Year 7 Evaluation of Institutional Effectiveness Evidence

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Standard One – Student Success, and Institutional Mission and Effectiveness

The institution articulates its commitment to student success, primarily measured through student learning and achievement, for all students, with a focus on equity and closure of achievement gaps, and establishes a mission statement, acceptable thresholds, and benchmarks for effectiveness with meaningful indicators. The institution’s programs are consistent with its mission and culminate in identified student outcomes leading to degrees, certificates, credentials, employment, or transfer to other higher education institutions or programs. Programs are systematically assessed using meaningful indicators to assure currency, improve teaching and learning strategies, and achieve stated student learning outcomes for all students, including underrepresented students and first-generation college students.

1.A. Institutional Mission

  • 1.A.1 Mission

    The institution’s mission statement defines its broad educational purposes and its commitment to student learning and achievement.

    Select Evidence for 1.A.1:

1.B. Improving Institutional Effectiveness

  • 1.B.1 Continuous Process to Assess Institutional Effectiveness

    The institution demonstrates a continuous process to assess institutional effectiveness, including student learning and achievement and support services. The institution uses an ongoing and systematic evaluation and planning process to inform and refine its effectiveness, assign resources, and improve student learning and achievement.

    Select Evidence for 1.B.1:

  • 1.B.2 Definition of Mission Fulfillment

    The institution sets and articulates meaningful goals, objectives, and indicators of its goals to define mission fulfillment and to improve its effectiveness in the context of and in comparison with regional and national peer institutions.

    Select Evidence for 1.B.2:

  • 1.B.3 Welcoming Planning Process

    The institution provides evidence that its planning process is welcoming and offers opportunities for comment by appropriate constituencies, allocates necessary resources, and leads to improvement of institutional effectiveness.

    Select Evidence for 1.B.3:

  • 1.B.4 Monitoring Internal and External Environments

    The institution monitors its internal and external environments to identify current and emerging patterns, trends, and expectations. Through its governance system it considers such findings to assess its strategic position, define its future direction, and review and revise, as necessary, its mission, planning, intended outcomes of its programs and services, and indicators of achievement of its goals.

    Select Evidence for 1.B.4:

1.C. Student Learning

  • 1.C.1 Academic Planning

    The institution offers programs with appropriate content and rigor that are consistent with its mission, culminate in achievement of clearly identified student learning outcomes that lead to collegiate-level degrees, certificates, or credentials and include designators consistent with program content in recognized fields of study.

    Select Evidence for 2.C.1:

    Programs with appropriate content and rigor consistent with its mission
    • and 
      • (Example from the February 21, 2025 Board of Regents Agenda. See page 2 for mission alignment.)
    • and 
    • - ; ; ; ; ; ;
    • (Open the Course Numbering System toggle and scroll down to Academic Credit Courses.)
    • (external confirmation of appropriate content and rigor).
    Curriculum Review
    Clearly identified student learning outcomes
    • (Click on a program and go to the Learning Outcomes tab.)
    • (Click on a program and go to the Learning Outcomes tab.)
    Recognized fields of study
  • 1.C.2 Award of Credit, Degrees, Certificates, or Credentials

    The institution awards credit, degrees, certificates, or credentials for programs that are based upon student learning and learning outcomes that offer an appropriate breadth, depth, sequencing, and synthesis of learning.

    Select Evidence for 1.C.2:

    Award of credit
    • (See Contact Hours)
    Program Student Learning Outcomes
    • (See C.3)
    • (Click on a program and then go to the Learning Outcomes tab)
    • (Click on a program and then go to the Learning Outcomes tab)
    Breadth
    • (Scroll down to General Education Requirements for Associate of Applied Sciences Degrees)
    Depth and Sequencing
    • (Click on a program to see the major requirements, demonstrating depth and sequencing)
    • (See Course Numbering System - Academic Credit Courses)
    Synthesis
    •  (See Tier 3 Integrative Capstone)
    • (See Course Numbering System - Academic Credit Courses - Upper-Division Courses - A400-A499)
    • Examples of Credentials with Summative Synthesizing Experiences
      • Baccalaureate Examples (Seminars: , , , ; Capstones: , , , , ; Internship: )
      • Certificate and Associate’s Examples (Internships: , , ; Practicums: , , )
  • 1.C.3 Learning Outcomes

    The institution identifies and publishes expected program and degree learning outcomes for all degrees, certificates, and credentials. Information on expected student learning outcomes for all courses is provided to enrolled students.

    Select Evidence for 1.C.3:

    Program Student Learning Outcomes
    Degree Student Learning Outcomes
    • (Scroll down to the section GER Student Learning Outcomes)
    • (Scroll down to the section General Education Requirements for Associate of Applied Science Degrees)
    • (General education is embedded in the major requirements)
    • (General education is embedded in the major requirements)
    Course Student Learning Outcomes
  • 1.C.4 Admission and Completion Requirements

    The institution’s admission and completion or graduation requirements are clearly defined, widely published, and easily accessible to students and the public.

    Select Evidence for 1.C.4:

    Admission Requirements and Procedures
    Completion and Graduation Requirements
      • General University Requirements (; ; ; ; ; ; )
      • General Education (; )
      • College-level requirements ()
      • (Select any program.)
      • (Select any program.)
    Degree Plans for Associate and Baccalaureate Degrees 
    • UAA Academic Catalog - (Select any associates or baccalaureate program and go to the Sample Plan tab.)
  • 1.C.5 Assessment of Learning

    The institution engages in an effective system of assessment to evaluate the quality of learning in its programs. The institution recognizes the central role of faculty to establish curricula, assess student learning, and improve instructional programs.

    Select Evidence for 1.C.5:

    Program and General Education Student Learning Outcomes
    • (Click on a specific program and then go to the Learning Outcomes tab)
    • (Click on a specific program and then go to the Learning Outcomes tab)
    Effective System of Assessment
    Faculty Role in Course and Program Improvements
  • 1.C.6 Institutional Learning Outcomes or Core Competencies

    Consistent with its mission, the institution establishes and assesses, across all associate and bachelor level programs or within a General Education curriculum, institutional learning outcomes and/or core competencies. Examples of such learning outcomes and competencies include, but are not limited to, effective communication skills, global awareness, cultural sensitivity, scientific and quantitative reasoning, critical analysis and logical thinking, problem solving, and/or information literacy.

    Select Evidence for 1.C.6:

  • 1.C.7 Assessment Results Used to Improve Student Learning

    The institution uses the results of its assessment efforts to inform academic and learning-support planning and practices to continuously improve student learning outcomes.

    Select Evidence for 1.C.7:

  • 1.C.8 Transfer Credit and Credit for Prior Learning

    Transfer credit and credit for prior learning is accepted according to clearly defined, widely published, and easily accessible policies that provide adequate safeguards to ensure academic quality. In accepting transfer credit, the receiving institution ensures that such credit accepted is appropriate for its programs and comparable in nature, content, academic rigor, and quality.

    Select Evidence for 1.C.8:

    Transfer of credit policies and procedures
  • 1.C.9 Graduate Programs

    The institution’s graduate programs are consistent with its mission, are in keeping with the expectations of its respective disciplines and professions, and are described through nomenclature that is appropriate to the levels of graduate and professional degrees offered. The graduate programs differ from undergraduate programs by requiring, among other things, greater: depth of study; demands on student intellectual or creative capacities; knowledge of the literature of the field; and ongoing student engagement in research, scholarship, creative expression, and/or relevant professional practice.

    Select Evidence for 1.C.9:

    Efforts Around Institutional Planning of Graduate Programs
    Graduate Programs Align to UAA’s Mission
    • - Degree and Certificate Program Approval;
    • UA System - Program Action Request Form (See Mission and Strategic Alignment)
    • UAA New Program Proposal Examples - (pg.2); (pg. 1)
    Graduate Programs Meet Disciplinary and Professional Expectations and Use Appropriate Nomenclature
    • UAA Academic Catalog - ; ;
    • UAA Academic Catalog -
    • UAA Licensure and Certification - Website
    Graduate Programs Differ from Undergraduate Programs
    • UAA Academic Catalog - ;  (See -Course Numbering System, Academic Credit Courses, Graduate-Level Courses)
1.D. Student Achievement
  • 1.D.1 Potential to Benefit

    Consistent with its mission, the institution recruits and admits students with the potential to benefit from its educational programs. It orients students to ensure they understand the requirements related to their programs of study and receive timely, useful, and accurate information and advice about relevant academic requirements, including graduation and transfer policies.

    Select Evidence for 2.D.1:

  • 1.D.2 Disaggregated Indicators for Student Achievement

    Consistent with its mission and in the context of and in comparison with regional and national peer institutions, the institution establishes and shares widely a set of indicators for student achievement including, but not limited to, persistence, completion, retention, and postgraduation success. Such indicators of student achievement should be disaggregated by race, ethnicity, age, gender, socioeconomic status, first generation college student, and any other institutionally meaningful categories that may help promote student achievement and close barriers to academic excellence and success (achievement gaps).

    Select Evidence for 1.D.2:

  • 1.D.3 Disaggregated Indicators of Student Achievement Are Widely Published

    The institution’s disaggregated indicators of student achievement should be widely published and available on the institution’s website. Such disaggregated indicators should be aligned with meaningful, institutionally identified indicators benchmarked against indicators for peer institutions at the regional and national levels and be used for continuous improvement to inform planning, decision making, and allocation of resources.

    Select Evidence for 1.D.3:

  • 1.D.4 Disaggregated Indicators of Student Achievement Are Used to Mitigate 

    The institution’s processes and methodologies for collecting and analyzing indicators of student achievement are transparent and are used to inform and implement strategies and allocate resources to mitigate perceived gaps in achievement.

    Select Evidence for 1.D.4:

Other Evidence