DRAFT
REPORT OF A COMPREHENSIVE EVALUATION VISIT
TO
MORNINGSIDE COLLEGE
Sioux City, Iowa
March 16-19, 2014
FOR
The Higher Learning Commission
A commission of the North Central Association
EVALUATION TEAM
Dr. Jerry C. Davis, President, College of the Ozarks, Point Lookout, MO 65726
Dr. Brock M. Reiman, VP for Academic Affairs, Indiana Wesleyan University, Marion, IN 46953
Dr. J. Keith Keeling, VP, Dean, and Professor of Philosophy and Religion, Emeritus, Central
Methodist University, Fayette, MO 65248
Dr. Diane Fladeland, VP for Academic Affairs, University of Mary, Bismarck, ND 58504
Dr. Susan J. Lindahl, COO/EVP Administrative Services, Baker University, Baldwin City, KS
66006
PEAQ Comprehensive Evaluation Report
Morningside College
Contents
I.
Context and Nature of Visit ....................................................................................... 3
II. Commitment to Peer Review ..................................................................................... 4
III. Compliance with Federal Requirements .................................................................... 5
IV. Fulfillment of the Criteria for Accreditation ..................................................................
a.
b.
c.
d.
e.
V.
Criterion One ................................................................................................. 5
Criterion Two ................................................................................................. 8
Criterion Three............................................................................................. 14
Criterion Four............................................................................................... 19
Criterion Five ............................................................................................... 24
Team Recommendation......................................................................................... 31
VI. Embedded Changes in Affiliation Status ................................................................ 33
VII. Additional Comments and Explanations ................................................................. 33
Attachments
a. Interactions with Constituencies................................................................... 34
b. Documents Reviewed .................................................................................. 36
c. Federal Compliance Worksheet ................................................................... 38
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I. CONTEXT AND NATURE OF VISIT
A. Purpose of Visit
The team conducted a visit to Morningside College, Sioux City, Iowa, for a
comprehensive review for continuing accreditation.
B. Institutional Context
Morningside College is a private institution related to the United Methodist
Church. Primarily conferring baccalaureate degrees, the College also offers a
Master of Arts in Teaching degree presently via Distance Education.
Since the last comprehensive visit in 2004, Morningside College has made
progress in the areas of assessment as well as finances.
In many ways, Morningside College is a different institution that what it was in
2004. Substantial improvements have been made in many areas—physical plant,
campus life, academic standing (including the MAT degree program). The
financial operation of the College has greatly strengthened due to good decisionmaking, careful monitoring, and successful fund-raising.
The team reviewed two third-party comments (including discussing these with
college officials) and does not feel additional consideration is warranted.
Morningside College has made considerable progress over the past decade.
Driving all of this progress is strong leadership which enjoys strong support
throughout the institution.
C. Unique Aspects or Additions to the Visit
Distance Education for the MAT was reviewed along with the RN to BSN degree.
D. Additional Locations or Branch Campuses Visited (if applicable)
None
E. Distance Delivery Reviewed
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Morningside College was granted approval by HLC in 2008 to begin offering the
Master of Arts in Teaching (MAT) through distance education delivery. The
College began offering the degree solely online in the Fall of 2013.
The RN to BSN degree completion program is totally online with four (4) students
enrolled.
These programs equal less than 5% of the total number of programs at
Morningside College.
II. COMMITMENT TO PEER REVIEW
A. Comprehensiveness of the Self-Study Process
The team believes Morningside College has produced a useful and
comprehensive report. Members of the 24-member Institutional Steering
Committee were interviewed, as well as numerous faculty, staff, and students
who were engaged in the process. Broad representation was evident. The SelfStudy was organized under the Steering Committee with eight sub-committees.
The team reviewed minutes kept for the Self-Study.
B. Integrity of the Self-Study Report
Morningside College was forthright in reviewing the College. At every level, the
team perceived an awareness of the importance of this undertaking. Board
members, faculty, staff, and students were candid in their introspection of
Morningside College. The Self-Study document was descriptive and evaluative.
The team believes the Self-Study presented a picture of Morningside College
that was both informative and accurate.
C. Adequacy of Progress in Addressing Previously Identified Challenges
The institution has made progress in addressing previous concerns. The team
reviewed the HLC report concerning the explanation of the online MAT degree
and the expectations regarding assessment. While the College has made
significant progress in these areas, there is still a need for evidence regarding
“best practices in e-learning” and a renewed commitment to assessment as
referenced in this HLC team report.
D. Notification of Evaluation Visit and Solicitation of Third-Party Comment
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Requirements were fulfilled.
III. COMPLIANCE WITH FEDERAL REQUIREMENTS
The team met with appropriate college personnel and reviewed institutional
documents to affirm compliance with federal requirements. See Appendix C.
IV. FULFILLMENT OF THE CRITERIA FOR ACCREDITATION
CRITERION ONE: MISSION. The institution’s mission is clear and articulated
publicly; it guides the institution’s operations.
Core Component 1A: The institution’s mission is broadly understood within the institution
and guides its operations.
Subcomponent 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.
Subcomponent 2. The institution’s academic programs, student support services, and
enrollment profile are consistent with its stated mission.
Subcomponent 3. The institution’s planning and budgeting priorities align with and support the
mission.
Team Determination:
Core Component is met
Evidence:
 Morningside College has clearly articulated its mission. In reviewing Self-Study
materials and conducting on-site interviews and observations, the team found ample
evidence that the mission of Morningside College is clearly articulated and guides
the institution’s operations.

The team found the Mission and Vision Statements of Morningside College reflect
the inclusive culture of the College. Evidence of this is easily seen in the process by
which these statements were developed, the participation of all campus
constituencies, with subsequent endorsement by the faculty and approved by the
Board of Directors.

Morningside’s Mission and Vision Statements, which date from 2000, were restudied
and confirmed by the Board of Directors and the Faculty in 2010. Survey results
confirm that these statements are widely known and understood. They have been
effectively used to guide the development of the whole curricular structure of
Morningside educational programs. The institution’s eight Student Learning
Outcomes were derived from them, as were its Flag, Service Learning, and Religious
Traditions requirements and its May Term travel learning emphasis. Similarly, the
MAT program’s five student learning outcomes are Mission/Vision driven.
Curriculum, strategic planning, budget planning, and assessment, among other
things, are clearly Mission and Vision driven at Morningside.
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
Student support services reflect the mission of the College. Evidence of this is clear
in the operation of the Writing Center, Academic Support Center, a Director of
Student Success for at-risk students, and a Career Services Center. All such
components are geared toward the type of students enrolled at Morningside College.

Morningside College mission guides the planning and budget priorities of the
institution. Evidence for this is reflected in the updated and publicly posted goals of
the College. The College states forthrightly, “All goals are directly related to
Morningside’s becoming ‘one of the best private residential colleges in the Midwest.’”
The President’s goals, along with short and long-term planning, are a reflection of the
Mission and Vision Statements.
Core Component 1B: The mission is articulated publicly.
Subcomponent 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.
Subcomponent 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.
Subcomponent 3. The mission document or documents identify the nature, scope, and
intended constituents of the higher education programs and services the institution provides.
Team Determination:
Core Component is met
Evidence:
 Morningside College distinctively articulates is mission publicly. This succinct, onesentence statement appears pervasively throughout the institution—business cards,
all letterhead stationery, most web pages, and various publications. “The
Morningside College experience cultivates a passion for influencing leading and a
dedication to ethical leadership and civic responsibility,” is easily remembered, and
thoroughly discussed in the First Year Seminar course.

Along with the Mission Statement of the College is a Vision Statement as well.
These statements affect the student learning outcomes and form the basis of the
curriculum, budget preparation, and strategic planning.

The Mission Statements of Morningside College are current and explain the
character of a Morningside education. This is evidenced by a review of mission
documents as recently as 2011 by the Board of Directors. With appropriate input
from others, a lengthy consideration of Mission and Vision Statements occurred.
Though possible changes were discussed, the statements were reaffirmed.

The team found that the Mission and Vision Statements and the eight student
learning objectives speak to the nature of the graduates intended at the College and
the effect intended for graduates of the College. Evidence for this is a desire for
graduates to “effect positive change through leadership or active participation in their
communities.” Civic responsibility is promoted.
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Core Component 1C: The institution understands the relationship between its mission and
the diversity of society.
Subcomponent 1. The institution addresses its role in a multicultural society.
Subcomponent 2. The institution’s processes and activities reflect attention to human diversity
as appropriate within its mission and for the constituencies it serves.
Team Determination:
Core Component is met
Evidence:
 The team noted that Morningside College clearly addresses and understands its role
in a multicultural society. Ample evidence indicates this; diversity is a required
aspect of the curriculum and it is presented in numerous ways on campus. Courses
required affirm this via a Global Awareness course, a Religious Traditions
requirement, an American Experience course, and a May Term providing
opportunities for travel.

Processes were found to exist that allow for differences of opinions and appropriate
avenues to express these. Understanding other cultures is encouraged by travel
programs, international student exchanges, and public forums. Resource allocation
reflects the College mission, curriculum, and co-curricular commitments.
Core Component 1D: The institution’s mission demonstrates commitment to the public
good.
Subcomponent 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.
Subcomponent 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.
Subcomponent 3. The institution engages with its identified external constituencies and
communities of interest and responds to their needs as its mission and capacity allow.
Team Determination:
Core Component is met
Evidence:
 Clearly, Morningside’s Mission explicitly commits to serving the public good, stating its
dedication to educating for “ethical leadership and civic responsibility.” Evidence
abounds: the Vision Statement articulates those concepts in the “development of the
whole person” including “cultural understanding...spiritual discernment, and ethical
action.” The curriculum requirements clearly carry forward these commitments
educationally, as do Morningside’s co-curricular programs.

Morningside College fosters a service function beyond the Morningside community.
Evidence indicates this is successful. Divergent opinions, minority viewpoints, human
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rights issues, cultural differences, and political perspectives are openly discussed. For
example, recent campus guests were President Obama and other prominent leaders.

The College understands its public role, albeit as a private, non-profit institution. It is
governed by a Board of Directors that assures that Morningside College serves the
public interest and honors its role as an educational resource for the community. Part of
the general studies curriculum is a service learning requirement. Students provide a
variety of community service activities (humanitarian, cultural, athletic, etc.).

As a private, non-profit educational institution, Morningside College does not have
investors or a parent organization. A review of its financial statements reflects the
stewardship of the College and its Board of Directors. The College is accredited by The
University Senate of the United Methodist Church.

Historically, the main external influence on Morningside College has been the United
Methodist Church. External influences are now broad. Evidence includes community,
state, federal agencies and a myriad of professional organizations. The College’s
independence is maintained by 42 Directors which hold the institution in trust.
Team Determination on Criterion One:
Criterion is met
Summary Statement on Criterion:
The team observed that the Mission and Vision Statements of Morningside College are
clear and are periodically reviewed by an inclusive process and properly approved by
the Board of Directors. These statements drive the decision-making at the College and
are reflected in the institution’s various programs.
Morningside College is making a concerted effort to relate to the broader society and
has developed appropriate programs both inside and outside of the college community.
The planning and budgeting priorities are mission-driven and carefully monitored. The
team affirms the view held by the school’s constituencies that strong, stable leadership
drives the enterprise and has created confidence and optimism about the future of
Morningside College.
The delivery of distance education programs at Morningside College is consistent with
the stated mission. The scope of distance-delivered programs at Morningside College is
limited to the MAT and the RN to BSN. Historically, the College began offering these
programs online in 2013 and no other programs are currently offered online.
The team suggests the College continue its periodic review of institutional Mission and
Vision Statements, especially in light of the rapid growth of the Graduate Education
program, as well as the consideration of new programs.
CRITERION TWO: Integrity: Ethical and Responsible Conduct. The institution
acts with integrity; its conduct is ethical and responsible.
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Core Component 2A: The institution operates with integrity in its financial, academic,
personnel, and auxiliary functions; it establishes and follows fair and ethical policies and
processes for its governing board, administration, faculty, and staff.
Team Determination:
Core Component is met
Evidence:
 Morningside College demonstrates financial integrity through the practice of maintaining
a balanced budget, as evidenced by review of financial records and by following their
established Budget and Planning Process.

A review of the Faculty, Employee, Student, and Board of Directors handbooks and
interviews with each group gives clear evidence that Morningside College has policies in
place to ensure ethical behavior. This is further exemplified by the implementation of the
Campus Conduct Hotline in which employees can contact anonymously to report
unethical behavior.

A review of the Faculty, Employee, Student, and Board of Directors handbooks showed
the inclusion of policies and procedures to guide the behaviors of the members of the
College community to ensure that decisions and activities reflect high levels of integrity.
The Office of Human Resources and the AVP/Controller provides oversight of both
College training and compliance, creating a campus atmosphere that reflects the
mission of the College. Evidential documents and website information were reviewed for
compliance and best practices and are listed in Appendix B.

The College participated in The Chronicle of Higher Education’s Great Colleges to Work
For survey. This survey includes questions related to integrity. Morningside College
was named to the 2009 Honor Roll as one of the Great Colleges to Work For in the small
college category. Morningside College employees scored notably higher than its peers
on integrity related questions. In addition, the College operates the Campus Conduct
Hotline which provides an opportunity for anonymous concerns to be made. Only one
such concern has been filed. This evidence reflects positively on the operation of the
College.
Core Component 2B: 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.
Team Determination:
Core Component is met
Evidence:
 Morningside College’s publications and website are clear for students regarding
programs, requirements, costs, and accreditation relationships. The institution’s intranet
contains a Consumer Information link which includes Academic Programs and Policies,
the Student Profile, information on Student Financial Assistance, Graduation Rates,
Campus Security, and more. The published Fact Book offers historical data on
enrollment, student to faculty ratios, retention and persistence rates, and faculty profiles.
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
The College complies with the federal Jeanne Clery Disclosure of Campus Security
Policy and Crime Statistics Act. The Department of Public Safety is responsible for
compiling and distributing the required information. The department’s webpage includes
the Annual Security and Safety Report and the required three years of Campus Crime
Statistics. The 2013 report on crime statistics shows that there were very few reportable
crimes occurring during the three years reported.

Morningside College’s website gives clear information for the curriculum and related
matters for the MAT program, however, it does not give a clear indication that the
graduate program is delivered through distance education.
Core Component 2C: The governing board of the institution is sufficiently autonomous to
make decisions in the best interest of the institution and to assure its integrity.
Subcomponent 1. The governing board’s deliberations reflect priorities to preserve and
enhance the institution.
Subcomponent 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.
Subcomponent 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.
Subcomponent 4. The governing board delegates day-to-day management of the institution to
the administration and expects the faculty to oversee academic matters.
Team Determination:
Core Component is met
Evidence:
 To ensure integrity of sufficient autonomy, a Board and Governance Committee, a
representative stakeholders group, recruits many board members for Morningside
College’s Board of Directors which was corroborated by an interview with the Board of
Directors.

Meeting minutes and an interview with the Board of Directors members indicate the
Board clearly deliberates to preserve and enhance Morningside College. Interviews with
senior leadership signified that at the annual Board retreat in February 2014, issues
around distance education and graduate studies were emphasized. Leadership indicated
that the Board is discussing the likelihood of adding a standing committee on graduate
education.

Agendas from meetings indicate Morningside College’s Board of Directors’ strong
investment in all constituencies when making decisions for the institution.

Morningside College’s policies reviewed give evidence that they require the Board of
Directors’ members to disclose any conflict of interests with a policy for abstaining from
voting on topics where conflicts exist.

From the Board of Directors meeting minutes, attendance indicates strong engagement
in the oversight of Morningside College while establishing a clear expectation that faculty
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oversee academic issues. An interview with the Faculty Senate further confirmed their
perceived support and freedom from undue pressure from the Board of Directors in daily
operations.

A review of the By-Laws of the Board of Directors reveals clearly stated composition and
responsibility. “The Board of Directors shall consist of no fewer than 25 and no more
than 45 persons. The president of the College, the resident Bishop of the Iowa
Conference of the United Methodist Church or his/her designate and 3 other persons
recommended by the Governance Committee to the Bishop, the duly elected
representative of the Morningside College Alumni Association, the duly elected
representative of the academic faculty of the College, and the duly elected student body
president of the College, shall all be ex-officio members of the Board of Directors with all
rights, powers and responsibilities of elected members of the board.”

A review of Board of Directors meeting minutes evidence the Board’s attention to its
fiduciary and legal responsibilities via oversight of the financial activities of the College,
review and approval of the academic and program priorities, and the gathering of
information from members of the college community to help in decision-making. The
Directors meet as part of their quarterly schedule (separately and with official
representatives at the Board meeting) with administrators, faculty members, staff, and
students to receive updates and information on programs and activities implemented to
meet the priorities of the College.
Core Component 2D: The institution is committed to freedom of expression and the
pursuit of truth in teaching and learning.
Team Determination:
Core Component is met
Evidence:
 The results from the Chronicle of Higher Education’s Survey of Great Places to Work
give evidence that Morningside College’s faculty perceive the freedom to approach
academic issues without undue interference. Additionally, interviews with faculty
members corroborated that they feel free to express and pursue truth in their work. The
Student Handbook encourages Morningside College’s students to share in open
dialogue based on “textual evidence” and gives clear guidelines to appeal perceived
violations of this privilege.

The College has policies and procedures focused on academic honesty which include
definitions of cheating, dishonest conduct, plagiarism, and collusion. Some programs
have expanded expectations for students’ conduct regarding academic honesty and
integrity in accordance with professional associations and specialized accrediting
agencies. Faculty members review academic honesty requirements in students’ written
work and research activities. Student conduct codes, published in College bulletins and
handbooks, identify the potential consequences of academic dishonesty.

Grievance policies and procedures are included in the faculty, student, and employee
handbooks. The policies were found to be satisfactory and include definitions of a
grievance and describe the procedures individuals should follow to submit informal and
formal grievances. The procedures include identification of which individual/groups
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adjudicate and decide grievances. The steps to file an appeal of grievances are also
listed.
Core Component 2E: The institution ensures that faculty, students, and staff acquire,
discover, and apply knowledge responsibly.
Subcomponent 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.
Subcomponent 2. Students are offered guidance in the ethical use of information resources.
Subcomponent 3. The institution has and enforces policies on academic honesty and integrity.
Team Determination:
Core Component is met
Evidence:
 A high percentage of Morningside College’s students engage in research with clear
policies and procedures communicated regarding the monitoring of academic honesty.
At the Palmer Student Research Symposium, 270 students presented, demonstrating
the encouragement of discovery and application of knowledge.

To ensure effective oversight for research, Morningside College utilizes an Institutional
Research Review Board (IRRB) and has explicit training standards for protecting human
research participants. During an interview with Faculty Senate, it was confirmed that the
IRRB membership has needed to be increased due to the volume of research being
reviewed.

Morningside College students are educated early in their programs through taking a
course to fulfill the Ethics and Personal Values course. The syllabi show particular
emphasis regarding plagiarism and “ethical acquisition and use of knowledge” to ensure
their ethical use of resources. Additionally, the Writing Center offers training and
guidance to assist students in developing quality compositions.

Morningside College gives clear guidance on copyright use and plagiarism to students
as indicated in the Student Handbook with evidence in the Academic Dishonesty
Reports showing action taken for violations of academic honesty. In interviews, faculty
reported support for decisions made regarding discipline actions due to dishonesty.
Team Determination on Criterion Two:
Criterion is met
Summary Statement on Criterion:
Morningside College demonstrates ethical and responsible conduct and acts with
integrity. A review of the Faculty, Employee, Student, and Board of Directors
handbooks showed, with interviewing confirming, the inclusion of policies and
procedures to guide the behaviors of the members of the College community to
ensure that decisions and activities reflect high levels of integrity.
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Morningside College presents itself clearly to its students as indicated in their
publications, website, and printed materials. The institution’s intranet contains a
Consumer Information link which includes Academic Programs and Policies, the
Student Profile, information on Student Financial Assistance, Graduation Rates,
Campus Security, and more. Regarding promotion of the programs offered through
distance education, the website pages for the RN-BSN clearly advertise as an online
program; however, the web pages related to the MAT do not give a clear indication
that the program is delivered online. The Graduate Bulletin does explain this delivery
model, but it is not readily knowable without searching this document.
Evidence from records demonstrates that Morningside College complies with the
federal Jeanne Clery Disclosure of Campus Security Policy and Crime Statistics Act.
The Board of Directors meeting minutes, an interview with the Board of Directors,
and interviews with administrators and faculty, indicate clear integrity of sufficient
autonomy of Morningside College’s Board and demonstrate their strong investment
in all constituencies when making decisions for the institution while avoiding any
conflict of interest. A review of the By-Laws of the Board of Directors reveals clearly
stated composition and responsibility. Additionally, a review of Board of Directors
meeting minutes demonstrate the Board’s attention to its fiduciary and legal
responsibilities via oversight of the financial activities of the College, review and
approval of the academic and program priorities, and the gathering of information
from members of the college community to help in decision-making.
Morningside College demonstrates a commitment to freedom of expression and the
pursuit of truth in teaching and learning as indicated by policies and procedures
focused on academic honesty which include definitions of cheating, dishonest
conduct, plagiarism, and collusion. Student conduct codes, published in College
bulletins and handbooks, identify the potential consequences of academic
dishonesty and clear grievance policies and procedures are included in the faculty,
student, and employee handbooks.
Morningside College ensures that faculty, students, and staff acquire, discover, and
apply knowledge responsibly. A high percentage of Morningside College’s students
engage in research with clear policies and procedures communicated regarding the
monitoring of academic honesty. To ensure effective oversight for research,
Morningside College utilizes an Institutional Research Review Board (IRRB) and has
explicit training standards for protecting human research participants. Morningside
College students are educated early in their programs through taking a course to
fulfill the Ethics and Personal Values. Additionally, the Writing Center offers training
and guidance to assist students in developing quality compositions. Finally,
Morningside College gives clear guidance on copyright use and plagiarism to
students as indicated in the Student Handbook with evidence in the Academic
Dishonesty Reports showing action taken for violations of academic honesty.
By all indications, Morningside College acts with integrity in governing the institution
and in ethically conducting the pursuit and application of knowledge.
The team suggests the College review the webpages relative to the MAT to make
sure that the online delivery method for this program is explained as it is in the
Graduate Bulletin.
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CRITERION THREE: Teaching and Learning: Quality, Resources, and Support.
The institution provides high quality education, wherever and however its offerings
are delivered.
Core Component 3A: The institution’s degree programs are appropriate to higher
education.
Subcomponent 1. Courses and programs are current and require levels of performance by
students appropriate to the degree or certificate awarded.
Subcomponent 2. The institution articulates and differentiates learning goals for its
undergraduate, graduate, post-baccalaureate, post-graduate, and certificate programs.
Subcomponent 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).
Team Determination:
Core Component is met
Evidence:
 Morningside’s five baccalaureate degree programs (BA, BS, BSN, BM, BME) are
standard in higher education, require 124 semester hours of Carnegie defined units,
require a broad and carefully crafted general education component, a substantial
major in recognized fields of study, and electives. The Mission and Vision
Statements have guided the development of eight student learning outcomes (SLOs)
and a set of knowledge, skills, and dispositions (KSDs). The General Education
Program is designed to meet these learning outcomes and develop these KSDs. The
BSN, BM and BME are appropriately accredited by their professional agencies. This
carefully developed deductive structure insures a curriculum and degree programs
that develop breadth of knowledge, skills, and attitudes to fulfill the mission and
vision of the College.

Morningside’s only graduate degree, the MAT, requires 36 standard semester hours,
has several recognized and carefully articulated professional educator tracks, has
clearly defined learning outcomes, and is accredited by the Iowa Department of
Education.

The team’s review of the academic program found that the great majority of
Morningside’s undergraduate courses are all delivered face-to-face on campus;
however, since 2010, Morningside has been experimenting with online delivery of the
same courses taught principally by the same faculty member who teaches classroom
courses using the same requirements. Appropriate instructor training is developing,
and appropriate evaluation is being used to guide further development so that
learning is consistent in all modes of delivery. The online delivery of the RN Degree
Completion program began in the fall of 2013 with a dedicated faculty instructor,
careful controls, and ongoing evaluation. These measures insure that program
quality, learning goals, and assessment are consistent across modes of delivery.

In the fall of 2013, the MAT changed from a mixture of face-to-face, hybrid, and
online courses to exclusively online. Instruction and evaluation use the same
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processes, procedures, and quality assurances which appear adequate but continue
to be evaluated. Graduate faculty recognize that curriculum development in the
online program does not have consistent oversight, templates, and processes in
place to assure program outcomes are met.
Core Component 3B: 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.
Subcomponent 1. The general education program is appropriate to the mission, educational
offerings, and degree levels of the institution.
Subcomponent 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.
Subcomponent 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.
Subcomponent 4. The education offered by the institution recognizes the human and cultural
diversity of the world in which students live and work.
Subcomponent 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.
Team Determination:
Core Component is met
Evidence:
 Morningside educates students to collect, analyze, and communicate through a
variety of skills and modes of inquiry. These skills are taught beginning with its four
credit hour First Year Seminar, and proceeding through distribution requirements,
major and electives that involve writing across the curriculum, writing proficiency
endorsement, critical thinking emphasis, creative expression, student research
programs, service learning programs, and senior capstone courses. The team
verified this through interviews and publications.

Morningside recognizes that its immediate environment does not represent much
diversity and has taken its responsibility to educate students to understand social
and cultural diversity seriously. Of its eight distribution requirements, three directly
address understanding and working with various forms of diversity: Global
Awareness, American Experience, and Religious Traditions. Much of the Service
Learning component also educates in diversity as well as much of the May Term
travel experience, its co-curricular programs, and its minority recruitment strategies.

The team noted that while identifying itself as an institution focused on teaching and
learning, Morningside does much to promote creative work and scholarship. It
provides some $23,600 a year in faculty research grants, promotes student-faculty
research through several programs, reduced teaching load from 24 to 20 credit hours
a year (plus May Term every third year), and recognizes student scholarly
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accomplishments.
Core Component 3C: The institution has the faculty and staff needed for effective, highquality programs and student services.
Subcomponent 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.
Subcomponent 2. All instructors are appropriately credentialed, including those in dual credit,
contractual, and consortial programs.
Subcomponent 3. Instructors are evaluated regularly in accordance with established
institutional policies and procedures.
Subcomponent 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.
Subcomponent 5. Instructors are accessible for student inquiry.
Subcomponent 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.
Team Determination:
Core Component is met
Evidence:
 Morningside has a well-credentialed faculty who provide effective, high-quality
academic and student services programs. It maintains an undergraduate
student/faculty ratio of approximately 13:1 with 81 full-time undergraduate faculty,
74% of whom have terminal degrees. Although some MAT courses are taught by
full-time undergraduate faculty, of its MAT adjunct faculty, only 10% are doctorate,
9% Educational Specialist, and 81% are Masters. While these adjuncts are active
professionals, their activities are not documented. The College is moving to increase
the number of adjuncts with terminal degrees. Faculty are regularly evaluated by
appropriate publically published procedures that are standard good practices in
higher education. Faculty are selected, promoted, and tenured by published and
standard procedures that involve faculty colleagues, deans, and the president.

Morningside was found to provide a strong program and exceptional resources for
the professional development of the faculty. The Faculty Development Committee
assists in providing faculty workshops, reviews sabbatical requests and development
grant requests, and provides a program on Reflective Dialogues on teaching.
Faculty receive $600 annually for professional development and can accumulate this
up to $2000. In addition, named funds provide a total of over $46,000 annually for
professional development.

Morningside College promotes an “open-door” policy for student access. The team
found this to be true. Evidence affirming this is reflected in a student survey (2009)
indicating that 92% of the respondents felt faculty would make time for them outside
of regular office hours. Students, understandably, did not want this policy changed.
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Interviews with student leaders reflect the high regard students hold for their
teachers.

Morningside clearly recognizes the need to provide increased opportunity and
support for professional development of the staff of student support services.
Currently staff are encouraged to pursue advanced degrees, and a number are doing
so. Annual performance evaluations provide goals for development, and some
webinars and on-campus training in technology and other matters are offered.
Core Component 3D: The institution provides support for student learning and effective
teaching.
Subcomponent 1. The institution provides student support services suited to the needs of its
student populations.
Subcomponent 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.
Subcomponent 3. The institution provides academic advising suited to its programs and the
needs of its students.
Subcomponent 4. The institution provides to students and instructors the infrastructure and
resources necessary to support effective teaching and learning (technological i nfrastructure,
scientific laboratories, libraries, performance spaces, clinical practice sites, museum collections,
as appropriate to the institution’s offerings).
Subcomponent 5. The institution provides to students guidance in the effective use of research
and information resources.
Team Determination:
Core Component is met
Evidence:
 As a dominantly 18/22-year-old, residential campus, Morningside provides an
extensive Residential Life Program, short term counseling and referrals, and an
ecumenical Campus Ministry Program to meet student needs. It also provides
academic advising that next year will include full-time professional advisors for firstyear and faculty-major field advisors thereafter. This change was recommended by
an Advising Task Force to improve first-year service and retention. The new
Academic Village facility will house advisors. These programs and changes
demonstrate careful attention to student support services, which seem adequate and
operating well.

The Learning Center provides not only library functions but also the Student Success
Program, Academic Support (Tutoring) Center, disability services, and the Writing
Center. However, as resources for additional student assistance have developed,
financial support of library book and journal resources have been substantially
reduced (from $45K in 2005 to $18K in 2011), and Learning Center budget reduced
from $221K to $206K.

To provide teaching and learning support, the library is open 92.5 hours per week
with 24/7 access to extensive databases and catalog. The IT department has 10 fulltime staff as well as 8-10 part-time assistants to help other students. However, there
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is no dedicated position to help select, organize and lead training in new
technologies, and faculty are relied on for these functions. The College recognizes
this shortcoming.

Morningside College provides many services for teaching and learning. Interviews
with student leaders provide evidence that this is especially true for advising. Food
Service, Counseling, Athletics, various facilities (some new), Technology, and the
new Academic Village all contribute to a positive campus atmosphere.

The Morningside campus provides 56 classrooms, 7 study lounges in the 7
residence halls, 2 art galleries, a theatre and auditorium, and adequate athletic fields.
These facilities are in good condition, well equipped, and provide a sound and safe
learning environment. The Academic Village will open next fall, providing new
additional facilities for nursing, education, the new applied Agriculture and Food
Studies Program, and a new Advising Center. These facilities adequately meet the
learning needs for the current student population.
Core Component 3E: The institution fulfills the claims it makes for an enriched educational
environment.
Subcomponent 1. Co-curricular programs are suited to the institution’s mission and contribute to
the educational experience of its students.
Subcomponent 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.
Team Determination:
Core Component is met
Evidence:
 This team believes Morningside provides an appropriate educational environment for
its students and faculty not only through facilities, learning technologies, and library
resources (see 3D), but also through (1) the Student Research Symposium (270
presenters in 2013), its interdisciplinary Honors Program, its Study Abroad and May
Term programs, and its Externship Program, which makes use of the resources of
the greater Sioux City area.

Morningside provides extensive and adequate co-curricular programs to support its
1,200+ resident and local 18-22-year-old student population. These include student
government and a wide variety of student organization programs, intramural
athletics, and an impressive Intercollegiate Athletics Program with 52% of its
students participating in NAIA Division II sports. Adequate programs and events
presented by Theatre, Music, and Art Departments also enrich the academic
environment.
Team Determination on Criterion Three:
Criterion is met
Summary Statement on Criterion:
The Visiting Team’s examination of all written materials provided along with extensive
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interviews on campus with all of the relevant officials and a review of materials supplied
on campus during the visit, substantiate Morningside College’s provision of high quality
education through all of its programs and teaching delivery systems. The College
recognizes several areas where improvements are needed. These include continuing
efforts to educate for social and cultural diversity, substantial improvement in the
terminal degree preparation of the graduate faculty for the MAT, additional Learning
Center resource support, leadership for evaluating new educational technologies, and
training the faculty in the use of these technologies.
There is no indication that a standard for distance learning course development is
followed as a measure of best practice. Though not following a consistent instructional
design standard, interviews with staff of these programs gave evidence that support is
available for the writing of curriculum for online courses.
Students reported that they receive an orientation to online learning and received
support when they contact Morningside College personnel. However, according to an
interview with the Director of Information Services, the Help Desk for the College is only
staffed Monday through Friday with no support for online students during other times,
other than contacting instructors.
Since these educational needs are already recognized, and the College demonstrates
many educational strengths, the Team commends its educational achievements and its
further aspirations in providing high quality education.
The team suggests that the College consider additional ways of recognizing faculty and
student scholarly accomplishments. Also, the team suggests a careful review of support
for Library and Learning Center resources, although substantial support has already
been giving for online learning resources and IT support.
CRITERION FOUR: 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.
Core Component 4A: The institution demonstrates responsibility for the quality of its
educational programs.
Subcomponent 1. The institution maintains a practice of regular program reviews.
Subcomponent 2. The institution evaluates all the credit that it transcripts, including what it
awards for experiential learning or other forms of prior learning.
Subcomponent 3. The institution has policies that assure the quality of the credit it accepts in
transfer.
Subcomponent 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.
Subcomponent 5. The institution maintains specialized accreditation for its programs as
appropriate to its educational purposes.
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Subcomponent 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).
Team Determination:
Core Component is met
Evidence:
 Morningside College’s strategic plan, Enhancing the Morningside Journey: Moving
Forward to 2020, has a section on “Providing an Increasingly Vigorous and
Challenging Academic Experience,” outlining five recommended practices related to
their educational programs. The team finds these to be thoughtful and worthwhile.

Faculty and administration agree that the adoption of a merit pay system with
specific criteria for excellence in teaching, service, and scholarship has been an
important incentive, indicating the value of quality teaching and learning. Review of
the merit pay evaluative guidelines indicates that the institution rewards excellence in
teaching, scholarship, and service.

Morningside College has established a cycle of program review in the Departmental
Reviews Purposes and Process document, indicating that each academic
department will accomplish a program review on a six-year cycle, unless otherwise
indicated by a specialized accreditation entity. The team reviewed the program
review reports and visited with the Curriculum Policies and Assessment Committee
(CPAC) to affirm that data from the program review process is used for program
revision and budgeting. However, a review of the schedule of program review and
discussion with the Dean of Graduate Studies indicates that the rapidly growing
distance education program in graduate education has not had a program review to
date.

Meetings with the Registrar confirm that Morningside College’s evaluation of credit
for transcripts follows a clear procedure, ensuring accurate awarding of credits
earned.The policy for awarding credits was documented in the Self-Study and
affirmed in conversation with the Registrar and faculty advisors. Very few students
apply for experiential learning credits, approximately 1-2 per year, with a portfolio of
evidence for evaluation by the appropriate faculty, consistent with the College policy.
As noted in the Self-Study, dual credit is awarded primarily for a Physics course that
has had faculty approval.

The team reviewed the website, Catalog, and the transfer guide and discussed the
policy with faculty and the Registrar to affirm that Morningside College has policies in
place for assuring the quality of transfer credits. Transcripts of graduates were
reviewed and found to be in compliance.

Team members met with faculty and members of CPAC to affirm that Morningside
College has policies and procedures in place indicating the authority of faculty,
particularly demonstrated through the operations of the Curriculum Policies and
Assessment Committee (CPAC). Discussion with the Department Chairs and the
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Academic Dean indicate that faculty qualifications are set by the appropriate
department chair and the Academic Dean.

Meeting with undergraduate and graduate students, on campus and distance
education students, as well as library staff indicate that the library resources,
availability of electronic text and data bases, as well as the structure of the library
web portal, are meeting the learning needs of students on campus and in distance
education programs. The Director of Library Services indicated he has more than
180,000 electronic resources available for students and faculty. A good percentage
of his budget is spent on electronic data bases for distance education and on
campus students.

Morningside College offers two dual credit courses. The team affirms that they follow
the same approval process as all other curriculum.

Meetings with the faculty, Chairs and VPAA confirm the information in the Self-Study,
marketing materials and on the web that Morningside College holds specialized
accreditation for three of its programs (Education, Nursing, and Music) with reaccreditation maintained for each. However, there has been a current concern raised
by the National Association of Schools of Music (NASM) in which Morningside
College is responding to four standards cited by recent site visit evaluators. The
College is addressing these forthrightly.

Morningside College evaluates the success of the graduates of undergraduate
programs, including tracking of employment and placement of undergraduate
students into graduate programs. Students, faculty, advisors, and the placement
center staff indicate a strong placement rate above 90%. The graduate program
(MAT) does not have a robust tracking system or consistent data base for graduate
success after completion. The Dean of Graduate Studies indicated that this need has
been identified, and his office is including this in their strategic plan.
Core Component 4B: The institution demonstrates a commitment to educational
achievement and improvement through ongoing assessment of student learning.
Subcomponent 1. The institution has clearly stated goals for student learning and effective
processes for assessment of student learning and achievement of learning goals.
Subcomponent 2. The institution assesses achievement of the learning outcomes that it claims
for its curricular and co-curricular programs.
Subcomponent 3. The institution uses the information gained from assessment to improve
student learning.
Subcomponent 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.
Team Determination:
Core Component is met with concerns
Evidence:
 Morningside College has established eight undergraduate student learning
educational goals and five graduate education goals. The team met with the
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graduate committee, CPAC, the Associate Dean of Assessment and Institutional
Research, the Dean of Faculty, and the Dean of Graduate Studies. The outcomes
are identified for each program, and assessment plans are complete for half of the
undergraduate programs and the graduate program. Data for the undergraduate
programs is collected but has not been systematically analyzed for feedback for
program improvement. The graduate committee, Dean of Graduate Studies, and
CAO indicate that assessment of the graduate program is ‘haphazard’.

As noted in the Morningside Self-Study and recommended in the HLC site visit
report in 2008, the review of the Graduate Committee structure and function to
provide oversight to graduate assessment and curriculum development has not been
implemented.

As a demonstration of its commitment to developing assessment, Morningside
College hired a fulltime Dean of Assessment and Institutional Research. Each
department and the graduate program is expected to establish a curriculum map and
program outcomes with subsequent reporting of the assessment of these student
learning outcomes yearly. Compliance is slow and inconsistent. Assessment plans
and data provided to the team confirm this slow adoption of best practices. Of
serious concern is the lack of progress in assessing the online graduate program in
education. While the HLC team in 2008 asked for rubric development prior to online
course development and robust assessment collection and analysis, the faculty and
staff indicate they are beginning to work with a portfolio method of assessment but
have no longitudinal or annual data for the team to review.

The website page for Academic Program Assessment only has data from Business
and no other programs. Discussion with the Dean of Assessment and Institutional
Research led the team to data from 9 other programs, while the remaining 10 other
undergraduate programs do not have assessment plans posted.

Morningside College does not indicate learning outcomes nor provide an
assessment process for co-curricular programming.

The CPAC indicated several examples of how Morningside College demonstrates
good use of data, including implementing interventions for students with low
quantitative proficiency when compared to other colleges, developing a Student
Success Plan to increase National Council Licensure Examination (NCLEX) pass
rates, and using rubrics for writing competency to improve the first year seminar.

Morningside College demonstrates commitment to assessment as evidenced by the
purchase of an e-portfolio provider to assist with assessment of student learning and
developing an assessment website giving access to all faculty for reports related to
assessment. While the graduate program is planning on using the electronic portfolio
and rubric for gathering artifacts and assessment, this process has not yet been
implemented.

Demonstrating faculty engagement for assessment practices, the Associate Dean for
Assessment and Institutional Research holds lunches to discuss assessment related
topics (estimating approximately 18-24% of faculty have attended these events). The
institution has initiated an annual award for faculty who demonstrate excellence in
assessment of teaching and learning. Faculty point to this award as an indication that
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the institution values assessment, and the Dean of Assessment expressed that
compliance with the requirement for assessment of outcomes and use of data for
program improvement is improving.

Morningside College's administration, Dean of Graduate Studies, Dean of
Assessment, VPAA, and Graduate Committee exhibited self-awareness regarding
the lack of strength of its graduate, online, and adult non-traditional assessment
processes. Administration and faculty were not able to provide data regarding
student satisfaction or program outcomes.
Core Component 4C: The institution demonstrates a commitment to educational
improvement through ongoing attention to retention, persistence, and completion rates in its
degree and certificate programs.
Subcomponent 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.
Subcomponent 2. The institution collects and analyzes information on student retention,
persistence, and completion of its programs.
Subcomponent 3. The institution uses information on student retention, persistence, and
completion of programs to make improvements as warranted by the data.
Subcomponent 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.)
Team Determination:
Core Component is met
Evidence:
 Morningside College defines goals and tracks retention, persistence, and graduation
rates for undergraduate students as indicated by data in the Fact Book,
conversations with the Dean of Advising and CAO. The first to second year retention
rate for traditional freshmen has been 71-73% with a goal to increase the retention
one percent each year. The team did not find any goals for retention, persistence,
and graduation rates of online graduate students in the MAT program.

Morningside College collects and analyzes data for retention, persistence, and
completion related to overall institutional performance, but did not show evidence for
program level data.

Based on data collected, Morningside College has made improvements through the
development of an advising strategy indicated by the Advising Task Force Report
and the improvement of the Academic Advising web page. The College is investing
in an advising center, is adding a Vice President for Advising and Retention, and
adding several professional advisors.

While desiring to make further progress, Morningside College has made
improvements in graduation rates from 2001-2004 to 2005-2008 according to IPEDS
data, from 49% (5 year) to 53% and has maintained these improvements as
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evidenced in the Fact Book.
Team Determination on Criterion Four:
Criterion is met with concerns
Summary Statement on Criterion:
The distance education program, MAT, has a process for approving curricular changes
that includes review by the Graduate Committee, consisting of both graduate and
undergraduate faculty, with all curricular changes placed on the “consent calendar” for
approval by the Faculty Committee. While a Graduate Assessment Plan is in place for
the MAT, no evidence was produced to indicate that Morningside College evaluates the
effectiveness of its online learning offering systematically. Furthermore, the MAT has
outlined Student Learning Outcomes that will be evaluated through comprehensive
essays produced by the students; the assessment plan that is currently in place needs
further data to evaluate the rigor of the program. The plan is to vet an established rubric
through an internal and external review process for validation before it is used to grade
the e-portfolio submissions. An interview with the Dean of Graduate Studies verified that
e-portfolio artifacts are already being gathered this semester.
The College has recognized that the MAT program is not wholly sown into the
institution’s systems of governance and academic oversight for the delivery. Evidence of
Morningside’s concern for the care of the MAT program is clear by the review of a
proposal to change the Graduate Committee constituency which will be strengthened by
adding members from various stakeholders of the institution.
Morningside College offers quality educational programs as demonstrated through
program review, accreditation of professional programs, faculty recognition and reward
for excellence in teaching, and retention and graduation rates of undergraduate
students.
The team is concerned that while the institution has made progress on assessment of
student learning since the last comprehensive visit, the majority of undergraduate and
the graduate program in education have not yet implemented a systematic and
sustained practice and culture of assessment nor are assessment results regularly
disseminated to students or to stakeholders.
CRITERION FIVE: 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.
Core Component 5A: The institution’s resource base supports its current educational
programs and its plans for maintaining and strengthening their quality in the future.
Subcomponent 1. The institution has the fiscal and human resources and physical and
technological infrastructure sufficient to support its operations wherever and however programs
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are delivered.
Subcomponent 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.
Subcomponent 3. The goals incorporated into mission statements or elaborations of mission
statements are realistic in light of the institution’s organization, resources, and opportunities.
Subcomponent 4. The institution’s staff in all areas are appropriately qualified and trained.
Subcomponent 5. The institution has a well-developed process in place for budgeting and for
monitoring expense.
Team Determination:
Core Component is met
Evidence:
 As a tuition-driven institution (80%), enrollment and tuition discounting are of
paramount importance. The accumulated debt service adds to the equation for
maintaining a balanced budget. Morningside College reflects an unqualified audit for
2012-13 and is maintaining its positive direction for financial operations.

The budget year 2013-14 follows a familiar pattern as the YTD statements indicate a
continuation of financial operations similar to the 2013 Audit Report. Morningside is
depending on physical improvements, supplemented by athletics and gifts to meet
long term obligations. This strategy builds on recent successes.

The Balance Sheet (2013) for the College evidences movement in the right direction.
That is, total assets are up by $10M, due to the strength of the stock market and
contributions receivable from donors including "related partners.” Total liabilities are
virtually the same as 2012.

The physical and technological attributes of Morningside College are apparent.
Considerable improvements have been made over the last ten years; ten projects in
ten years. Living facilities, athletic facilities, technology infrastructure have all
improved the appearance and attractiveness of the College.

An important component of the strategic plan will be to address distance
education/technology expenses in concert with planned enrollment growth. Planning
for enrollment growth appears to have occurred without full assessment of increased
cost for infrastructure and other enrollment costs.

Morningside College is a not-for-profit organization. As such, the College does not
have any superordinate entity to which resources are allocated or channeled. There
is not a parent organization as the College is organized as a 501c (3), nonprofit
activity with an educational purpose and is chartered by the State of Iowa.

On site, the team reviewed the qualifications and training of staff members at
Morningside College. Evidence indicates a well-qualified group, many with years of
experience at the College. Recent executive positions have been added at the Vice
President level (communication and marketing, institutional advancement) and a
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2014 position for advising and retention. The team believes such additions will
strengthen the College.

Evidence is clear that the President and senior staff revise and realistically adjust
operations based on strategic goals and objectives. In addition to weekly meetings,
they annually meet off campus for a day to have an in-depth look at the College's
strengths, weaknesses, opportunities, and challenges. From this process, continuous
adjustments have been thoughtfully made throughout the year.

Evidence suggests a functioning system for budget and monitoring. For example, the
Vice President for Business and Finance gathers input from the Finance and
Facilities Committee of the faculty and prepares a budget that is presented to the
Board at the spring meeting. Monitoring of the approved budget takes place
throughout the year by the President and other administrators. The process is
described as transparent and mission-driven. However, a survey revealed that some
believe the process needs to be better communicated. The administration intends to
address this perception.

Staff and faculty grievance process is clearly outlined with internal avenues through
traditional reporting lines. Review of reports of all stakeholders reveals no significant
issues.

Graduate delivery modality is online and blended delivery is a strategic planning goal
with associated planning for resources and revenue. Funding and systematic
integration within the strategic plan is yet to be developed.
Core Component 5B: The institution’s governance and administrative structures promote
effective leadership and support collaborative processes that enable the institution to fulfill
its mission.
Subcomponent 1. 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.
Subcomponent 2. The governing board is knowledgeable about the institution; it provides
oversight for the institution’s financial and academic policies and practices and meets its legal and
fiduciary responsibilities.
Subcomponent 3. The institution enables the involvement of its administration, faculty, staff, and
students in setting academic requirements, policy, and processes through effective structures for
contribution and collaborative effort.
Team Determination:
Core Component is met
Evidence:
 The Board of Directors is engaged and knowledgeable about the institution, including
its financial and academic health. The management letter and board minutes reflect
the legal and fiduciary responsibilities. The Board meets three times per year and
has an annual retreat; it takes its fiduciary responsibilities seriously.
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
Morningside has a governance and administrative structure that reflects a shared
governance model. The College is intentional about collaboration among the
constituencies of the institution. Evidence for this is the inclusion of a faculty
member, a student, and an alumnus as voting members of the Board of Directors.
To meet fiduciary responsibilities toward the facilities and technology planning, the
Board instituted a separate Facilities Committee with designated funding for deferred
maintenance (with additional allocations of $400,000 per year).

The College describes its Board of Directors as "engaged, generous, and diligent in
carrying out its fiduciary responsibilities.” The team observes this to be accurate.
Ample evidence indicates the Directors approve a budget and insist on accurate
reporting. The most recent audit is unqualified and the A-133 Financial Aid audit lists
no concerns.

The team has verified that the Board is knowledgeable of the institution. Numerous
opportunities exist for interaction with internal constituencies of the College.
Evidence for this is the Board meets three times a year with meetings and open
forum dinners with Faculty.

Morningside's strategic plans (2008 update, Enhancing the Morningside Journey:
Moving Forward to 2020) provide context for the College's approach to planning.
While the plan provides structure and focus, it allows for adaptation based on the
need to respond in a nimble and flexible fashion to a dynamic educational
environment congruent with mission and vision.

College resources are carefully planned to anticipate and meet current needs and
plan for future growth. External audit reports verify the extent to which resources and
allocations are appropriately determined by the College. Operating revenues have
exceeded operating expenses for nine consecutive years (p. 141, Net Position and
Endowment table). Expendable Financial Resources to Debt and other ratios are
verified in the unqualified audit reports by Henjes, Conner & Williams, PC (May 2011,
12, 13).

Success in previous fundraising resulted in campus improvements. Over the past ten
years, with generous donor support, Morningside has completed ten major projects
with the construction of new facilities or the renovation of existing facilities. The
Vision 2020: Transformation II campaign, launched in 2011, has raised $42,900 of
the $50,000,000 goal as of December 2013. The team finds this admirable.
Core Component 5C: The institution engages in systematic and integrated planning.
Subcomponent 1. The institution allocates its resources in alignment with its mission and
priorities.
Subcomponent 2. The institution links its processes for assessment of student learning,
evaluation of operations, planning, and budgeting.
Subcomponent 3. The planning process encompasses the institution as a whole and considers
the perspectives of internal and external constituent groups.
Subcomponent 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.
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Subcomponent 5. Institutional planning anticipates emerging factors, such as technology,
demographic shifts, and globalization.
Team Determination:
Core Component is met with concerns
Evidence:
 Institutional planning documents express the intent to include internal and external
stakeholders; interviews with internal and external stakeholders (Trustees and
community members) validated the alignment with mission.

Development of a formal, college-wide process will assist the College in instituting
internal systems and a culture of planning. The resources of Morningside College are
allocated thoughtfully and with preparation. However, the allocation of future faculty
positions (MAT online) and technology support and investment has not been as
proactively illustrated in the strategic planning process.

The assessment process at Morningside College identifies strengths and weaknesses;
there are needs for assessment support in the new delivery programs in distance
education. An example of meeting an identified need is the decision to create a new
Department of Writing and Rhetoric to improve writing across the disciplines.

The planning process of Morningside College encompasses the institution as a whole
and considers the perspective of internal and external constituencies. Evidence that this
occurs is the implementation of a new Agricultural Program. In addition to internal
perspectives, external perspectives were sought from key stakeholders in banking,
farming, and food processing representatives. The result was the Applied Agricultural
and Food Services major.

Morningside College has a systematic and integrated planning system. Evidence for this
was observed in its inclusiveness involving Board, faculty, staff, students, and external
stakeholders. The team notes Morningside College takes planning very seriously.

Evidence that institutional planning in recent years has anticipated emerging factors is
limited. The College has been slow to analyze growth needs in technology for the growth
of online courses or by provision of full technological support for student learning. The
development and prioritization of funding is not clear in the current strategic planning
process.

Regarding institutional planning for distance education, there is no evidence that
Morningside College has strategically planned for the sustainability or growth of these
online programs. The Comprehensive Plan written in 2010 did not contain any mention
of distance education. Also, the update to the 2008 strategic plan Enhancing the
Morningside Journey: Moving Forward to 2020 mentions the increase of competition in
online delivery and the need to prepare students for the use of technology; however, no
indication is given that there is an intentional plan that integrates distance learning into
Morningside College’s regular planning or evaluation process. During interviews, the
Vice President for Academic Affairs and Dean of the College and the Dean of Graduate
Studies acknowledged this lack of planning and articulated several steps being taken to
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remedy this issue. Starting with an engagement with the Board of Directors at a retreat
in February 2014, discussions among many constituencies have begun.
Core Component 5D: The institution works systematically to improve its performance.
Subcomponent 1. The institution develops and documents evidence of performance in its
operations.
Subcomponent 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.
Team Determination:
Core Component is met
Evidence:
 Morningside College reflects the institutional mission and direction as outlined in the
strategic planning of the College, outlining the eight goals and corresponding
initiatives. SWOT analysis and peer comparison data provide context and validate
goal selection and direction.

The College has a system for carefully monitoring the environment in which it
operates. Each year the President, Vice President for Student Life and Enrollment,
Admissions Director, and Director of Student Financial Planning review enrollment
projections, financial aid discount rate, and other areas to see if expectations were
met. Adjustments are determined for the upcoming year. Particular focus is on
revenue streams, enrollment projections, and awarded financial aid. Evidence of how
seriously this is taken was the 2012-13 budget year in which enrollment numbers
were low compared to goal; budget cuts ensued.

Morningside College is looking ahead with advancing technologies as evidenced by
the three year plan to refresh all supporting technology. Physical plant upgrades are
ongoing.

The College has shown a willingness to keep pace with demographic shifts and
globalization. Evidence for this is reflected in increased study abroad programs,
opportunities for civic engagement, and new programs such as the Applied
Agricultural and Food Services, broadening the recruiting territory, and
experimenting with an online RN to BSN Completion Program.

Morningside College cites previous experience for the strong position they are in
today by developing and adopting a dashboard approach that informs a proactive
planning approach. Recent evidence of this is the enrollment shortfall and projected
budget shortfall, resulting in a proactive decision to reduce the operational expenses;
an appropriate institutional response was formulated and financial adjustments were
made. Immediate emphasis was placed on marketing and realistic goals, factoring in
a potential decrease of students due to the economy, increased competition, etc.
The College remains committed to fiscal responsibility.

Morningside College is working on a process for the assessment data for program
improvement to develop a system that more fully supports institutional mission.
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Academic programs undergo review every five to seven years. Integration into the
strategic plan will develop ongoing systems for improvement.
Team Determination on Criterion Five:
Criterion is met with concerns
Summary Statement on Criterion:
The team found that overall Morningside College has planned carefully to anticipate and
meet current needs and to plan for the future. The new strategic plan reflects the
mission, provides continuity with the previous plan, and clearly links to mission and
values. Recent external audits have provided unqualified reports. Revenues are
sufficient to support achievement of Morningside College’s mission related goals and
planning. However, there is a need for a clear link between the plans for growth (e.g.
enrollment and technology expansion) and the budget. College-wide communication and
strategic goals in planning are not evident, as expressed by key constituents.
Morningside College’s human resources are adequate to support its operations, and the
staff is highly qualified in terms of education and experience and very committed to the
College. The College is planning for new and updated facilities. The College appears to
have a sound understanding of its current financial capacity and has had balanced
budgets for several years. SWOT analysis and peer comparison data provide context
and validate goal selection and direction.
Based on a thorough review of the Self-Study document, its associated evidentiary
documentation, interviews, and observations throughout the comprehensive evaluation
visit, the team determined that Morningside College meets the Commission’s Criteria for
Accreditation. Morningside College is a mission-driven college. The mission is
transparent and pervasive throughout the campus community. Evidentiary
documentation and interviews clearly indicate that the mission is central to academic as
well as the non-academic decisions.
The College demonstrates a sound financial resource base with an endowment increase
from $30,000,000 in 2004 to $43,000,000 in 2013 (Net Position and Endowment chart,
p. 141 of Self-Study). Morningside's fiscal stewardship is evidenced in the fact that its
financial resource base allows the College to not only maintain its viability, but position
itself to implement a strategic plan to move it forward in the future.
A clear strength of Morningside is its faculty. Students suggested that faculty clearly
“live” the mission and are dedicated to the highest quality of education but, more
importantly, help to “guide and shape” students for their roles in society via an emphasis
on civic engagement. Faculty’s academic credentials and experiential expertise are
evident. A random review of faculty files, including annual evaluations, spoke to a
faculty committed to on-going improvement in their specialty fields as well as academic
skills.
The team has some concerns about whether institutional planning has effectively
anticipated emerging factors such as technology and demographic enrollment shifts in
educational delivery. The College has been slow to analyze technology delivery, and
seems still not to have planned effectively to support diverse student, faculty and staff
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populations. There also is not a clear connection between strategic planning and
actions such as the expansion of distance education delivery for growth programs.
Regarding institutional planning for distance education, Morningside College has not
strategically planned for the sustainability or growth of these online programs. The
Comprehensive Plan written in 2010 did not contain any mention of distance education.
Also, the update to the 2008 strategic plan Enhancing the Morningside Journey: Moving
Forward to 2020 mentions the increase of competition in online delivery and the need to
prepare students for the use of technology; however, no indication is given that there is
an intentional plan that integrates distance learning into Morningside College’s regular
planning or evaluation process. During interviews, the Vice President for Academic
Affairs and Dean of the College and the Dean of Graduate Studies acknowledged this
lack of planning and articulated several steps being taken to remedy this issue. Starting
with an engagement with the Board of Directors at a retreat in February 2014,
discussions among many constituencies have evolved.
V. TEAM RECOMMENDATION
A. Affiliation Status
1. Recommendation: Re-affirmation of Accreditation
2. Timing for Next Reaffirmation Evaluation: 2023-2024
3. Rationale:
Morningside College is in many ways a different institution than what it was ten
years ago. Driving this has been strong leadership and a willingness to deal
forthrightly with institutional concerns. The College has substantially
strengthened its financial operations and assessment efforts as reported to HLC
in 2007.
This HLC team (after conducting numerous interviews at every level, as well as
having examined many institutional documents, reports, and publications)
believes Morningside College has met the Criteria for Accreditation. It is clear
that the College’s mission is clear and appropriate and that the school operates
with a high level of integrity. A teaching faculty focused on student learning is
committed to self-improvement and institutional goals. Although Morningside
College is a tuition-dependent college heavily dependent on enrollment, it
manages well what it has. The authorization by HLC for Morningside College to
offer an online MAT degree has been met with rapid growth and success.
Moreover, the team notes the ability of the College to deal with disappointment
(i.e. enrollment drop of 2012). Such a development was anticipated and
appropriately dealt with. This quality of leadership and responsibility is
noteworthy.
The team believes the College will continue to progress with the development of
its assessment programs and the oversight of its graduate program.
4. Criterion-related Monitoring Required (report, focused visit):
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Monitoring: Report on Assessment of Student Learning by May 2016
Rationale:
HLC visiting teams in 2004 and 2008 cited the College for having an inadequate
assessment program, including requiring a progress report in 2007. The
Commission accepted the plans offered in the progress report and noted the
College should “design a rubric for evaluating online courses that serves as a set
of guidelines for course development and delivery.” These expectations have not
as yet materialized. The Morningside College Self-Study noted that “assessment
of programmatic objectives has lagged....and must be improved.” The Monitoring
Report should include the following:
1. Evidence that assessment is integral to program improvement of both
undergraduate and graduate programs including assessment plans, data
collected showing effectiveness of learning in both general education and
program offerings, areas identified that need improvement based on the
data, steps taken to improve and what further efforts have been utilized to
ensure that the process is continuous.
2. Analysis of the methods of assessment including direct and indirect
measures in all aspects of the institutions operations, that Morningside
has established a 'culture of assessment' that permeates the College
from curricula to non-academic aspects of its operation including cocurricular activity.
3. Inclusion of the template/rubric for development of online graduate
courses and a detailed discussion of the process for assuring quality
control of curriculum development, assessment of learning, and the
process for assuring a feedback loop that results in program improvement
for online learning.
Monitoring: Report on planning with particular attention to graduate education and
online delivery by May 2016
Rationale:
Graduate enrollment currently represents a significant portion of total enrollment
and the College states a goal to continue aggressive enrollment growth in this
sector. The College should develop a means of assuring quality in course
development, assessment of learning outcomes, faculty qualifications and
development, and graduate and online student support services. The Monitoring
Report should include:
1. Details of how these quality controls and student services have been
implemented, including who in the College is charged with oversight
2. Plans to and data indicating an increase of faculty with terminal degrees
teaching in the graduate program, and documentation of professional
expertise of those without terminal degrees teaching in the graduate
program.
3. The process for assuring adjunct faculty in the graduate program are
involved in scholarly development
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4. Technology support for full and part-time faculty as well as distance
education students, and other measures to establish a culture of graduate
education.
5. Federal Compliance Monitoring Required (report, focused visit):
Monitoring: None
Rationale:
B. Commission Sanction or Adverse Action
None
VI. EMBEDDED CHANGES IN AFFILIATION STATUS
Did the team review any of the following types of change in the course of its evaluation? Check Yes
or No for each type of change.
( ) Yes
(X) No
Legal Status
( ) Yes
(X) No
Degree Level
( ) Yes
(X) No
Program Change
( ) Yes
(X) No
Distance or Correspondence Education
( ) Yes
(X) No
Contractual or Consortial Arrangements
( ) Yes
(X) No
Mission or Student Body
( ) Yes
(X) No
Clock or Credit Hour
( ) Yes
(X) No
Additional Locations or Campuses
( ) Yes
(X) No
Access to Notification
( ) Yes
(X) No
Access to Expedited Desk Review
( ) Yes
(X) No
Teach-out Arrangement
( ) Yes
(X) No
Other Change
VII. ADDITIONAL COMMENTS AND EXPLANATIONS
No additional comments.
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Appendix A
Interactions with Constituencies
President
Vice President for Student Affairs
Vice President for Communications/Marketing
Vice President for Institutional Advancement
Vice President for Student Life/Enrollment
Vice President for Academic Affairs
Vice President for Business and Finance
Board of Directors
Fifty Faculty Members from the following departments:
Education
English
Business Administration
Library
Writing Center/First Year Program
Academic Affairs
Psychology
Graduate Program Education
Biology/Chemistry
History and Political Science
Mathematics
Writing and Rhetoric
Religious Studies
Physics
Computer Science
Mass Communication
Modern Languages
Undergraduate Education
Assessment
Art
Philosophy
Nursing
Graphic Design
Staff members--86
Faculty Development
Faculty Senate
CPAC Committee
Department Chairs (16)
Dean of Graduate Studies
Academic Dean
Graduate Committee (14)
Alumni and Community Leaders
Graduate Faculty
Graduate Students
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Chaplain
Dean of Advising
Registrar
Institutional Data Coordinator
Information Technology Specialist
Division of Nursing Director
Librarian
IT Manager
Assoc. Dean of Assessment and Institutional Research
Student Government President
Student Government Secretary
Community Representatives
School District Superintendent
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Appendix B
Principal Documents, Materials, and Web Pages Reviewed
Self-Study for Morningside College
College Catalog (2013-14)
Website
Assessment
Graduate Assessment Plan
Eight Undergraduate Assessment Plans
Noel Levitz Survey Results
Persistence and Retention Data
Program Persistence and Retention
Board of Trustees Information
Three Years of Board Meetings—Including Agenda, Board Packets, Minutes
Articles of Incorporation
Board Motions
Board By-Laws
Certificate of Good Standing 2013
Code of Ethics
Signed Board Code of Ethics
Faculty Information
Faculty Minutes
Faculty Handbook
Syllabus Format (Template)
Full-time Faculty Contracts
Faculty Vitae
Financials
Independent Audits (2009-13)
General Fund Budgets
Jenzabar Budget Template for General Fund and Grants
Organizational Chart
Management Letters (2009-13)
Dashboard Template for Strategic Financial Policy
Policies
Employee Technology Usage Policies and Procedures
Financial Aid Policies
Financial Management Policies
Personnel Policies and Procedures
Student Policies and Procedures
Student Technology
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Program Information
Course Schedules by semester
Program Reviews
Course Syllabi
Program Review Guide
Schedule of Program Review
Specialized Accreditation
CCNE Report
Strategic Planning
Final Strategic Plan Committee Reports
Strategic Plan 2008-13, 2013-2020
Third Party Comments
Compliance Documents
Hotline/web reports (1 in 3 years)
Compliance Training
Risk Management Reports
Faculty, Staff, Students Complaint Record
Fire Safety
Clery Act
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Appendix C
Federal Compliance Worksheet for Evaluation Teams
Effective September 1, 2013 – August 31, 2014
Evaluation of Federal Compliance Components
The team reviews each item identified in the Federal Compliance Guide and documents its findings in the
appropriate spaces below. Teams should expect institutions to address these requirements with brief
narrative responses and provide supporting documentation, where necessary. Generally, if the team finds
in the course of this review that there are substantive issues related to the institution’s ability to fulfill the
Criteria for Accreditation, such issues should be raised in appropriate sections of the Assurance Section of
the Team Report or highlighted as such in the appropriate AQIP Quality Checkup Report.
This worksheet outlines the information the team should review in relation to the federal requirements
and provides spaces for the team’s conclusions in relation to each requirement. The team 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 worksheet
becomes an appendix to the team’s report. If the team recommends monitoring on a Federal
Compliance requirement in the form of a report or focused visit, it should be included in the
Federal Compliance monitoring sections below and added to the appropriate section in the team
report template.
Institution under review:
Morningside College
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.
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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:
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.
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___ 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:
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. The team should ensure that 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:
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.
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
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
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direct the institution to review the Consortial Change Application on the Commission’s web site for
more information.)
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:
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.
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___ The team also has comments that relate to the institution’s compliance with the Criteria for
Accreditation. See Criterion (insert appropriate reference).
Comments:
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:
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.
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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:
Additional monitoring, if any:
Standing with State and Other Accrediting Agencies
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:
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X
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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:
Additional monitoring, if any:
Public Notification of Opportunity to Comment
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:
Additional monitoring, if any:
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Institutional Materials Related to Federal Compliance Reviewed by the Team
Provide a list materials reviewed here:
Website, all College publications, Self-Study for Morningside College, College Catalog (201314, Three Years of Board Meetings—Including Agenda, Board Packets, and Minutes, Articles of
Incorporation, Certificate of Good Standing 2013, Code of Ethics, Syllabus Format (Template),
Independent Audits (2009-13—Includes A-133 Financial Aid Audit), General Fund Budgets,
Jenzabar Budget Template for General Fund and Grants, Organizational Chart, Management
Letters (2009-13), Dashboard Template for Strategic Financial Policy, Financial Aid Policies,
Financial Management Policies, Personnel Policies and Procedures, Student Policies and
Procedures, Program Reviews, Course Syllabi, Program Review Guide, CCNE Report, Strategic
Plan 2008-13, 2013-2020, Third Party Comments, Hotline/web reports (1 in 3 years), Compliance
Training, Risk Management Reports, Faculty, Staff, Student Compliant Record, Fire Safety,
Clery Act
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Appendix D
Team Worksheet for Evaluating an
Institution’s Program Length and Tuition,
Assignment of Credit Hours and on Clock Hours
Institution under review: Morningside College
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?
XYes
____ No
Comments:
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:
B. Recommend Commission Follow-up, If Appropriate
Is any Commission follow-up required related to the institution’s program length and tuition
practices?
____ Yes
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Rationale:
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
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.
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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?

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:
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
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)
EDUC 595
SPED 560
EDUC 512
NURS 204
BUSN 341
Grad
EDUC 863
EDUC 765
NURS 307
Distance Ed
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:
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:
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?
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____ Yes
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____ No
Comments:
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.)
____ Yes
____ No
Comments:
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.)
X Yes
____ No
Comments:
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:
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:
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:
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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:
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
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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
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Does the institution’s credit to clock hour formula match the federal formula?
____ Yes
____ No
Comments: N/A
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.)
X 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?
X 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
X 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
X No
Rationale:
Identify the type of Commission monitoring required and the due date:
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