Development of the Self-Study - Missouri State University · representatives from Missouri State University have conducted two workshops and presented three papers at the annual meetings

Development of the Self-Study

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Portfolio for HLC Accreditation > Development of the Self-Study

Development of the Self-Study

About HLC AccreditationCriteria for AccreditationResourcesSelf-Study DesignSteering CommitteeTimelineUnit/Committee Charges/Reports1995 Site Visit Report

Last Modified: September 08, 2005

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About HLC Accreditation -- Missouri State Portfolio for HLC Accreditation

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Portfolio for HLC Accreditation > About HLC Accreditation

About HLC Accreditation

For an overview of this accreditation process, please review the 2005 Self-Study and Site Visit presentation given by BillCheek, chair of the Higher Learning Commission Steering Committee. You will need PowerPoint plug-in to view thispresentation.

Higher Learning Commission Mission Statement:"Serving the common good by assuring and advancing the quality of higher learning."Higher Learning Commission (HLC)

A voluntary, non-governmental, regional accrediting organization founded in 1895Over 1,000 member institutions in 19 statesFormerly known as the North Central Association (NCA)Changed to the Higher Learning Commission (HLC) in 2001

Higher Learning Commission accredits the institution not individual programsMissouri State University—by various names—has been continuously accredited by the NCA/HLC since 1915The Self-Study and 2005 site visit must address:

Five CriteriaTwenty-one Core ComponentsFour Categories of Operational Indicators (annual reporting)

Five CriteriaMission and IntegrityPreparing for the FutureStudent Learning and Effective TeachingAcquisition, Discovery, and Application of KnowledgeEngagement and Service

HLC "Position Statements" must by addressed in Self-StudyCommission Statement on DiversityCommission Statement on General EducationCommission Statement on Assessment of Student Learning

New CriteriaMissouri State University be among the first institutions to be evaluated using recently revised and adoptedcriteriaMuch different from previous criteria

Fundamental Shifts from Old Criteria and Previous Self-StudiesFrom inputs and resources to resultsFrom teaching to teaching and learningFrom a look backward to a future focusFrom autonomy to connection and collaborationFrom uniformity/stratification to distinctiveness, flexibility, and differentiation

Previous self-studies were snapshots of the past ten years; the 2005 self-study will show that Missouri StateUniversity is poised for the future

Must demonstrate that Missouri State University is future-oriented, learning-focused, connected, anddistinctiveNew Criteria reflect what is happening at Missouri State University

How do we write a self-study that assures peer institutions of our distinctive quality and advances the work andpurposes of Missouri State University?

Use existing committees to fullest extent possibleMinimize duplication in 2005 self-study and the next long-range plan Daring to ExcelDaring to Excel will be submitted as Part One of self-study; Part Two will be the summary evaluation

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HLC Criteria for Accreditation -- Missouri State Portfolio for HLC Accreditation

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Portfolio for HLC Accreditation > Criteria for Accreditation

Criteria for Accreditation

The Higher Learning Commission recently reorganized its criteria for accreditation under five major headings, which definenecessary attributes Missouri State University must have to be accredited by the Commission. Below are the criteria statements andthe associated core components:

Criterion One: Mission and Integrity. The organization operates with integrity to ensure the fulfillment of its mission throughstructures and processes that involve the board, administration, faculty, staff, and students.

1a. The organization's mission documents are clear and articulate publicly the organization's commitments.

1b. In its mission documents, the organization recognizes the diversity of its learners, other constituencies, and thegreater society it serves.

1c. Understanding of and support for the mission pervade the organization.

1d. The organization's governance and administrative structures promote effective leadership and supportcollaborative processes that enable the organization to fulfill its mission.

1e. The organization upholds and protects its integrity.

Criterion Two: Preparing for the Future. The organization's allocation of resources and its processes for evaluation and planningdemonstrate its capacity to fulfill its mission, improve the quality of its education, and respond to futurechallenges and opportunities.

2a. The organization realistically prepares for a future shaped by multiple societal and economic trends.

2b. The organization's resource base supports its educational programs and its plans for maintaining andstrengthening their quality in the future.

2c. The organization's ongoing evaluation and assessment processes provide reliable evidence of institutionaleffectiveness that clearly informs strategies for continuous improvement.

2d. All levels of planning align with the organization's mission, thereby enhancing its capacity to fulfill that mission.

Criterion Three: Student Learning and Effective Teaching. The organization provides evidence of student learning and teachingeffectiveness that demonstrates it is fulfilling its educational mission.

3a. The organization's goals for student learning outcomes are clearly stated for each educational program and makeeffective assessment possible.

3b. The organization values and supports effective teaching.

3c. The organization creates effective learning environments.

3d. The organization's learning resources support student learning and effective teaching.

Criterion Four: Acquisition, Discovery, and Application of Knowledge. The organization promotes a life of learning for itsfaculty, administration, staff, and students by fostering and supporting inquiry, creativity, practice, and socialresponsibility in ways consistent with its mission.

4a. The organization demonstrates, through the actions of its board, administrators, students, faculty, and staff, that itvalues a life of learning.

4b. The organization demonstrates that acquisition of a breadth of knowledge and skills and the exercise ofintellectual inquiry are integral to its educational programs.

4c. The organization assesses the usefulness of its curricula to students who will live and work in a global, diverse,and technological society.

4d. The organization provides support to ensure that faculty, students, and staff acquire, discover, and apply

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HLC Criteria for Accreditation -- Missouri State Portfolio for HLC Accreditation

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knowledge responsibly.

Criterion Five: Engagement and Service. As called for by its mission, the organization identifies its constituencies and servesthem in ways both value.

5a. The organization learns from the constituencies it serves and analyzes its capacity to serve their needs andexpectations.

5b. The organization has the capacity and the commitment to engage with its identified constituencies andcommunities.

5c. The organization demonstrates its responsiveness to those constituencies that depend on it for service.

5d. Internal and external constituencies value the services the organization provides.


Resources -- Missouri State Portfolio for HLC Accreditation

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Portfolio for HLC Accreditation > Resources

Resources

Many resources will be used during the self-study process:

Previous long-range plansAnnual Report of Performance MeasuresPublic Affairs mission


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Self-Study Design -- Missouri State Portfolio for HLC Accreditation

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Portfolio for HLC Accreditation > Self-Study Design

Self-Study Design

Higher Learning Commission, Self-Study and 2005 Site VisitMissouri State University, Springfield, Missouri

PrefaceSelf-Study Goal and ObjectivesSelf-Study ProcessProposed Structure of Committees

Example 1: Committee on General Education and Interdisciplinary Programs(CGEIP)Example 2: Assessment CouncilExample 3: Faculty Senate and Faculty Senate CommitteesExample 4: University Planning Advisory Council

Report OutlineSummary

Appendix 1: Papers Presented at NCA/HLC Annual Meetings by Missouri StateUniversity Faculty and Staff 1996-2003Appendix 2: Criteria and Core Components - Possible Data Sources and CommitteeAssignmentsAppendix 3: Applicable Performance Measures from Countdown to Centennial


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Preface -- Self-Study Design -- Missouri State Portfolio for HLC Accreditation

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Portfolio for HLC Accreditation > Self-Study Design > Preface

Preface

Missouri State University (Missouri State University) has been continuously accredited by the North Central Association since 1915.During the 90 year relationship, both the University and the Association have experienced many changes. Missouri State Universityhas evolved from a small district normal school to a comprehensive university serving the state of Missouri, the nation, and beyond.Now the second largest university in the state, Missouri State University offers approximately 150 undergraduate and more than 40masters level programs. The University also offers one cooperative doctorate in addition to a stand-alone professional doctorate. Asan institution that plans for the future, Missouri State University embraces the recently adopted Criteria for Accreditation and looksforward to using these in preparing the 2005 Self-Study and the resulting evaluation.


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Self-Study Goal and Objectives -- Missouri State Portfolio for HLC Accreditation

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Portfolio for HLC Accreditation > Self-Study Design > Self-Study Goal and Objectives

Self-Study Goal and Objectives

(approved 11/14/03 by HLC Steering Committee)

Missouri State University is a multi-campus metropolitan university system* with a statewide mission in public affairs whose purposeis to develop educated persons while focusing on five themes: professional education, health, business and economic development,creative arts, and science and the environment.

While affirming that Missouri State University fulfills all criteria for continuing accreditation by the Higher Learning Commission, theoverriding goal of the self-study is to show that Missouri State University is mission focused and guided by a long-range vision.

Four objectives will guide the self-study process. These are:

Objective 1. To evaluate the effectiveness of the University's continuous planning processes, performance measures, studentlearning outcomes measures, and the integration of those processes in support of the mission of the institution.

Objective 2. To identify strengths, issues of concern, and opportunities for improvement.

Objective 3. To involve the University's many constituencies in the evaluation of institutional structures, processes, and programs,relative to the criteria for accreditation.

Objective 4. To establish and implement a plan for systematic collection and evaluation of information that will facilitate future: (1)accreditation activities for the Higher Learning Commission and programmatic accreditations and (2) continual improvement ofuniversity functions.

*Missouri State University-West Plains is an open-enrollment, two-year institution separately accredited by the Higher Learning Commission and is not included in this self-study.



Self-Study Process -- Missouri State Portfolio for HLC Accreditation

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Portfolio for HLC Accreditation > Self-Study Design > Self-Study Process

Self-Study Process

Preparation for the 2005 self-study began soon after notification of 10-year continuing accreditation from the Commission inFebruary, 1996, with the formation of the North Central Review Committee in 1997. The charge given that committee by MissouriState University President John Keiser was to monitor the progress made by Missouri State in addressing concerns enumerated inthe 1995 Site Team Report. The NCA/HLC Review Committee reported annually to the Administrative Council. Additionally, theNCA Review Committee was asked to monitor changes in Commission policy, statements, and, more recently, criteria foraccreditation and to report any changes to the University community. To this end, at least one representative from Missouri StateUniversity has attended the NCA/HLC annual meeting each year since 1992. University representatives have attended regionalworkshops as well as workshops concerning the various changes at the NCA/HLC annual meeting. The University's interest andinvolvement in Commission activities goes beyond attendance at meetings and monitoring policy changes. It should be noted thatrepresentatives from Missouri State University have conducted two workshops and presented three papers at the annual meetingssince 1996 (Appendix 1).

The Steering Committee for the 2005 self-study and site visit was formed and began meeting in January 2003, a year beforereceiving notification from the Commission of the University's 2005 site visit. The Steering Committee met monthly during 2003,increasing to twice monthly in 2004. Beginning in June 2004, the Steering Committee will meet weekly.

Developing a feature of the 1995 self-study, the Steering Committee chose to link the 2005 self-study and the University'scontinuing long-range planning process. This linkage has been endorsed by President Keiser and the Administrative Council. Ascan be seen from the self-study timeline, both the self-study and the next long-range plan, Daring to Excel, officially began inJanuary 2004. The Criteria for Accreditation were made a part of the planning process and will be distributed to the campuscommunity as work progresses on both efforts https://www.missouristate.edu/daringtoexcel/ andhttps://accreditation.missouristate.edu. Preparation for both the long-range plan and the 2005 Self-Study will use existingcommittees to the fullest extent and with as little duplication of effort as possible. A set of "core questions" will be used as bothprocesses proceed. The Steering Committee intends that Daring to Excel will be Part I of the 2005 Self-Study. Part II will evaluatethe degree to which Missouri State University meets the HLC Criteria and Core Components as well as evaluate the University'songoing planning efforts. The result should not only provide convincing documentation that Missouri State University meets allCriteria for Accreditation, but also prove beneficial to the University as it continues to plan, implement, and evaluate changes tobetter meet the needs of its many constituencies.

See the timeline for the 2005 self-study and the next long-range vision and five-year plan. You need Adobe Acrobat Reader to viewand print this document.


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Timeline for the 2005 Self-Study and the Next Long-Range Vision and Five-Year Plan Year 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005Month J F M A M J J A S O N D J F M A M J J A S O N D

Welcoming the 21st CenturyAnnual Reporting of PerformanceMeasures; Board Review; Results Published

Countdown to the CentennialAnnual Reporting of Performance Measures; Board Review; Results Published

Continuous Review of Concerns Identified by 1995 Site Team

Yearly Attendance at NCA/HLC Annual Meeting

Presentations/Papers to Annual NCA/HLC Meeting 1996. 1997, 2000, 2002, and 2003

Institutional Change Degree-Off Site AuD

Centennial Celebration Preparation

Centennial Celebration Site

HLC Self-Study Steering Committee - 2005 Site Visit Visit

GoalPlan

Long Range Planning Committee Work NCA/HLC Activities Centennial Celebration Self-Study Report Review and Preparation

UPAC Plan Preparation Daring to Excel

Proposed Structure of Committees -- Self-Study Design -- Missouri State Portfolio for HLC Accreditation

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Portfolio for HLC Accreditation > Self-Study Design > Proposed Structure of Committees

Proposed Structure of Committees

The HLC Steering Committee will direct the self-study process. The membership of the Steering Committee is listed below:

Higher Learning CommissionSteering Committee2005 Self-Study and Site Visit

Dr. Jim Baker, Executive Assistant to the PresidentDr. Barbara Bushman, Associate Professor of Health, Physical Education and Recreation; Associate Dean, GraduateCollegeDr. John Catau, Professor of Geography, Geology and Planning; Associate Dean, University CollegeDr. Tom Dicke, Associate Professor of HistoryDr. Frank Einhellig, Professor of Biology; Associate Vice President for Academic Affairs and Dean of the Graduate College*Dr. Sue George, Professor and Director, Early Childhood and Family DevelopmentDr. Tammy Jahnke, Professor and Head, Chemistry*Dr. Martha Kirker, Director, Center for Assessment and Instructional Support*Dr. Etta Madden, Associate Professor of EnglishDr. Pete Richardson, Professor of ManagementDr. Roger Sell, Professor of Educational Administration; Director, Academic Development CenterDr. Lois Shufeldt, Professor of Marketing; Chair of Faculty Senate*Mr. Don Simpson, Assistant Vice President for Enrollment ServicesDr. Bill Cheek, Chair of Steering Committee, Professor of Geography, Geology and Planning; Associate Dean, Natural andApplied Sciences*

*Members of 1995 North Central Association Steering Committee

HLC Review Committee (1997-present) and Executive Committee, 2005 Self-Study Steering Committee: Jim Baker, FrankEinhellig, Martha Kirker, Lois Shufeldt, Bill Cheek, Chair

Serving on both HLC Steering Committee and University Planning Advisory Committee: Jim Baker, Roger Sell, Lois Shufeldt, andBill Cheek.

Existing University committees will be used where possible to prepare the Self-Study report. With 627 faculty and staff serving on 92committees, there should be little trouble finding appropriate committees to address the Criteria and Core Components. There areadditional student committees established by the Student Government Association. It is the intent of the Steering Committee thattask forces formed exclusively for completion of the Self-Study will be held to a minimum. A listing of all University standingcommittees as well as membership on these committees may be found in the 2003/2004 Committee Handbook.

In 2003 the Steering Committee became familiar with the recently adopted Criteria for Accreditation and corresponding CoreComponents; identified existing University committees most appropriate to address various core components and located manydata sources (Appendix 2). In addition, in order to increase access to documents and sources of data, the Committee beganestablishing a permanent electronic resources room. This work began during preparation for the 2003 NCATE site visit. Since then,leaders in the NCATE effort as well as those coordinating AACSB, HLC, and the University's long-range planning efforts haveformed a task force with the University's Information Services to assure the electronic resources room becomes operational. Theintent is for the electronic resources room to be accessible for all program, college-wide, and institutional accreditation efforts.

A set of Annual Performance Measures were used to assess progress in meeting the stated goals of both Welcoming the 21stCentury: A Long-Range Vision and Five-Year Plan (1995-2000) and Countdown to the Missouri State University Centennial: ALong-Range Vision and Six-Year Plan (2000-2006). Many of the existing annual performance measures used to evaluate progressin meeting goals outlined in Countdown to the Centennial can be used to document that Missouri State University meets the Criteriafor Accreditation. An interactive index of the Criteria/Core Components and the annual performance measures is found in Appendix3.

Following are examples of charges that will be provided to specific standing university committees. Also included are listings ofcurrent committee membership. Two standing committees (the Committee on General Education and Interdisciplinary Programs

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Proposed Structure of Committees -- Self-Study Design -- Missouri State Portfolio for HLC Accreditation

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and the Assessment Council), one elected body (Faculty Senate), and one committee appointed by the Missouri State UniversityPresident (University Planning Advisory Committee) were chosen as examples for inclusion in this Self-Study Design.

Example 1: Committee on General Education and Interdisciplinary Programs (CGEIP)Example 2: Assessment CouncilExample 3: Faculty Senate and Faculty Senate CommitteesExample 4: University Planning Advisory Council


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Example 1: CGEIP -- Self-Study Design -- Missouri State Portfolio for HLC Accreditation

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Self-Study Design > Proposed Structure of Committees > Example 1: CGEIP

Example 1: Committee on General Education and Interdisciplinary Programs(CGEIP)

Purpose

This committee shall act upon all curricular proposals affecting the General Education Program as well as courses and programsoffered collaboratively by Academic Departments/Schools in two or more colleges (i.e., Intercollegiate programs not routed toProfessional Education Committee or Graduate Council).

This committee is empowered to approve curricular proposals, reject and return proposals to the College Council(s) that submittedit/them, or amend and approve the proposals.

2003-2004 Membership

College of Arts and LettersTom Dickson, Communication and Mass MediaLarry George, Modern and Classical Languages

College of Business AdministrationDuane Moses, Computer Information SystemsVinay Garg, Management

College of EducationBetty Evans, Library ScienceCharlotte Dugan, Library Science

College of Health and Human ServicesBarbara Turpin, PsychologyDavid Oatman, Hospitality and Restaurant Administration

College of Humanities and Public AffairsJoe Bell, EconomicsAhmed Ibrahim, History

College of Natural and Applied SciencesWilliam Corcoran, Chair, Geography, Geology and PlanningEd Matthews, Computer Science

Steering Committee Charges to the Committee for General Education and Intercollegiate Programs(CGEIP)

1. Show how the University's general education program is designed in alignment with the University's mission.

2. What steps are taken by CGEIP to ensure that the general education program successfully contributes to theaccomplishment of the University's mission?

3. What steps are taken by CGEIP and the participating departments to ensure that the classes comprising the generaleducation program contribute to student learning?

4. What features of the University's general education program and its oversight by CGEIP could be improved? How can this beaccomplished?

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Example 2: Assessment Council -- Self-Study Design -- Missouri State Portfolio for HLC Accreditation


Self-Study Design > Proposed Structure of Committees > Example 2: Assessment Council

Example 2: Assessment Council

Purpose

(1) To consult with and advise the Director of the Center for Assessment and Instructional Support; (2) to report to the FacultySenate the purpose, nature, scope and author of mandated University assessment activities and to recommend tools and methodsfor compliance with such; (3) to assist the academic departments and other units, as requested, in the development and executionof assessment strategies; and (4) to provide advice and counsel to the Faculty Senate and to Academic Affairs in matters ofinstructional support at Missouri State University.

2003-04 Membership

College of Arts and LettersDianne Strickland, Art and DesignSam Dyer, Communication

College of Business AdministrationPeter Richardson, ManagementWalt Nelson, Finance and General Business

College of EducationBeth Hurst, Teacher EducationPat Van Velsor, Counseling

College of Health and Human ServicesDonald Fisher, PsychologyRalph Rice, Physicians Assistant

College of Humanities and Public AffairsDennis Hickey, Political ScienceMarvin Prosono, Sociology

College of Natural and Applied SciencesTom Moeglin, Geography, Geology and PlanningLynda Plymate, Mathematics

Academic AdministrationRoger Sell, Academic Development CenterJohn Catau, University College

Other Voting MembersMartha Kirker, Assessment and Instructional Support Susan Cohen, Continuing EducationPaul Langston, Institutional ResearchJames Baker, Assistant to the President

Steering Committee Charges to the Assessment Council

1. Describe how the Assessment Council's activities support the University mission.

2. Provide an overall evaluation of the unit assessment plans across the University and how those plans are reviewed by theCouncil.

3. Describe the long-term plan for "Improved Learning and Assessment" and how that plan was developed.


Example 3: Faculty Sentate -- Self-Study Design -- Missouri State Portfolio for HLC Accreditation


Self-Study Design > Proposed Structure of Committees > Example 3: Faculty Sentate

Example 3: Faculty Senate and Faculty Senate Committees

Membership

The Missouri State University Faculty Senate is comprised of one representative for each department, one for each faculty rank,and the executive committee for 53 voting plus 9 non-voting members. The 2004-2005 roster may be found athttps://www.missouristate.edu/acadaff/fsenate/

Example Steering Committee Charges to Faculty Senate

1. How does the Faculty Senate ensure integrity in academic programs?Assignment: Academic Relations Committee

2. How do faculty help assure competent faculty are hired, reappointed, promoted, and granted tenure?Assignment: Faculty Concerns Committee

3. How do the faculty link shared governance with curriculum development, assessment, and strategic planning?Assignment: Executive Committee


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Example 4: UPAC -- Self-Study Design -- Missouri State Portfolio for HLC Accreditation


Self-Study Design > Proposed Structure of Committees > Example 4: UPAC

Example 4: University Planning Advisory Council

Membership

*Jim Baker, Assistant to the President, ChairJohn Keiser, Missouri State University PresidentDon Aripoli, Vice President, Student AffairsJohn Black, Missouri State University General CounselGreg Burris, Vice President, Administration and FinanceKent Kay, Chief Financial OfficerPaul Kincaid, Associate Vice President, University AdvancementJohn McAlear, Director, Internal AuditGreg Onstot, Vice President, University AdvancementKathy Pulley, Associate Vice President, Academic AffairsBruno Schmidt, Vice President, Academic AffairsJohn Strong, Assistant to the PresidentKent Thomas, Chancellor, Missouri State University-West PlainsJim Giglio, Chair, Faculty Senate*Lois Shufeldt, Chair-Elect, Faculty SenateRhonda Ridinger, Chair, Faculty Senate Budget and Priorities CommitteeTom Tomasi, Chair, Graduate CouncilRon Fairbairn, Representative of the DeansPhil Nichols, Chair, Staff SenateDiana Garland, Chair-Elect, Staff SenateLisa McEowen-LeVangie, Chair, Staff Senate Budget and Priorities CommitteeRafiel Warfield, President, Student Government AssociationAndrea Smith, Vice President, Student Government Association*Bill Cheek, Higher Learning Commission (HLC) Steering Committee*Roger Sell, Director, Academic Development Center

*Member HLC Steering Committee

Steering Committee Charges to UPAC

1. UPAC will conduct a coordinated planning process centering on the university's mission and that mission will help definevision, values, goals and strategic priorities for the university. The planning process will be coordinated with the HigherLearning Commission Self-Study.

2. UPAC will identify steps to be followed in the planning process to ensure that the university's board, administration, faculty,staff, current students, alumni and relevant external constituencies participate fully in developing the university's long-rangeplan.

3. UPAC will collect evidence to demonstrate that the university has met continues to meet the goals developed in its long-range plan.

4. UPAC will develop a long-range plan that takes into account emerging factors such as technology, demographic shifts andglobalization that will impact Missouri State University during the next five years.

5. UPAC will develop measures to monitor the university's history of financial resource development in areas such as facultydevelopment, technology, learning support services, and facilities (new and/or renovated).

6. UPAC will develop performance measures specific to the long-range plan which will provide the university with an effectivesystem for collecting, analyzing and using organizational information to support continuous improvement. The performancemeasures will reflect the current Higher Learning Commission Criteria and corresponding Core Components.


Report Outline -- Self-Study Design -- Missouri State Portfolio for HLC Accreditation

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Portfolio for HLC Accreditation > Self-Study Design > Report Outline

Report Outline

The Steering Committee proposes two major parts to the 2005 Self-Study report. Part One will be the new long-range plan, Daringto Excel. Part Two will be divided into two major sections. The first section will be an evaluation of the University's planningprocesses as defined by the Self-Study's overarching goal, "…the overriding goal of the self-study is to show that Missouri StateUniversity is mission focused and guided by a long-range vision."

The other major section of Part 2 will be documentation and accompanying evaluation demonstrating that Missouri State Universityfulfills all Criteria for Accreditation and is deserving of continuing accreditation by the Higher Learning Commission. Because of theinterrelated nature of the Criteria, Part 2 of the Self-Study Report will be organized around the Four Cross-Cutting Themes.


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Summary -- Self-Study Design -- Missouri State Portfolio for HLC Accreditation

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Portfolio for HLC Accreditation > Self-Study Design > Summary

Summary

Additional information and updates about the self-study 2005 site visit may be found on the HLC Self-Study Web.


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Papers Presented at NCA/HLC Annual Meetings -- Missouri State Portfolio for HLC Accreditation

https://staging.missouristate.edu/hlc/paperspresented.htm[10/1/2018 9:33:28 AM]

Portfolio for HLC Accreditation > Papers Presented at NCA/HLC Annual Meetings

Papers Presented at NCA/HLC Annual Meetings by Missouri State University Facultyand Staff 1996-2003

William H. Cheek. "Writing the Self-Study Report," Workshop for North Central Association Self-Study Coordinators, AnnualMeeting, North Central Association, Chicago, March 23, 1996.

*William H. Cheek. "There is One Year to Go: Now What?," Mentor Group for Continuing Coordinators, Workshop for North CentralAssociation Self-Study Coordinators, Annual Meeting, North Central Association, Chicago, April 19, 1997.

*William H. Cheek and James E. Baker. "Plan Implementation by Continuous and Very Public Performance Evaluation," AnnualMeeting, North Central Association of Colleges and Schools, Chicago, April 4, 2000.

*William H. Cheek, James E. Baker, and Dennis Lancaster. "Maintaining Institutional Integrity While Operating an InternationalBranch Campus: Linking Institutional Mission, Values, and Accountability," Annual Meeting, Higher Learning Commission (NorthCentral Association), Chicago, April 1, 2002.

*John C. Catau, William H. Cheek, and James E. Baker. "Creating and Implementing a More Focused and Effective GeneralEducation Program," Annual Meeting, Higher Learning Commission, Chicago, April 15, 2003.

*Papers included in A Collection of Papers on Self-Study and Institutional Improvement 1997, 2000, 2002, and 2003.

This document is included as Appendix 1 in the Self-Study Design.



Possible Data Sources and Committee Assignments -- Missouri State Portfolio for HLC Accreditation

https://staging.missouristate.edu/hlc/DataSourcesCommittees/default.htm[10/1/2018 9:35:49 AM]

Portfolio for HLC Accreditation > Criteria for Accreditation > Possible Sources/Committees

Possible Data Sources and Committee Assignments(includes examples of evidence)

Included within each of the following criterion are the associated core components, examples of evidence and possible datasources. Also included are possible committee assignments—for the most up-to-date information, please access the actualUniversity unit/committee assignments.

Criterion One: Mission and IntegrityCriterion Two: Preparing for the FutureCriterion Three: Student Learning and Effective TeachingCriterion Four: Acquisition, Discovery, and Application of KnowledgeCriterion Five: Engagement and Service

This document is included as Appendix 2 in the Self-Study Design.



Criterion One -- Possible Data Sources and Committee Assignments -- Missouri State Portfolio for HLC Accreditation

https://staging.missouristate.edu/hlc/DataSourcesCommittees/criterion_one.htm[10/1/2018 9:47:06 AM]

Criteria for Accreditation > Possible Sources/Committees > Criterion One

Criterion One: Mission and Integrity

Criterion Statement: The organization operates with integrity to ensure the fulfillment of its mission through structures andprocesses that involve the board, administration, faculty, staff, and students.

Core Component 1a: The organization's mission documents are clear and articulate publicly theorganization's commitments.

Examples of Evidence

The board has adopted statements of mission, vision, values, goals, and organizational priorities that together clearly andbroadly define the organization's mission. Board minutes will reveal when; Performance Measures, Statewide Mission inPublic Affairs; Welcoming the 21st Century; Countdown to the Centennial; The mission, vision, values, and goals documents define the varied internal and external constituencies the organizationintends to serve. In broad terms. We are a public, metropolitan university with a statewide public affairs mission that alsoserves SW Missouri whose purpose is to develop educated persons; Performance Measures; Assessments of various kinds;trend toward allied health programs requiring advanced level such as AuD; emphasis on high qualifications for studentstaking licensure exams; The mission documents include a strong commitment to high academic standards that sustain and advance excellence inhigher learning. Selective admissions, Honors College, program accreditations, improved retention, increasing number ofgraduate programs and proportion of graduate enrollment; Assessments; The mission documents state goals for the learning to be achieved by its students. Yes, when "Annual PerformanceMeasures" is included as a mission document; Assessment Plan; Program assessments; The organization regularly evaluates and, when appropriate, revises the mission documents. After evaluation of"Welcoming…", the mission was revised to a "Public Affairs Mission" with five themes in "Countdown…"; progress report ofWelcoming found in Countdown; progress report of Countdown will be part of Daring to Excel; feedback from previous long-range plans will guide Daring; also roundtables and discussion with constituencies; The organization makes the mission documents available to the public, particularly to prospective and enrolled students.Online and in paper format, desk placards, catalog, etc.

Core Component 1b: In its mission documents, the organization recognizes the diversity of its learners,other constituencies, and the greater society it serves.


In its mission documents, the organization addresses diversity within the community values and common purposes itconsiders fundamental to its mission. Goal of 7% minority student enrollment; Diversity in teacher education; part of a "globalsociety"; Multicultural Resources Center (newsletter "The Source"); International Student Services; Public metropolitanuniversity; State of the University addresses; Minority Student Recruitment Plan; Affirmative Action Employment Plan; The mission documents present the organization's function in a multicultural society. The mission documents affirm the organization's commitment to honor the dignity and worth of individuals. Statement ofCommunity Values; Public Affairs Mission; Definition of an "educated person"; Academic Freedom; Grants that haveemphasized economic diversity; TRIO grants and offices; Upward Bound; Free Speech Policy; The organization's required codes of belief or expected behavior are congruent with its mission. See above; FacultyHandbook; Staff Handbook; Statement of Community Values; The mission documents provide a basis for the organization's basic strategies to address diversity. Affirmative Action;



"Countdown . . ."; Annual Performance Measures; Program Accreditation Reports;

Core Component 1c: Understanding of and support for the mission pervade the organization


The board, administration, faculty, staff, and students understand and support the organization's mission. Might bring inPurpose to develop educated persons; The organization's strategic decisions are mission-driven. Review of "Welcoming…"; Annual Performance Measures;budgets; The organization's planning and budgeting priorities flow from and support the mission. Review of "Welcoming…";"Countdown…" and Annual Performance Measures; annual budget and 3-year budget process; What about use ofassessment results; The goals of the administrative and academic sub-units of the organization are congruent with the organization's mission.College, VP units, department plans, center plans; Performance Measures; Use of assessment results; The organization's internal constituencies articulate the mission in a consistent manner. See above; recruitment materials;webpages;

Core Component 1d: The organization's governance and administrative structures promote effectiveleadership and support collaborative processes that enable the organization to fulfill its mission.


Board policies and practices document that the board's focus is on the organization's mission. Board minutes; Boardapproved documents (plans, budgets, etc.); The board enables the organization's chief administrative personnel to exercise effective leadership. Board minutes;Delegation of authority; organizational charts; Other? The distribution of responsibilities as defined in governance structures, processes, and activities, is understood and isimplemented through delegated authority. Administrative Council; Academic Council, College department heads meetings;Annual Performance Measures; Organizational charts; Faculty Handbook; Planning documents; People within the governance and administrative structures are committed to the mission and appropriately qualified to carryout their defined responsibilities. Best way to address this? Faculty and other academic leaders share responsibility for the coherence of the curriculum and the integrity of academicprocesses. Faculty Senate; Graduate Council; College Councils; Faculty Handbook; Curriculum is under faculty control; Effective communication facilitates governance processes and activities. e-Essentials; Focus; Missouri State Magazine;Administrative Council; Academic Council; State of University Addresses; The organization evaluates its structures and processes regularly and strengthens them as needed. "Welcoming…";"Countdown…"; Annual Performance Measures; Periodic realignment (IDM to COBA; CFS to CNAS; establishing School ofAgriculture);

Core Component 1e: The organization upholds and protects its integrity.


The activities of the organization are congruent with its mission. The board exercises its responsibility to the public to ensure that the organization operates legally, responsibly, and withfiscal honesty. Board bylaws; Board minutes; Legal Counsel;



The organization understands and abides by local, state, and federal laws and regulations applicable to it (or by laws andregulations established by federally-recognized sovereign entities.) Missouri Revised Statutes; Missouri State LegalCounsel; open meetings laws and observance; Web Site; The organization consistently implements clear and fair policies regarding the rights and responsibilities of each of itsinternal constituencies. Board minutes; Affirmative Action Office and statements; Statement of Community Values; grievanceprocedures; hiring guidelines; Student and Staff Grievance policies; The organization's structures and processes allow it to ensure the integrity of its co-curricular and auxiliary activities.Affirmative Action; Integrity Council; Missouri State Legal Counsel; Board Approved Policies; The organization deals fairly with its external constituents. Business contracts of various kinds; contract procedures;Purchasing policies; Internal Audit reports to the Board; The organization presents itself accurately and honestly to the public. Websites; news releases; press review; legislativehearings; The organization documents timely response to complaints and grievances, particularly those of students. Records ofproceedings (as allowed by privacy regulations);


Criterion Two -- Possible Data Sources and Committee Assignments -- Missouri State Portfolio for HLC Accreditation

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Criteria for Accreditation > Possible Sources/Committees > Criterion Two

Criterion Two: Preparing for the Future

Criterion Statement: The organization's allocation of resources and its processes for evaluation and planning demonstrate itscapacity to fulfill its mission, improve the quality of its education, and respond to future challenges and opportunities.

Core Component 2a: The organization realistically prepares for a future shaped by multiple societal andeconomic trends.


The organization's planning documents reflect a sound understanding of the organization's current capacity. “Welcoming”and “Countdown”; annual budget and 3-year budgeting process; Annual Performance Measures; Assessment reports; The organization's planning documents demonstrate that attention is being paid to emerging factors such as technology,demographic shifts, and globalization. Enrollment Management Plan; international campuses; International StudentServices; Graduate College; Technology Plan The organization's planning documents show careful attention to the organization's function in a multicultural society. Longrange plans; Annual Performance Measures; Multicultural Student Services; programmatic “globalization” requirements; The organization's planning processes include effective environmental scanning. If this means “do we check things”, yes. The organizational environment is supportive of innovation and change. For public institutions, yes; Specific examples? IDM to COBA? CFS to CNAS? CASE? OEWRI? OPHI? Establishing branch campuses in China? The organization incorporates in its planning those aspects of its history and heritage that it wishes to preserve andcontinue. Ozarks Studies Center; Ozarks Watch; Centennial Celebration; The organization clearly identifies authority for decision making about organizational goals. Board; Administrative Council;Faculty Senate; Academic Council; VP Units;

Core Component 2b: The organization's resource base supports its educational programs and its plansfor maintaining and strengthening their quality in the future.


The organization's resources are adequate for achievement of the educational quality it claims to provide. Annual budgetsover past X number of years; budget specific to Academic Affairs; Long-range plans; Annual Performance Measures;Reports from CAIS; graduate programs (number, growth, and type); perhaps faculty salaries compared to peer institutions; Plans for resource development and allocation document an organizational commitment to supporting and strengthening thequality of the education it provides. Annual budgets over past X number of years; budget specific to Academic Affairs; Long-range plans; Annual Performance Measures; Reports from CAIS; graduate programs (number, growth, and type); perhapsfaculty salaries compared to peer institutions; The organization uses its human resources effectively. Faculty numbers, terminal degrees, retention, salaries, ratios; somestaff measure; The organization intentionally develops its human resources to meet future changes. Faculty and staff development activitiesand budget; technology; Department and College hiring plans; Affirmative Action Plans and Office; The organization's history of financial resource development and investment documents a forward-looking concern forensuring educational quality (e.g., investments in faculty development, technology, learning support services, new andrenovated facilities). Above plus capital improvement plans; Land use visioning; The organization's planning processes are flexible enough to respond to unanticipated needs for program reallocation,

Criterion Two -- Possible Data Sources and Committee Assignments -- Missouri State Portfolio for HLC Accreditation

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downsizing, or growth. Budgets; state allocations; long range plans; Annual Performance Measures; Periodic reorganization; The organization has a history of achieving its planning goals. "Welcoming…"; review of "Welcoming…" and development of"Countdown…"; Annual Performance Measures;

Core Component 2c: The organization's ongoing evaluation and assessment processes provide reliableevidence of institutional effectiveness that clearly informs strategies for continuous improvement. Thiscomponent seems to concern institutional assessment more than academic assessment


The organization demonstrates that its evaluation processes provide evidence that its performance meets its statedexpectations for institutional effectiveness. Annual Performance Measures; The organization maintains effective systems for collecting, analyzing, and using organizational information. AnnualPerformance Measures; Appropriate data and feedback loops are available and used throughout the organization to support continuousimprovement. Annual Performance Measure; Performance Measures; Periodic reviews; Budgets; Periodic reviews of academic and administrative sub-units contribute to improvement of the organization. CBHE five-yearreviews; internal program reviews (completed Spring 2004); Annual Performance Measures; The organization provides adequate support for its evaluation and assessment processes. Annual Performance Measures;Reports and budget of CAIS; Charts Q and R;

Core Component 2d: All levels of planning align with the organization's mission, thereby enhancing itscapacity to fulfill that mission.


Coordinated planning processes center on the mission documents that define vision, values, goals, and strategic prioritiesfor the organization. Long range planning efforts; Annual Performance Measures; budgets; Planning processes link with budgeting processes. See above; Implementation of the organization's planning is evident in its operations. Review of "Welcoming…"; Annual PerformanceMeasures; Long-range strategic planning processes allow for reprioritization of goals when necessary because of changingenvironments. See above; Planning documents give evidence of the organization's awareness of the relationships among educational quality, studentlearning, and the diverse, complex, global, and technological world in which the organization and its students exist. Longrange planning efforts; reports of CAIS; budgets; Charts Q and R; The planning processes involve internal constituents and, where appropriate, external constituents. See above;


Criterion Three -- Possible Data Sources and Committee Assignments -- Missouri State Portfolio for HLC Accreditation

https://staging.missouristate.edu/hlc/DataSourcesCommittees/criterion_three.htm[10/1/2018 9:47:08 AM]

Criteria for Accreditation > Possible Sources/Committees > Criterion Three

Criterion Three: Student Learning and Effective Teaching

Criterion Statement: The organization provides evidence of student learning and teaching effectiveness that demonstrates it isfulfilling its education mission. (Need to tie responses to "educational mission," need to document improvement ("ConceptualFramework" from ADC FIPSE Grant, Assessment Reporting Matrix from CAIS))

Core Component 3a: The organization's goals for student learning outcomes are clearly stated for eacheducation program and make effective assessment possible.


The organization clearly differentiates its learning goals for undergraduate, graduate, and post-baccalaureate programs byidentifying the expected learning outcomes for each. Contained in Assessment Reports (CAIS), latest request sent out2/14/03; graduate courses (600 above) differentiated from undergraduate (100-400), Graduate Council requirements fordifferentiation between undergraduate and graduate classes; Assessment of student learning provides evidence at multiple levels: course, program, and institutional. COBA (AACSB),CED (NCATE & DESE), General Education Report Matrix (CIGEP). Performance Measures for institutional assessment,(See "Assessment Report Matrix"—Martha Kirker) Assessment of student learning includes multiple direct and indirect measures of student learning. Several CAIS Reports(employer, etc.); student evaluation of instruction (most departments and faculty); clinical, intern, and coop experiences;service learning classes Results obtained through assessment of student learning are available to appropriate constituencies, including studentsthemselves. Assessment Reports (CAIS), Chart Q, Chart R, Program Reviews; available to all who are interested; The organization integrates into its processes for assessment of student learning and uses the data reported for purposes ofexternal accountability (e.g., graduation rates, passage rates on licensing exams; placement rates; transfer rates).Performance Measures, individual departments, Program Reviews, CBHE Reports (from variety of sources), ProgrammaticAccreditation Reports

The organization's assessment of student learning extends to all educational offerings, including credit and noncreditcertificate programs. Continuing Education? Need to check to determine kinds of assessment for noncredit programs;licensure exams in certain programs (teacher certification, nursing, PT, PA, NA, EAD, CPA, AICP); PRAXIS exam. Faculty are involved in defining expected student learning outcomes and creating the strategies to determine whether thoseoutcomes are achieved. Assessment Plan for each department, faculty ownership; CIGEP; CASL; course syllabi, studentevaluation of instruction. Faculty and administrators routinely review the effectiveness of the organization's program to assess student learning.Assessment Council, periodic program review, Performance Measures; thesis database (Graduate College); growth ingraduate programs since 1995 (in long-range plans).

(This pattern of evidence could be identified as a current weakness and needs to be done.)

Core Component 3b: The organization values and supports effective teaching.


Qualified faculty determine curricular content and strategies for instruction. Part of faculty governance (College Councils,Faculty Senate, Graduate Council); Graduate Faculty status The organization supports professional development designed to facilitate teaching suited to varied learning environments.Academic Development Center, workshops, CASTL, Showcases, Departmental mentoring programs, CASL



The organization evaluates teaching, recognizes effective teaching, and provides services to support improved pedagogies.Student evaluation of instruction, annual university and college awards, ADC, individual departments and colleges The organization demonstrates openness to innovative practices that enhance learning. Academic Development Center,Data from various sources, FFR Grants, CASTL, CASL, Instructional Technology, Showcase on Teaching, Showcase onResearch; Sabbaticals; formal training for graduate assistants; University Grants, Faculty Research Grants; GraduateStudent Forum The organization supports faculty in keeping abreast of the research on teaching and learning, and of technologicaladvances that can positively affect student learning and the delivery of instruction. Academic Development Center,Showcase on Teaching, CASTL, CASL, Individual Departments and Colleges Faculty members actively participate in professional organizations relevant to the disciplines they teach. survey ofdepartments (annual reviews of faculty by department heads); Faculty Activity Survey;

Core Component 3c: The organization creates effective learning environments.


Assessment results inform improvements in curriculum, pedagogy, instructional resources, and student services. CAIS,Graduate Council, CEGIP, LDC, DLIT The organization provides an environment that supports all learners and respects the diversity they bring. Academic freedomstatements, "Community of scholars", Graduate Student Interdisciplinary Forum; Public Affairs Mission, (differing learningstyles) Advising systems focus on student learning, including the mastery of skills required for academic success. Academic,COBA, CED, other advisement centers, Master Advisor Program, Advisors Forum, continuing education requirements toremain Master Advisor; advising and mentoring of graduate students Student development programs support learning throughout the student's experience regardless of the location of thestudents. IDS Courses, IDS Training, Career Services, Counseling Center, Diagnostic Learning Center, Writing Center,Satellite campuses, Distance Learning; Graduate Student Interdisciplinary Forum The organization employs, when appropriate, new technologies that enhance effective learning environments for students.ADC, IMS, DLIT, Departments and Colleges, limited number of "Smart Rooms" The organization's systems of quality assurance include regular review of whether its educational strategies, activities,processes, and technologies enhance student learning. Performance Measures, Chart Q, Assessment Council,Administrative Council, Board of Governors

Core Component 3d: The organization's learning resources support student learning and effectiveteaching.


The organization ensures access to the resources (e.g., research laboratories, libraries, performance spaces, clinicalpractice sites) necessary to support learning and teaching. Provide summary, Writing Center, ADC, See items listed above The organization evaluates the use of its learning resources to enhance student learning and effective teaching. AdvisoryCommittees, Resources for Teaching (list), Resources for Learning (list), (tracking may be a weakness)

The organization regularly assesses the effectiveness of its learning resources to support learning and teaching. AdvisoryCommittees; formalized assessment of online programs The organization supports students, staff, and faculty in using technology effectively. ITMS under Academic Affairs; GatewayLab, DLIT, availability and required use of online instructional designer for online course development; Computer ServicesHelp Desk; SCUF computer allocation and reallocation; What is available in Colleges and Departments, Online Syllabi



The organization provides effective staffing and support for its learning resources. ADC, Writing Center, CASL; collaborativeendeavors for graduate programs; see also items listed above The organization's systems and structures enable partnerships and innovations that enhance student learning andstrengthen teaching effectiveness. Cooperative education and internships, CASL, Clinicals, Student Teaching, Budgeting priorities reflect that improvements in teaching and learning is a core value of the organization. Awards,Promotion and Tenure, ADC, Showcases, FFR Grants; Office of Sponsored Research (grants writer); Grants ManagementSystem; Academic Integrity Council; Programmatic Accreditation


Criterion Four -- Possible Data Sources and Committee Assignments -- Missouri State Portfolio for HLC Accreditation

https://staging.missouristate.edu/hlc/DataSourcesCommittees/criterion_four.htm[10/1/2018 9:47:09 AM]

Criteria for Accreditation > Possible Sources/Committees > Criterion Four

Criterion Four: Acquisition, Discovery, and Application of Knowledge

Criterion Statement: The organization promotes a life of learning for its faculty, administration, staff, and students by fostering andsupporting inquiry, creativity, practice, and social responsibility in ways consistent with its mission. (Criterion Four includes GeneralEducation)

Core Component 4a: The organization demonstrates, through the actions of its board, administrators,students, faculty, and staff, that it values a life of learning. Not same as "life-long learning"


The board has approved and disseminated statements supporting freedom of inquiry for the organization's students, faculty,and staff, and honors those statements in its practices. Cite "academic freedom statement" in catalogs (Graduate – p 238;Undergrad – p 11; Faculty Handbook – pp 23-24) The organization's planning and pattern of financial allocation demonstrate that it values and promotes a life of learning forits students, faculty, and staff. Cite annual budget allocations; Performance Measures; Academic Budgets; Student Affairsbudgets; The organization supports professional development opportunities and makes them available to all of its administrators,faculty, and staff. Cite New Faculty Orientation; Graduate Assistant Orientation; development workshops, AcademicDevelopment Center, past activities of Faculty Development Coordination Committee The organization publicly acknowledges the achievements of students and faculty in acquiring, discovering, and applyingknowledge. Foundation, University, and College awards for excellence in Teaching, Research, and Service; departmentaland college "outstanding student" awards; Student Affairs student achievement awards The faculty and students, in keeping with the organization's mission, produce scholarship and create knowledge throughbasic and applied research. Listings from departments and colleges; Interdisciplinary Forum; Missouri Academy of Science,etc.; recently prepared scholarly activities report to Academic Affairs; The organization and its units use scholarship and research to stimulate organizational and educational improvements. Seeabove and document

Core Component 4b: The organization demonstrates that acquisition of a breadth of knowledge andskills and the exercise of intellectual inquiry are integral to its educational programs. Includes GeneralEducation


The organization integrates general education into all of its undergraduate degree programs through curricular andexperiential offerings intentionally created to develop the attitudes and skills requisite for a life of learning in a diversesociety. General Education Goals and structure; CGEIP assessment reports; Service Learning; Cooperative Education;Internships The organization regularly reviews the relationship between its mission and values and the effectiveness of its generaleducation. CGEIP assessment reports; department documentation for individual general education courses; Assessment; The organization assesses how effectively its graduate programs establish a knowledge base on which students developdepth of expertise. Department assessment of graduate programs; Interdisciplinary Forum; Graduate Council reports;Graduate College; Program improvements based on assessment results; The organization demonstrates the linkages between curricular and co-curricular activities that support inquiry, practice,creativity, and social responsibility. Service Learning, Cooperative Education, and internships; Student Affairs-sponsoredservice activities; Campus Ministers Association reports; Greek organization activities

Criterion Four -- Possible Data Sources and Committee Assignments -- Missouri State Portfolio for HLC Accreditation

https://staging.missouristate.edu/hlc/DataSourcesCommittees/criterion_four.htm[10/1/2018 9:47:09 AM]

Learning outcomes demonstrate that graduates have achieved breadth of knowledge and skills and the capacity to exerciseintellectual inquiry. Program assessment; surveys of graduates, employers, and other surveys; CGEIP review andassessment; general education assessments conducted by departments; national surveys with comparisons to MissouriState students; Learning outcomes demonstrate effective preparation for continued learning. Assessment activities

Core Component 4c: The organization assesses the usefulness of its curricula to students who will liveand work in a global, diverse, and technological society.


Regular academic program reviews include attention to currency and relevance of courses and programs. Cite periodicCBHE program reviews; Faculty Senate-Academic Affairs program reviews; annual departmental assessment reports;CGEIP; In keeping with its mission, learning goals and outcomes include skills and professional competence essential to a diverseworkforce. Program accreditation; license; employer and graduate surveys; Learning outcomes document that graduates have gained the skills and knowledge they need to function in diverse local,national, and global societies. General education goals; National surveys (UCLA); general education exit exam; employersurveys; Globalization requirements by programs (COBA); Curricular evaluation involves alumni, employers, and other external constituents who understand the relationships amongthe course of study, the currency of the curriculum, and the utility of the knowledge and skills gained. Graduate surveys;alumni surveys; department and college advisory committees; The organization supports creation and use of scholarship by students in keeping with its mission. Department and collegeawards to students; lists of undergraduate and graduate presentations and publication; Interdisciplinary Forum; professionalservice by students and student organizations; Faculty expects students to master the knowledge and skills necessary for independent learning in programs of appliedpractice. Program accreditation; license; certification; Placement rates and activities; The organization provides curricular and co-curricular opportunities that promote social responsibility. Service Learning;service activities; "hours devoted to service" reports; Public Affairs convocations and support;

Core Component 4d: The organization provides support to ensure that faculty, students, and staffacquire, discover, and apply knowledge responsibly.


The organization's academic and student support programs contribute to the development of student skills and attitudesfundamental to responsible use of knowledge. Ask for report by departments? Some Service Learning courses; The organization follows explicit policies and procedures to ensure ethical conduct in its research and instructional activities.Federal reporting; Human Subjects Committee; Biosafety Committee; environmental hazards officer; Academic IntegrityCommittee; Institutional Animal Care and Use Committee; The organization encourages curricular and co-curricular activities that relate responsible use of knowledge to practicingsocial responsibility. Service Learning; Report by departments; The organization provides effective oversight and support services to ensure the integrity of research and practice conductedby its faculty and students. Federal Reporting; Human Subjects Committee; Biosafety Committee; Institutional Animal Careand Use Committee; The organization creates, disseminates, and enforces clear policies on practices involving intellectual property rights.Intellectual Property Policy, Appendix A of Faculty Handbook, pp 102-110;

Criterion Five -- Possible Data Sources and Committee Assignments -- Missouri State Portfolio for HLC Accreditation

https://staging.missouristate.edu/hlc/DataSourcesCommittees/criterion_five.htm[10/1/2018 9:47:10 AM]

Criteria for Accreditation > Possible Sources/Committees > Criterion Five

Criterion Five: Engagement and Service

Criterion Statement: As called for by its mission, the organization identifies its constituencies and serves them in ways both value.

Core Component: 5a. The organization learns from the constituencies it serves and analyzes itscapacity to serve their needs and expectations. Partial list of advisory committees attached


The organization's commitments are shaped by its mission and its capacity to support those commitments. Plans; budgets;Performance Measures; The organization practices periodic environmental scanning to understand the changing needs of its constituencies and theircommunities. Process Improvement Committee reports; planning process; The organization demonstrates attention to the diversity of the constituencies it serves. Long-range plans and planningprocess; Noel-Levitts Report; Transfer articulation agreements; Process Improvement Committee (PIC); The organization's outreach programs respond to identified community needs. Service Learning, Office of StudentVolunteers, Credit and noncredit Continuing Education programs, Collaboration with OTC, Missouri State-WP; Crowder,Springfield R-12, Chamber of Commerce, Arts groups, Center for Resource Planning and Management, Missouri VirtualSchool, COE work with schools (language), Student groups, Outreach from individual departments and units; LearningConnections (COE); Annual report of faculty-staff-students service to community;In responding to external constituencies, the organization is well-served by programs such as continuing education,outreach, customized training, and extension services. Not a Land Grant institution but very strong continuing educationprogram, There is limited "custom training" programs (Computer Institute, Small Business Institute, Missouri Virtual School,Ozarks Public Television; KSMU;

Core Component: 5b. The organization has the capacity and the commitment to engage with itsidentified constituencies and communities.


The organization's structures and processes enable effective connections with its communities. Public Affairs Mission andFive Themes; Planning process;The organization's co-curricular activities engage students, staff, administrators, and faculty with external communities. Arts,Athletics, Hammons Center for the Performing Arts, MVEC; CASE; OEWRI; Model U.N.; History Bowl; Science andEngineering Fair; Fine Arts Academy; Public Affairs Scholars; Sports and Band Camps; Camp Bear;The organization's educational programs connect students with external communities. CASL; Cooperative EducationProgram; Internships; Student Teaching;The organization's resources—physical, financial, and human—support effective programs of engagement and service.Budget, KSMU; Ozark Public Television;Planning processes project ongoing engagement and service. Welcoming the 21st Century, Countdown to the Centennial,Annual Performance Measures,

Core Component: 5c. The organization demonstrates its responsiveness to those constituencies thatdepend on it for service.


Collaborative ventures exist with higher learning organizations and education sectors (e.g., K-12 partnerships, articulationarrangements, 2+2 programs.) Work with OTC, Missouri State-WP, Crowder, The organization's transfer policies and practices create an environment supportive of the mobility of learners. Missouri Stateand community college program to program articulation, agreement to state general education transfer, proposedprofessional education agreements, BAS as well as traditional BA/BS, Transfer adviser, Director of Transfer Admissions, Community leaders testify to the usefulness of the organization's programs of engagement. Advisory Boards; FoundationSupport; CASL Assessment;

Criterion Five -- Possible Data Sources and Committee Assignments -- Missouri State Portfolio for HLC Accreditation

https://staging.missouristate.edu/hlc/DataSourcesCommittees/criterion_five.htm[10/1/2018 9:47:10 AM]

The organization's programs of engagement give evidence of building effective bridges among diverse communities. Workwith Chamber of Commerce; Participation in JRBP; WCO; UWRBF; MVEC; CASE; Educational Groups; MVS; ServiceLearning; The organization participates in partnerships focused on shared educations, economic, and social goals. Work withcommunity colleges, R-12; MVS;The organization's partnerships and contractual arrangements uphold the organization's integrity. Board approvedagreements; China; R-12; Missouri State-WP, Crowder, OTC, JRBP, UWRBF, WCO, MAVEC;

Core Component: 5d. Internal and external constituencies value the services the organization provides.


The organization's evaluation of services involves the constituencies served. Alumni Surveys, Employer Surveys, CASLAssessment,Service programs and student, faculty, and staff volunteer activities are well-received by the communities served. Annualsurvey of faculty/staff/student volunteerism, United Way and Community Blood Center, various other agencies served bycampus community,The organization's economic and workforce development activities are sought after and valued by civic and businessleaders. Center for Resource Planning and Management, Small Business Institute, Southwest Education Development;CASE, MAVEC,External constituents participate in the organization's activities and co-curricular programs open to the public. Advisoryboards, participation on civic boards by faculty/staff, Attendance figures for sports, music, drama,The organization's facilities are available to and used by the community. PSU use, Hammons Student Center, PerformingArts Center, Ozarks Celebration Festival, The organization provides programs to meet the continuing education needs of licensed professionals in its community.Continuing Education offices, Departmental development activities; Certification;


Portfolio for HLC Accreditation > Criteria for Accreditation > Applicable Performance Measures > Cross Index

Cross index of performance measures to criteria for accreditation

The following performance measures were included within Countdown to the Missouri State University Centennial: A Long-Range Vision and Six-Year Plan (2000-2006):

1. Minority Employees-Springfield: 1b

2. Minority Employees-WP: NA

3. Faculty Salary-Springfield: 5b, 5d

4. Faculty Salary-WP: NA

5. Unclassified Staff Salaries-Springfield: 5b, 5d

6. Unclassified Staff Salaries-WP: NA

7. Classified Salaries-Springfield: 5b, 5d

8. Classified Salaries-WP: NA

9. Employee Professional Development: 2b, 2d, 3d, 4a, 4d

10. Student Success Measures: 2b, 3a, 3c, 4b, 4c

11. Baccalaureate Graduates Assessment: 2b, 3a, 3c, 4b, 4c

12. Baccalaureate Graduates Normed Assessment: 2b, 3a, 3c, 4c

13. Employer Ratings of Graduates: 2b, 3a, 3c, 4b, 4c, 5a, 5c, 5d

14. CAAP Scores-WP: NA

15. Academic Development Center: 2b, 2d, 3b, 3c, 3d, 5c

16. Faculty Development-WP: NA

17. Nursing Graduates-WP: NA

18. Employer Satisfaction-WP: NA

19. Program and Course Rating-Mtn. Grove: 3a, 3c, 4c (WP classes thus NA?)

20. Laboratory Equipment Expenditures: 2a, 2b, 2d, 3c, 3d

21. Missouri State University Springfield and Mtn. Grove Libraries: 2b, 2d, 3c, 3d

22. Missouri State University-WP Libraries: NA

23. Teaching Certificates/Selected Disciplines: 4c

24. Teacher Retention Rate: 4c, 5a, 5d

25. Achievement Tests-Teacher Education Graduates: 2b, 3a, 3b, 3c, 4c

26. Baccalaureate Degree Credit Hours Required: 1d, 1e

27. Academic Program Review: 1c, 2b, 3b, 3c, 3d, 4c

28. Online Course Assessment: 2b, 3a, 3b, 3c, 4c, 5a, 5b

29. Missouri State University-Springfield Retention Rate: 1a, 3a, 4c

30. Missouri State University-WP Retention Rate: NA

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31. Missouri State University-WP Completion Rate: NA

32. Missouri State University-Springfield Graduation Rate: 2b, 3a, 3c, 4c

33. Missouri State University-WP Graduation Rate: NA

34. Transfer Students: 3a, 5a, 5b, 5c, 5d

35. Missouri State University-WP Transfer Students: NA

36. High School Core Curriculum: 1a

37. Missouri State University-Springfield Minority Enrollment: 1b, 5a, 5b

38. Missouri State University-WP Minority Enrollment: NA

39. Missouri State University-Springfield Grants, Scholarships, Waivers: 1a, 5a, 5b, 5c, 5d

40. Missouri State University-Springfield Need-Based Aid: 1a, 5c

41. Missouri State University-Springfield Priority Aid Applicants: 1a, 5c

42. Missouri State University-Springfield Percentage Students Registered Career Services: 3a, 4c, 5b

43. Missouri State University-Springfield Average ACT: 3a

44. Annual M&R Expenditures: 1c, 2b, 2d, 3d

45. Facilities Condition Index: 1c, 2b, 3b, 3d

46. Academic and Administrative Space Per FTE Student: 2b, 2d, 3d

47. Technology Equipped Classrooms: 1c, 2b, 3b, 3d

48. Administrative Systems Update: 2d

49. Missouri State University System Network Infrastructure: 2b, 2d, 3d

50. KSMU Over-the-Air Coverage Area: 5a, 5b, 5c, 5d

51. Missouri State University-Springfield External Funding: 4a, 4c, 4d, 5a, 5b, 5c, 5d

52. Missouri State University-Mtn. Grove External Funding: 4a, 4c

53. Missouri State University-Springfield Dollar Amount of Annual Gifts: 5b, 5d

54. Missouri State University-Springfield Number of Annual Gifts: 5b, 5d

55. Missouri State University Foundation Endowment: 5b, 5d

56. Missouri State University-WP Annual Gifts: NA

57. Missouri State University-WP Academic Endowment: NA

58. Missouri State University System Per Credit Hour Fees:

59. Service-Learning Courses: 4a, 4b, 4c, 5a, 5b, 5c, 5d

60. Student Citizenship: 1c, 4a, 4b, 4c, 5a, 5b, 5c, 5d

61. Capstone Courses: 3a, 4b, 4c

62. Public Affairs Program: 1c, 4b, 4c, 5a, 5b, 5c, 5d

63. Missouri State University-Springfield Completion Rate: 2b, 4c, 5a

64. Graduate Enrollment: 5b,

65. Missouri State University-Springfield Selective Admissions Index: 1a, 2b, 3a, 5a

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Documents

Development of the Self-Study - Missouri State University · representatives from Missouri State University have conducted two workshops and presented three papers at the annual meetings