Alliant International University
WSCUC Reaffirmation 2019-20
WSCUC Standard 4
Meeting WSCUC Standards
Standard 4 and the Criteria for Review (CFRs) are below. Examples of evidence for achievement of this WSCUC Standard and CFRs are listed and linked below.
Standard 4: Creating an Organization Committee to Quality Assurance, Institutional Learning, and Improvement
The institution engages in sustained, evidence-based, and participatory self-reflection about how effectively it is accomplishing its purposes and achieving its educational objectives. The institution considers the changing environment of higher education in envisioning its future. These activities inform both institutional planning and systematic evaluations of educational effectiveness. The results of institutional inquiry, research, and data collection are used to establish priorities, to plan, and to improve quality and effectiveness.
Quality Assurance Processes
Criteria for Review (CFR)
4.1 The institution employs a deliberate set of quality-assurance processes in both academic and non-academic areas, including new curriculum and program approval processes, periodic program review, assessment of student learning, and other forms of ongoing evaluation. These processes include: collecting, analyzing, and interpreting data; tracking learning results over time; using comparative data from external sources; and improving structures, services, processes, curricula, pedagogy, and learning results.
-Programs are periodically reviewed either with Alliant's intensive program review process or by the specialty accreditor (APA, COAMFTE, CCTC, the California State Bar Committee of Bar Examiners or ACBSP)
-Comparison data are used where available (licensing exam pass rates and cumulative licensure rates from from other institutions, national exam scores)
-Alliant's revised program Annual Report process incorporates a continuous improvement plan
-Assessment data are reviewed by faculty and program administrators
4.2 The institution has institutional research capacity consistent with its purposes and characteristics. Data are disseminated internally and externally in a timely manner, and analyzed, interpreted, and incorporated in institutional review, planning, and decision-making. Periodic reviews are conducted to ensure the effectiveness of the institutional research function and the suitability and usefulness of the data generated.
-Data reports are generated by a variety of departments including institutional research, the registrar, and finance
-Compiled data, such as on CSPP program dashboards are reviewed by programs
-NPS data are provided to campuses, schools and programs for discussions on improvement.
-The institutional research and CSOE accountability departments provide basic data and tables for program reviews, surveys and required external reporting including accreditation
Institutional Learning and Improvement
Criteria for Review (CFR)
4.3 Leadership at all levels, including faculty, staff, and administration, is committed to improvement based on the results of inquiry, evidence, and evaluation. Assessment of teaching, learning, and the campus environment – in support of academic and co-curricular objectives – is undertaken, used for improvement, and incorporated into institutional planning processes.
Guidelines: The institution has clear, well-established policies and practices – for gathering, analyzing, and interpreting information – that create a culture of evidence and improvement.
-There are processes for program review and assessment supported by assessment and academic progam staff
-Course evaluations are conducted at the end of each term and results are available to faculty, program administrators and deans
-The NPS survey is administered twice annually to evaluate the learning environment and results are shared at each campus and with programs
-The President shares data and metrics during regular University Update presentations highlightings area of strength and areas needing improvement
-The University has a Strategic Plan that establishes plans and goals for improvement
4.4 The institution, with significant faculty involvement, engages in ongoing inquiry into the processes of teaching and learning, and the conditions and practices that ensure that the standards of performance established by the institution are being achieved. The faculty and other educators take responsibility for evaluating the effectiveness of teaching and learning processes and uses the results for improvement of student learning and success. The findings from such inquiries are applied to the design and improvement of curricula, pedagogy, and assessment methodology.
Guidelines: Periodic analysis of grades and evaluation procedures are conducted to assess the rigor and effectiveness of grading policies and practices.
-Online programs work together to ensure best practices are used in all online academic programs
-Grade data were recently reviewed to determine which groups were at risk for lower academic performance.
4.5 Appropriate stakeholders, including alumni, employers, practitioners, students, and others designated by the institution, are regularly involved in the assessment and alignment of educational programs.
-Students, faculty and other program community members provide feedback as a part of program review
-Students provide regular feedback through the course evaluation process and NPS surveys
-Graduates and community members provide feedback through alumni surveys and advisory boards
4.6 The institution periodically engages its multiple constituencies, including the governing board, faculty, staff, and others, in institutional reflection and planning processes that are based on the examination of data and evidence. These processes assess the institution’s strategic position, articulate priorities, examine the alignment of its purposes, core functions, and resources, and define the future direction of the institution.
-All constitutents of the university were involved in strategic plan development for the university
4.7 Within the context of its mission and structural and financial realities, the institution considers changes that are currently taking place and are anticipated to take place within the institution and higher education environment as part of its planning, new program development, and resource allocation.
-Alliant has made changes to its program offerings to add multiple online programs to its on campus program portfolio
-As programs have transitioned to online, campus space has been reduced to align with the space needed by on-campus programs
-Alliant engages in academic planning and consideration of new programs to strengthen its academic offerings and respond to market demands
The Alliant WSCUC Reaffirmation Steering Committee invites you to participate in our institutional preparation for the WSCUC process:
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