NWCCU Standards for Accreditation The new process Revised

NWCCU Standards for Accreditation The new process

Revised NWCCU Accreditation Standards New Standards: reduced from 9 to 5 Standard One--Mission, Core Themes, and Expectations Standard Two—Resources and Capacity Standard Three—Planning and Implementation Standard Four—Effectiveness and Improvement Standard Five—Mission Fulfillment, Adaptation, and Sustainability

New Accreditation Cycle: reduced from 10 -year to 7 -year cycle 2011 Year One—Submit a Year One Report to Panel evaluation address Standard One 2013 Year Three—Expand Year One Report to On-site Visit include response to Standard Two 2015 Year Five—Expand Year Three Report to Panel evaluation include responses to Standards Three and Four 2017 Year Seven—Expand Year Five Report to On-site Visit include response to Standard Five, plus review and update the response to Standards One, Two, Three, and Four to ensure that the comprehensive Year Seven Report is current and internally consistent

Components of Year One Report Standard One—Mission, Core Themes, and Expectations The institution articulates its purpose in the form of a mission statement and identifies core themes that manifest essential elements of that mission. It defines mission fulfillment in the context of its purpose, characteristics, and expectations. Guided by that definition, it identifies an acceptable threshold or extent of mission fulfillment.

I. A. Mission I. A. l The institution has a widely published mission statement—approved by its governing board—that articulates a purpose appropriate for an institution of higher learning, gives direction for its efforts, and derives from, and is generally understood by, its community. I. A. 2 The institution defines mission fulfillment in the context of its purpose, characteristics, and expectations. Guided by that definition, it articulates institutional accomplishments or outcomes that represent an acceptable threshold or extent of mission fulfillment.

I. B. Core Themes I. B. 1 The institution identifies core themes that individually manifest essential elements of its mission and collectively encompass its mission. I. B. 2 The institution establishes objectives for each of its core themes and identifies meaningful, assessable, and verifiable indicators of achievement that form the basis for evaluating accomplishment of the objectives of its core themes.

What is a Core Theme? A core theme is a manifestation of a fundamental aspect of institutional mission with overarching objectives that guide: 1) Planning for contributing programs and services; 2) Development of capacity and application of resources to accomplish those objectives; 3) Assessment of achievement of those objectives. Collectively, the core themes represent the institution’s interpretation of its mission and translation of that interpretation into practice.

University of Alaska--Anchorage Core Themes 1. 2. 3. 4. 5. Teaching and Learning Research, Scholarship, and Creative Activity Student Success The UAA community Public Square (involvement with and contributions to the community)

MISSION STATEMENT The University of Montana pursues academic excellence as indicated by the quality of curriculum and instruction, student performance, and faculty professional accomplishments. The University accomplishes this mission, in part, by providing unique educational experiences through the integration of the liberal arts, graduate study, and professional training with international and interdisciplinary emphases. Through its graduates, the University also seeks to educate competent and humane professionals and informed, ethical, and engaged citizens of local and global communities. Through its programs and the activities of faculty, staff, and students, The University of Montana provides basic and applied research, technology transfer, cultural outreach, and service benefiting the local community, region, State, nation and the world.

VISION STATEMENT The University of Montana will achieve a leadership position as a globally focused public research university that serves the state, nation, and world. Intrinsic to mission are the underlying values of diversity, sustainability, leadership, and engagement. These essential values underpin our preparation of students for citizenship in the 21 st century through high-impact teaching, research and creative scholarship, and service. The University of Montana will be recognized as a place of opportunity for those who study and work within its halls. It will be a place of vitality through its academic, cultural, and athletic performance. We will continually realize our mission and vision through intentional integration of resources and objectives. This stewardship of resources, coupled with preparation of engaged citizens, will drive economic, cultural, and social development of Montana and the Northern Rockies.

Identification of Core Themes • Partnering for Student Success • Education for the Global Century • Discovery and Creativity to Serve Montana and the World • UM’s Distinctive Learning Environment • Planning-Assessment Continuum

Section II: Core Themes Core Theme #1: Partnering for Student Success PREPARING K-12 STUDENTS TRANSITIONING TO COLLEGE INTEGRATING THE EARLY COLLEGE CURRICULUM ENGAGING STUDENTS STRENGTHENING STUDENT SUPPORT EMPHASIZING FACULTY & STAFF DEVELOPMENT MISSION ALIGNMENT DESCRIPTION Student success continues to be a top priority for The University of Montana. In 2009, The University of Montana adopted a plan, Partnering for Student Success, aimed at enhancing students’ experiences and increasing student retention and graduation. The plan identifies six key objectives critical to student success in college and sets forth actions to promote a successful first year for entering freshmen and address the needs of returning sophomores and upper division students. As part of the plan, UM created an Office for Student Success, charged with developing, implementing, and coordinating initiatives aimed at increasing students’ persistence toward graduation. UM seeks to improve students’ success by addressing their preparedness for college-level work, enhancing their transition to college, providing an integrated early curriculum, and increasing student engagement, support, and faculty and staff development. Collaboration to achieve these objectives is strong. Faculty, staff, and students are well informed about and supportive of the initiatives outlined in the plan. Since the inception of the plan, freshmen retention has already improved by approximately 5 basis points. OBJECTIVES AND INDICATORS UM identifies six objectives, each with a set of indicators, under the Core Theme: Partnering for Student Success. Preparing K-12 students Incoming academic credentials (GPA, test scores) Number of students participating in college preparatory curriculum College continuation rates Transitioning to College Freshman success (GPA and first-Year retention rates) Declaration of major Integrating the Early College Curriculum Enrollment in freshman seminars and experiential opportunities Interdisciplinary course offerings and linked courses Engaging Students Student engagement surveys (e. g. , NSSE) Student success rates Strengthening Student Support Student Success initiatives (tutoring, mentoring, early alert, math pilot, study jam) Tailored services to meet diverse student needs Availability of need-based financial aid

DESCRIPTION Student success is a top priority for The University of Montana. In 2009, The University of Montana adopted a plan, Partnering for Student Success, aimed at enhancing students’ experiences and increasing student retention and graduation. The plan identifies six key objectives critical to student success in college and sets forth actions to promote a successful first year for entering freshmen and address the needs of returning sophomores and upper division students. As part of the plan, UM created an Office for Student Success, charged with developing, implementing, and coordinating initiatives aimed at increasing students’ persistence toward graduation. UM seeks to improve students’ success by addressing their preparedness for college-level work, enhancing their transition to college, providing an integrated early curriculum, and increasing student engagement, support, and faculty and staff development. Collaboration to achieve these objectives is strong. Faculty, staff, and students are well informed about and supportive of the initiatives outlined in the plan. Since the inception of the plan, freshmen retention has already improved from 69% to above 74%.

OBJECTIVES AND INDICATORS UM identifies six objectives, each with a set of indicators, under the Core Theme: Partnering for Student Success. Preparing K-12 students Incoming academic credentials (GPA, test scores) Number of students participating in college preparatory curriculum College continuation rates Transitioning to College Freshman success (GPA and first-year retention rates) Declaration of major Integrating the Early College Curriculum Enrollment in freshman seminars and experiential opportunities Interdisciplinary course offerings and linked courses Engaging Students Student engagement surveys (e. g. , NSSE) Student success rates Strengthening Student Support Student Success initiatives (tutoring, mentoring, early alert, STUDY JAM) Tailored services to meet diverse student needs Availability of need-based financial aid Career counseling services Emphasizing Faculty and Staff Development Participation in workshops Availability of online training

Core Theme #2: Education for the Global Century TWO-YEAR PROGRAMMING RESPONSIVE TO REGIONAL, NATIONAL, AND GLOBAL NEEDS GLOBAL ENGAGEMENT AND LEADERSHIP AT THE BACCALAUREATE LEVEL STRATEGIC GROWTH IN GRADUATE EDUCATION DESCRIPTION The Academic Strategic Plan endorsed by the Faculty Senate in 2009 identified the need to create a gateway to discovery experience focused on the challenges of the Global century for all incoming students at all levels. Two-year education must respond to regional, national, and global needs. The curriculum provides hands-on practical experience with real-world applications, as well as developmental coursework to ensure that students are prepared to succeed in the college environment. For baccalaureate students, faculty are (a) refining a concise statement on the outcomes of the UM undergraduate experience; (b) developing a conceptual framework for the overall undergraduate academic experience; (c) creating a mechanism through which to provide first-year students with a context in which they can contemplate their overall education (focusing on interdisciplinary big questions or grand challenges that we face as a world society); and (d) developing capstone mechanisms through which all students ask themselves, “How can I put my education to work while I am still a student [and beyond]? ” At the graduate level, UM is creating a portfolio of programs that capitalize on the unique location and intellectual and cultural resources of the campus and developing opportunities for interdisciplinary collaboration and scholarship.

Core Theme #3: Discovery & Creativity to Serve Montana and the World ENHANCE CONTRIBUTIONS BY FACULTY & STUDENTS THROUGH BASIC AND APPLIED RESEARCH EXPAND KNOWLEDGE AND CULTURAL RICHNESS THROUGH CREATIVE SCHOLARSHIP DESCRIPTION Scholarship, research, and creative work are at the core of faculty and student lives and academic programs at The University of Montana. Expectations are strong for faculty to engage in research and creative work that results in publications, exhibitions, performances, and presentations. A deeply rooted belief at all levels within the university is that strong, active faculty scholarship is integral to the University’s ability to offer high quality educational programs. The University’s Mission Statement refers explicitly to the centrality of research and creative work in the University’s programs. Therefore, The University of Montana supports research, scholarship and creative work across the natural and exact sciences, social sciences, arts, and humanities, and enhances opportunities for interdisciplinary connections. By fostering an entrepreneurial spirit in research and technology communities, UM transforms discovery into application in ways that benefit the State, region, and nation. In addition, the scholarly, creative, and research activities and programs of faculty provide a critical base for the University’s diverse graduate and undergraduate programs by providing opportunities for students to learn content, methods, skills, values, and approaches of a discipline from faculty mentors and advisors who are leaders in their fields.

Core Theme #4: UM’s Distinctive Learning Environment Selection of objectives still underway. INTERDISCIPLINARY (WORLD-CHANGING) CURRICULUM CO-CURRICULAR OPPORTUNITIES FACILITIES AND TECHNOLOGICAL RESOURCES PROGRAMMING CULTURAL & ATHLETIC EVENTS LIFELONG LEARNING/COMMUNITY PARTICIPATION DESCRIPTION An exciting, inclusive learning environment, defined in its broadest terms, is an important component of our mission, in that it is critical for students’ success, faculty and staff productivity. Integration of curricular and co-curricular aspects of campus life leads to a richer environment for all learners. The environment can foster life-long learning among traditional students, faculty, and community members and create opportunities for social, physical, and intellectual development, supported by technological advances and innovative programming. While the curriculum (Core Theme #2 Education for the Global Century) provides a starting point, student participation in scholarship and creative work, study abroad, undergraduate research, service-learning, and other co-curricular activities create a “living/learning environment”. The provision of academic support, technological advances, and residence-based programs enriches a diverse and creative curriculum still further. This theme incorporates the intentional provision of an environment that invites, facilitates, and sustains the development of people and programs that integrate knowledge, skills, and competencies and build community.

Core theme #5: The Planning-Assessment Continuum COMPLETE INTEGRATION OF PLANNING, BUDGETING, IMPLEMENTATION, AND ASSESSMENT PROCESSES TRANSPARENT AND PARTICIPATIVE PROCESSES THROUGHOUT THE CYCLE DATA-DRIVEN DECISIONS AND GOAL-SETTING OBJECTIVE AND TIMELY ASSESSMENT OF OUTCOMES DESCRIPTION The Planning-Assessment Continuum is designed not only to facilitate desired outcomes, but to help clarify our vision and mission, and to communicate and demonstrate to internal and external stakeholders that we are making the best use of resources to do the right things for the right reasons. It is both top down and bottom up. Executive leadership provides communication of mission and vision, clear and consistent processes, overarching mission-driven goals, equitably applied parameters, and rules enforcement. The structure uses a variety of mechanisms to ensure transparency and meaningful, broad-based input and participation, including advisory committees, implementation teams, task forces, focus groups, town hall discussions, and responsibility-centered budgeting. The process is integrated, transparent, and highly visible. The scope of these activities includes, but is not limited to Institutional Goals and Priorities; Programs; Enrollment; Fiscal Resources; Human Resources; Capital Resources, including Debt Financing and Gift Funds; Buildings (classrooms, labs, office, special use, event, and support space); Information Technology (instruction and research technology, computers, networks, enterprise systems, and linkage to external and shared data sources).