Northwest Commission on Colleges and Universities
A REGULAR INTERIM REPORT
Brigham Young University-Idaho
Rexburg, Idaho
April 22-23, 2009
Prepared by
Dr. Laura Polcyn, Chair
Associate Dean for Graduate Studies and
Special Academic Programs
Pacific Lutheran University
and
Dr. Kay Carnes
Associate Dean, School of Business Administration
Gonzaga University
A Confidential Report Prepared for the
Northwest Commission on Colleges and Universities
that Represents the Views of the Evaluators
TABLE OF CONTENTS
Institution and Accreditation History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
The Self-Study Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3
Methods Used to Verify Self-Study Report Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3
Individuals Interviewed During Visit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4
Part A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Recommendation One (2004 Report)
Recommendation Two (2004 Report)
Recommendation Three (2004 Report)
Recommendation Four (2004 Report)
Recommendation One (2006 Report)
5
Part B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Standard One – Institutional Mission and Goals, Planning
and Effectiveness
Standard Two – Educational Program and Its Effectiveness
Standard Three – Students
Standard Four – Faculty
Standard Five – Library and Information Resources
Standard Six – Governance and Administration
Standard Seven – Finance
Standard Eight – Physical Facilities
Standard Nine – Institutional Integrity
8
Commendations and Recommendation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
12
INSTITUTION AND ACCREDITATION HISTORY
Brigham Young University-Idaho (BYU-Idaho) is a private four-year university affiliated with
The Church of Jesus Christ of Latter-day Saints. BYU-Idaho resides in a picturesque valley,
surrounded by majestic scenery. The university can be characterized as a place of innovation
and thus appears to be a place of constant change. As one dean indicated, “We expect change.”
In recent years, BYU-Idaho transitioned from a two-year college to a four-year university, a new
general education curriculum was launched (Foundations), a way to develop a common
language around inspired learning and teaching was developed (the Learning Model), and an
assessment reporting system was introduced to the community(the report card). All of this
together, with substantial building renovation and building construction, provides the current-day
platform.
BYU-Idaho’s regular accreditation visit was in 2004. The committee’s report listed four
recommendations: maintaining a wholesome academic, cultural, social, and spiritual
environment; assessment; faculty workload policies; and faculty scholarship. A focused visit
was undertaken in 2006 where all four areas were covered. The 2006 report indicated progress
across all four. One recommendation resulted from the 2006 report. It addressed assessment of
general education. This current report reflects results from a 2009 regular interim visit.
THE SELF-STUDY REPORT
The self-study report provided a thorough summary of BYU-Idaho activities and progress over
the four 2004 and one 2006 recommendations. It was well organized, and gave the evaluators a
clear sense of changes since 2004. The report spoke with detail about each of these
recommendations as well as addressing the nine NWCCU standards. The report lacked
consistent in-depth critical analysis and next steps throughout the report.
METHODS USED TO VERIFY SELF-STUDY REPORT CONTENTS
The evaluators reviewed the 2004 and 2006 Self-Study Reports, the resulting 2004 and 2006
committee/evaluator reports, the 2009 Self-Study Report, the report card system, and various
other BYU-Idaho documents provided via the Web and in hard copy. An extensive number of
BYU-Idaho individuals were interviewed, with the university responding nimbly to changes in
the schedule.
INDIVIDUALS INTERVIEWED DURING VISIT
Board and Church Representatives (via teleconference)
Roger Christensen
Elder Steven Snow
Sister Julie Beck
Executive Council
President Kim Clark
Academic Vice President Fenton Broadhead
Advancement Vice President Henry Eyring
Student Services and Activities Vice President Garth Hall
University Resources Vice President James Smyth
Assistant to the President for Planning and Strategy Betty Oldham
Other Administrators
Associate Academic VP, Instruction – Phil Packer (NWCCU ALO)
Institutional Research & Assessment Officer Scott Bergstrom
Associate Academic VP, Educational Resources and Development Clark Gilbert
Associate Academic VP, Curriculum Bruce Kusch
Academic Administrator Ric Page
Director, Instructional Development Brian Schmidt
Dean of Students Kevin Miyasaki
University Librarian Martin Raish
Academic Deans and Associate Deans
Dean, Language and Letters John Ivers
Dean, Physical Sciences and Engineering Kendall Peck
Dean, Performing and Visual Arts Kelly Burgener
Associate Dean for Business and Communication Kirk Gifford
Associate Dean, Education and Human Development John Thomas
Associate Dean, Agriculture and Life Sciences, Jerry Scrivner
Dean, Continuing Education Ron Campbell
Faculty
Past President of the Faculty Association Ann Marie Harmon
Current President of the Faculty Association David Peck
Fifteen faculty from various departments and with varying years with BYU-Idaho
Students
Sixteen students representing various majors and levels at BYU-Idaho
PART A
The following is an analysis of the four recommendations from the 2004 Regular Report and the
one recommendation from the 2006 Focused Interim Report.
Recommendation One (2004 Regular Report): While the Committee commends the University
community for its dedication and diligence in moving from a two-year program to a four-year
baccalaureate institution in a very short time period, the Committee recommends that the
University re-examine its capacity to accomplish its self-identified aggressive academic goals
while simultaneously maintaining a wholesome academic, cultural, social, and spiritual
environment. (Standard 1.A.4 and 5)
Five years later BYU-Idaho is a thriving four-year academic institution. Healthy indicators
include a robust enrollment, a solid academic program, and a student body which shows all signs
of growth, development, and satisfaction.
The enrollment at BYU-Idaho sits at 21,699 unduplicated headcount (2008), a growth of 4,279
students since 2004. This remarkable expansion has been coupled with intentional academic
program structure and appropriate student services. It is evident that this attention to the needs
surrounding growth are not only for the present, but also with an eye to the future. BYU-Idaho is
expected to grow to 15,000 FTE by 2015 (now 11,600). Demographics support this further
expansion and the leadership of BYU-Idaho has plans underway to accommodate this growth.
With many years of preparation, the academic program is transforming to meet the needs of the
BYU-Idaho students, both two-year and four-year. The Foundation general education
curriculum was launched fall 2008. Information is being gathered regarding the Foundation’s
success. The number of courses offered is being adjusted. Majors and minors have been and are
continually examined. A number of majors and minors have been eliminated.
In addition, the Learning Model was established to enhance the classroom and education
experience. To quote the Self-Study, “The BYU-Idaho Learning Model was developed to
provide an architecture reflecting the unique goals and context of a BYU-Idaho education and to
provide a common language with which to talk about our vision of inspired learning and
teaching.” It pertains to both student and faculty member, and was praised extensively by
representatives of both groups during interviews.
It is very clear that these two changes to the educational program have transformed the learning
experience, have provided a platform for continued change and academic growth, and will serve
BYU-Idaho with tools to make further appropriate change. As mentioned by some and shared
opinion of the evaluators, the transformation from two- to four-year, the Foundations, and the
Learning Model represent enough change for the present.
To deal with this change, BYU-Idaho has paid attention to student needs. It has instituted a
robust activities program. Students appear to like the breadth of opportunities. Students also
participate in the spiritual dimension and take ownership in managing meetings and worship
opportunities. They also participate in leadership opportunities through student government and
activities management.
Student satisfaction surveys are administered regularly. Results are reviewed, and programs
enhanced and changes made when needed. Generally, results are very positive. Graduation rates
remain strong. The associate degree programs are continuing to keep pace.
A conversation with students bore out the excitement of the Learning Model, the satisfaction
with services, and the availability of student voice through student government, relationship with
the faculty, and positions on university committees. The latter is taken very seriously by
students. They appreciate the confidence the leadership places in them; they accept this trust
with regular committee attendance and thoughtful participation.
BYU-Idaho has taken this recommendation to heart and established ways to meet students’
academic, cultural, social, and spiritual needs.
One remaining initiative is online learning. Careful development of courses is present, and
BYU-Idaho seems to be able to deliver a number of solid academic courses. The eventual goal is
to have each student’s academic portfolio include twenty percent of online coursework. Even
under this plan, the student’s environment should not change as the student will remain as an oncampus learner.
The evaluators wish to praise the BYU-Idaho community for the attention to the welfare of
students throughout the many recent changes.
Recommendation Two (2004 Regular Report): While the Committee finds considerable evidence
of assessment, there is little evidence that assessment is influencing planning across the
University. Evidence of the linkage between assessment and planning consistently over time is
required. (Standard 1.B.4 through 1.B.8, Standard 2.B, Policy 2.2)
The 2006 focused interim report recognized the dynamic implementation of an assessment
system. The evaluator rightly indicated that “President Clark has initiated bold initiatives…”
The annual stewardship review program provides a framework. It permeates the campus, with
reviews throughout all academic units. A Web-based system is used. BYU-Idaho is commended
for instituting this system. It requires much effort for implementation and to continually train
and retrain department chairs and others how to use the tool.
Departmental report cards are used to evaluate a variety of aspects of program effectiveness.
The report card contains a series of measures across an agreed-upon series of indicators and
initiatives. They are: (1) graduates are prepared for their future endeavors, (2) the department’s
resources are well managed, (3) the department provides quality educational experiences, and (4)
department personnel learn and grow. Departmental report card data are rolled up to the college
level.
BYU-Idaho is applauded for developing a university-wide system of assessment for the
academic program and for other areas of the university. There is a consistency which works well
at this institution. There are also some major cautions.
Report Card Sections: Graduates are prepared for their future endeavors and The
department provides quality educational experiences
In reviewing the department report cards, in the majority of cases authentic learning outcomes
are absent. Data gathered tend to be about student perception of learning or student satisfaction
with the course content. Placement rates (working and in graduate school), student course
evaluation data, and “level of perceived learning,” are present in many of the departments.
Where “program outcomes” are present (25 of 33 departments as reviewed on the Web site do
have program outcomes listed), these outcomes are in the majority void of student learning
objectives data. However, there is evidence that some departments measure student learning
with pre- and post-testing, or use some national data benchmarking. It is important that BYUIdaho leadership and faculty reexamine the process of developing student learning outcomes data
and find ways for faculty in departments where this is evident to assist others across the
university.
In the educational experiences section of the tool, it is unclear if the departments (collectively)
participate in the setting of the goals. And if not set by the departments, either individually or as
a group, how are the goals set?
Report Card Section: The department’s resources are well-managed
This section presents a series of measures including cost data. For many of the measures, the
goals are the same across departments. The evaluators suggest that the leadership examine these
goals and benchmarks to determine if these should be universal.
It is clear to the evaluators that while BYU-Idaho has implemented a comprehensive system to
gather data for assessment purpose, there is work yet to be done. Specifically, assessment data
gathered should be authentic and that data drives the revision of courses, curricula, majors, etc.
Recommendation Three (2004 Regular Report): Noting the emphasis the university placers on
teaching and service, the Committee recommends the University develop and implement
workload policies that will both maintain those emphases and ensure that faculty are able to
maintain currency in their teaching fields at a level appropriate to a baccalaureate institution.
The current teaching loads of faculty, coupled with the University’s expectations for service,
appear to leave little time for faculty to maintain disciplinary currency. This is exacerbated by
the University’s movement to the baccalaureate level, which requires engagement with the
discipline at a deeper level than at the associate level. (Standard 2.A.1, Standard 4.A.3)
BYU-Idaho leadership has given attention to the recommendation of 2004 to ameliorate what
was seen as teaching and service workloads which allowed faculty too little time to maintain
currency in their disciplines. Most notable is a change to the university calendar from a two
semester + summer model to a year round schedule of three 15-week semesters. The new model
anticipated that faculty would teach a 12-12-12 credit hour load, leaving time each semester for
course design, service activities, and professional development.
In addition to the calendar change, improvements to the plan for increased Professional
Development Leaves (PDL) were instituted. This plan allows faculty to apply for 3 to 6 hours of
release time to pursue innovative course development ideas and other professional development
opportunities. Finally, the university has hired student teacher supervisors, academic advisors,
and internship coordinators to help ease faculty administrative duties.
While some faculty report that workload expectations have improved and speak positively of
reduced administrative demands, the success of the new calendar and improved PDL process
have not been realized across all disciplinary areas. At the same time that the intended workload
improvements were implemented, the university began development of an extensive
reorganization of core courses resulting in the Foundations curriculum. Attention to
development and teaching of Foundations courses has led to continued and increasing faculty
overloads. Some faculty report that, although structures are in place to reduce teaching loads,
they feel obligated to teach more than 12 credits per semester and to delay PDL requests in order
to serve student needs. While expressing a deep desire to fulfill the mission of the university,
they sense that burnout is making them less effective than they might be.
It is clear to the evaluators that while BYU-Idaho has implemented workload policies with the
potential to balance faculty teaching, service, and professional development, realization of such
balance has not yet been achieved across all disciplinary areas.
Recommendation Four (2004 Regular Report): Faculty scholarship in the discipline is necessary
to maintain effective instruction. The Committee recommends that institutional policies and
procedures concerning scholarship be developed and implemented in collaboration with the
faculty to ensure that faculty members maintain in a chosen subject a high level of expertise,
originality, critical analysis, significance, and demonstrability. (Standard 4.B)
BYU-Idaho has instituted policies to make it possible for faculty members to maintain currency
in their respective fields of expertise. Professional Development Leaves (PDLs) of 3 to 6 hours
of release time as well as full sabbaticals may be requested. Funding is available for faculty to
attend professional meetings, and those who can find suitable programs may apply for some
funding toward obtaining a doctoral degree.
Analysis of faculty accomplishments indicates that many faculty attend conferences and make
presentations and some publish in professional journals. Preference is given for work in
curriculum development or research involving students. An undergraduate research fair was
begun in 2005 and faculty are encouraged to act as mentors to student research efforts.
As with workload issues in general, the ability of faculty to pursue such opportunities differs
across departments and is dependent upon suitable replacements to meet student needs. The
Faculty Learning Fellowship Report shows that whereas between 42-51 semester fellowships
were granted each year, between 2004 and 2006 the number dropped to 11 in 2007 and 15 in
2008. Some faculty wanting to pursue research or advanced degrees in subject areas other than
teaching and curriculum development expressed the opinion that such development is not
encouraged.
The university has in place policies that would allow opportunities for faculty scholarship,
research, and artistic creation. It is important that the policies result in actual practice where
faculty feel supported in their developmental endeavors and are afforded sufficient time to
pursue such endeavors.
Recommendation One (2006 Focused Report): Since review of the Focused Interim Report and
interviews of administrators and faculty indicated little evidence of improved assessment of
General Education linked to institutional planning, the Evaluator recommends that the current
revision of general education include a plan for regular and continuous assessment of general
education. The revision needs to include expected learning outcomes for general education and
regular and systematic assessment linked to institutional planning (Standard 1.B.4, Standard
2.B.1 through 2.B.3, and Policy 2.2)
In Fall 2005 BYU-Idaho began a complete reevaluation in its General Education requirements
resulting in a comprehensive 40 credit, cross-disciplinary block called Foundations of LearningFoundations for Life. Content development began in 2007 and the program was launched with
the entering class of Fall 2008. It is anticipated that the program will be fully in place by Fall
2010. As part of the deliberations leading to the Foundations program, a new approach to
teaching and learning emphasizing student pre-class preparation and “teach one another”
activities was developed.
Establishment of learning goals was central to the discussion and development of the
Foundations program. As a very new program, at the time of the evaluators’ visit, very little
assessment of learning goals has taken place. What assessment has been carried out is based
upon perceptions of whether the learning model is being implemented or whether students
perceive that they have increased their learning. Discussions with faculty and leadership
indicated that, for some, there was little understanding that assessment should measure
objectively whether students have achieved the outcomes predicted by the learning goals and that
assessment activities should lead to the improvement of teaching and learning. Some faculty are
individually administering pre- and post- tests but their work has not been formally integrated
into the university’s assessment report card. As was recommended in the response to the first
recommendation (above) it is important for BYU-Idaho leadership and faculty to reexamine the
process of developing and measuring student learning outcomes and find ways for faculty in
departments where this is evident to assist others across the university. It will be essential for
evaluators at the next visit to determine that assessment activities have been used to improve
teaching and learning in Foundations courses.
PART B
Standard One – Institutional Mission and Goals, Planning and Effectiveness
President Clark brings a strong background in planning. He continually challenges the campus
for continued quality improvement initiatives, planning, implementation, and outcomes. He
demands quality and effectiveness.
BYU-Idaho maintains a mission supporting the work of the staff and the mission drives the
academic, programmatic, and student services. The mission supports a number of current
initiatives: raise the quality of every aspect of the student experience, serve more students,
review campus space utilization, create a BYU-Idaho Learning Model, Review the General
Education requirements, and increase online education.
The leadership team works to ensure that the initiatives and addressed constantly, and programs
and services developed to carry them out. For example, regarding campus space utilization,
there are studies underway to ensure classes are taught in appropriate places, that course limits
match classroom size, and that students have adequate on campus space to study and to eat.
The report card concept is also extended to the level of institutional planning. The above
initiatives along with four, central mission-based objectives (serve more students, prepare
students, develop testimonies, and develop disciple-leaders) are measured and reviewed by
leadership.
The weakness in the university-level planning sits with data gathered at the departmental and
college level. If student learning outcomes are not actually measured (see Part A), and it is a part
of the university-level review, it is impossible to fully measure and therefore realize the goal.
Standard Two – Educational Program and Its Effectiveness
BYU-Idaho has made great strides in converting from a 2-year college to a 4-year university and
demonstrates its commitment to high standards of teaching and learning consistent with its
imperatives of raising quality, increasing student numbers, and lowering the relative cost of
education. Although the institution has experienced rapid growth from a headcount of 13,646 in
2001 to almost 21,000 in 2008, class sizes have been kept small and additional faculty and staff
have been added to serve student needs. Nine new bachelors degrees and one new associates
degree have been added while 23 bachelors and six associates degrees have been discontinued.
In several cases the new degrees represent the rationalization of several small degrees into one
more substantive one.
Three new initiatives set the BYU-Idaho program apart from peers:
The Learning Model
This model was designed to “foster faith-building and life-changing learning” and is based upon
a Prepare, Teach One Another, Ponder/Prove platform. Faculty are encouraged to develop
learning goals and organize teaching experiences that include heavy participation by students.
Students are encouraged, through course design, to come to class prepared and to mentor one
another. Time is set aside to ponder learning. Students speak enthusiastically of their classroom
experiences and faculty have formed teaching groups and learning communities to spread ideas
across the curriculum.
The Foundations Program
In 2005 BYU-Idaho began discussions about the development of a new General Education
curriculum. This led to the launch in Fall 2008 of a cross disciplinary 40-credit block of courses
that teaches “mathematical, scientific, and historical principles in connection with real-life
issues.” As a very new program little evaluation is yet available, but both faculty and students
speak positively about its potential.
Online Education
Given its imperative to grow the university and serve more students, attention to offering some
courses online has been given serious attention. As envisioned, online courses will follow the
on-campus experience, integrating the Learning Model and following a cohort, semester-based
structure. Individual departments will design curriculum and hire off-site faculty to teach the
courses. The goal is for all students to take up to twenty percent of their course load through an
online platform rather than in classrooms.
A weakness in the educational program is an absence of university-wide outcomes assessment of
student learning. While some faculty set learning outcomes and measure student results, there is
no model used consistently across the curriculum. While the excellent report card platform
shows the results of many satisfaction surveys, student reported perceived learning, and multiple
measures of organizational efficiencies such as seat utilization, it reports little to nothing about
objective student learning outcomes or changes to teaching and learning that arose from such
outcomes measurement.
Standard Three – Students
BYU-Idaho has seen considerable enrollment growth over the last ten years, and more growth is
planned. The planning to serve these students has been exceptional. Academic and nonacademic space meets the needs of the students. Construction is substantial, with the addition to
the student center and the erection of a 15,000-person auditorium.
Appropriate student services are available. Counseling and advising are managed in ways to
serve all students.
During the discussion with students there was high praise for the faculty. The vast majority of
students expressed their excitement around the Learning Model. These students felt it added
significantly to their learning, and provided them the tools to think thoughtfully and critically.
These students also appreciated the mechanisms in place to express their concerns. Most had no
concerns; those who did knew the channels to pursue answers. Students liked that they served
on all committees, such as the academic committee, and appreciated that they were full
members.
Standard Four – Faculty
BYU-Idaho has an extremely dedicated, hardworking faculty committed to the mission of the
university and to the well-being and development of its students. With the growth in student
numbers and transition from a 2-year to 4-year institution, faculty turnover has been farreaching. Between 2001 and 2008, 133 faculty retired or were replaced and 120 new faculty
were hired. The university has attempted to increase hiring of those with terminal degrees, a goal
that is reached with about half of new hires. A policy is in place to help those without PhD’s
obtain them, although some faculty report that the lack of availability of courses near Rexburg as
well as employment and family demands make pursuit of the PhD difficult.
Leadership recognizes the increased demands for scholarship and professional development in
faculty at a 4-year university and has attempted to develop policies to increase the time and
resources faculty have to devote to such pursuits. A change to a three semester 12-12-12
teaching schedule and the hiring of additional advising staff was designed to free faculty for
more personal development. Enhanced opportunities for Professional Development Leaves and
sabbaticals was also proposed. Thus far these initiatives seem only partly realized, with some
faculty reporting that the development activities necessary for the Learning Model and
Foundations program have left them scant time to do research or reflect upon their discipline.
Faculty in some departments also report that, with the increase in student numbers, they are
unable to apply for release time.
Policies for faculty evaluation are well documented. There is no faculty rank and all are paid on
the same scale, a policy fully supported by faculty. New faculty are on probation for the first
four years of service after which they are granted continuing faculty status and are evaluated at
least every three years.
Standard Five – Library
The McKay Library has become a major student gathering spot. Continuing creative efforts in
reorganizing shelving, adding tables and study carrels, and converting spaces to alternative quiet
or group areas attracts students to a comfortable and inviting location where they have instant
access to research materials as well as numerous computer terminals. Remodeling will soon
begin on an enclosed walkway from the library to the newly remodeled student union building.
Print and online collections have been increased extensively; online databases number 300 with
collections of visual resources, audio books, and streaming music libraries added to those for
periodic literature. Online collections give students access to more than 600,000 titles in
electronic form.
Library administration is commended for using creative methodologies to improve the physical
environment and resources of the library and provide BYU-Idaho students a vibrant, welcoming
study atmosphere that meets their needs in the 21st century.
Standard Six – Governance and Administration
There have been no substantive changes in the area of governance since 2006. BYU-Idaho
continues to be affiliated with The Church of Jesus Christ of Latter-day Saints. The board of
trustees, which covers the entire higher educational system of the Church, has natural turnover.
However, that turnover is expected and has not changed anything regarding governance.
President Clark has added three key positions in planning and strategy; educational resources and
development; and academic administration. These positions are to help strengthen BYU-Idaho’s
ability to carry out new initiatives. The student services area has been restructured to meet the
growth in the student body and to provide more support for activities.
Standard Seven – Finance
BYU-Idaho’s finances are strong. As indicated in their Regular Interim Report, “BYU-Idaho
continues to enjoy great stability in its major sources of revenue and is thus able to project them
with a high level of confidence.” There is an ongoing commitment of the Church to fund and
support BYU-Idaho. And the funds are not tied directly to the Church’s investments.
Standard Eight – Physical Facilities
The physical facilities of BYU-Idaho are stellar. Most of the buildings have had renovations and
remodels in recent years. Further, many additional capital investments have taken place,
including many which directly support student learning and student services. Two major
building projects are underway. A 15,000-person auditorium and a 130,000 sq. ft. addition to the
student hub will be completed fall 2010.
Students and staff are praised for being good stewards of their buildings and grounds. It is clear
that all care deeply for the space.
Standard Nine – Institutional Integrity
Policies are clearly defined and adherence is high. The Honor Code is clearly visible—even to
the casual visitor. Conflict of interest and other policies exist.
As the Regular Interim Report indicates, “the faculty is entrusted with broad individual academic
freedom to pursue truth according to the methodologies and assumptions that characterize
scholarship in various disciplines.” This appears to work for BYU-Idaho.
The evaluators wish to express their thanks to the BYU-Idaho campus community for the
transparency which framed the information and answers by all students, faculty, and staff. The
evaluators wish to further thank Dr. Phil Packer, accreditation liaison officer, for the
arrangements. We wish the campus well.
COMMENDATIONS AND RECOMMENDATIONS
Commendations:
1. BYU-Idaho staff and faculty are commended for their dedication and work to uphold the
mission and identity of the university as it continues to undergo extensive growth, change,
and development.
2. BYU-Idaho is commended for recent academic initiatives, in particular the Learning Model,
the general education Foundations curriculum, and online learning.
3. BYU-Idaho is commended for the development and use of the report card concept. It is an
outstanding platform of data collection, analysis, and dissemination of information in a user
friendly format.
4. BYU-Idaho is commended for a campus environment which provides a well-kept and
welcoming physical space fostering student engagement, learning, and spiritual growth. This
includes the master plan vision which ensures appropriate facilities are available to meet
student needs.
Recommendations:
1. While continuing to develop a program of university and educational assessment, the
leadership, faculty, and staff of BYU-Idaho are encouraged to continue the process of
informing improvement at all levels of the university. Across all academic departments,
educational assessment should include not only student-perceived learning outcomes but also
empirical data and measures supporting educational outcomes and goal attainment. The
evaluators found inconsistent application across campus. Empirical data is necessary to
inform the appropriate curricular improvements. (Standard 1.B – Planning and
Effectiveness, Standard 2.B.2 – Educational Program Planning and Assessment, and Policy
2.2 Educational Assessment)
2. The University is encouraged to implement and communicate consistent policies across
colleges in workload expectations, and awards of release time and sabbaticals. Evaluators
found that, although those involved in development of the new Foundations curriculum had
been granted extensive release time, faculty held varying perceptions of workload
expectations and availability of time for faculty renewal and professional development
(Standard 4.A.3 Faculty Selection Evaluation, Roles, Welfare, and Development, Standard
4.B.4 Scholarship, Research, and Artistic Creation)