecture series, etc.
Infrastructure in place to assist research and active learning (office of sponsored
research, centers, institutes, etc.)
Internal funding for research (USRG, Targeted Excellence, internal grant awards)
Professional development opportunities – conferences, training for staff, grad school
programs for development of grad students or faculty, etc.
Undergraduate research support or infrastructure
Access for minorities (Developing Scholars program)
Role of Office of VP for Research, Research Foundation, etc.
Growth experienced in grant funding from NSF, NIH, others
Use of research funds
Ag Experimentation Stations, Cooperative Extension Services
Research clusters, consortia, partnerships with other institutions
Faculty contributions to research & scholarly achievements
Acknowledgement and awards for faculty research
Outcomes of research activities – practices, products, improvements
Survey of research environment and activity
The organization demonstrates that acquisition of a breadth of knowledge and skills and
the exercise of intellectual inquiry are integral to its educational programs.
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Discussion of interdisciplinary academic programs
Discussion of University General Education program – development, SLOS, etc.
Integration of curricular and co-curricular activities
Community outreach by students and faculty, community grants, projects
Skill and workforce development
Support for student creative work
Technology transfer, venture creation, entrepreneurship
4C.
The organization assesses the usefulness of its curricula to students who will live and
work in a global, diverse, and technological society.
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4D.
Role of Office of International Programs & study abroad
Assessment of SLOs and Accreditations of programs
Program Review process
Assessment and review of graduate programs
Discussion of the use of advisory boards across campus
Career and employment services and feedback from employers
The organization provides support to ensure that faculty, students, and staff acquire,
discover, and apply knowledge responsibly.
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Processes surrounding academic honesty and integrity
Honor Code
Research integrity and role of compliance offices
Environmental health and safety procedures/planning
Intellectual property rights protection
Internal audits of administrative functions
Criterion 5: Engagement and Service – As called by its mission, the organization identifies its
constituencies and serves them in ways both value.
5A.
The organization learns from the constituencies it serves and analyzes its capacity to
serve their needs and expectations.
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5B.
The organization has the capacity and the commitment to engage with its identified
constituencies and communities.
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5C.
Discussion of context of university – different constituencies and their needs
Demonstration of understanding and recognition of changing needs
Influence of external groups – Board of Regents and various Advisory Boards
Extension services and programs
Surveys or methods by which university gathers feedback from constituencies (survey
of climate, “pizza with provost”, facebook? others)
Offices on campus for specific external relationships – community affairs, career
services, Dean of Students (commuter students), corporate relations, K-12 contact,
community-based education, etc.
Connections with city, state, community through committees, student & faculty
projects
Use of transparent planning process to engage all constituents
Involvement of all (faculty senate, student government, classified & staff, Board)
Involvement of Athletics – community oriented programs – wear pink, etc.
Continuing education programs
All forms of outreach – non-degree training, outreach to prospective students, alumni,
and others
Programs for including transfer students – 2+2 programs
Degree completion programs online
Technology transfer and entrepreneurship assistance
Cultural & Arts aspects of University as part of local community (theater, MLK
activities,
The organization demonstrates its responsiveness to those constituencies that depend on
it for service.
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All community service programs
Grants for STEM or minorities, or students in general
Counseling center for students
Distance education
Institutes and centers and their services to community, state, or others
Center for Engagement
5D.
Internal and external constituencies value the services the organization provides.
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Role of the Foundation and fund raising
Constituents giving back to university
Climate results show faculty and staff satisfied
NSSE results show students satisfied and see value
Alums and Corporate partners active in giving to university
University wins external awards showing its value to others