ɫߣߣ×ۺϵ¼º½

1. ɫߣߣ×ۺϵ¼º½â€™s mission was developed through a process suited to the context of ɫߣߣ×ۺϵ¼º½.
2. ɫߣߣ×ۺϵ¼º½â€™s mission and related statements are current and reference the ɫߣߣ×ۺϵ¼º½â€™s emphasis on the various aspects of its mission, such as instruction, scholarship, research, application of research, creative works, clinical service, public service, economic development and religious or cultural purpose.
3. ɫߣߣ×ۺϵ¼º½â€™s mission and related statements identify the nature, scope and intended constituents of the higher education offerings and services ɫߣߣ×ۺϵ¼º½ provides.
4. ɫߣߣ×ۺϵ¼º½â€™s academic offerings, student support services and enrollment profile are consistent with its stated mission.
5. ɫߣߣ×ۺϵ¼º½ clearly articulates its mission through public information, such as statements of purpose, vision, values, goals, plans or institutional priorities.

1. ɫߣߣ×ۺϵ¼º½â€™s actions and decisions demonstrate that its educational role is to serve the public, not solely the institution or any superordinate entity.
2. ɫߣߣ×ۺϵ¼º½â€™s educational responsibilities take primacy over other purposes, such as generating financial returns for investors, contributing to a related or parent organization, or supporting external interests.
3. ɫߣߣ×ۺϵ¼º½ engages with its external constituencies and responds to their needs as its mission and capacity allow.

1. ɫߣߣ×ۺϵ¼º½ encourages curricular or cocurricular activities that prepare students for informed citizenship and workplace success.
2. ɫߣߣ×ۺϵ¼º½â€™s processes and activities demonstrate inclusive and equitable treatment of diverse populations.
3. ɫߣߣ×ۺϵ¼º½ fosters a climate of respect among all students, faculty, staff and administrators from a range of diverse backgrounds, ideas and perspectives.

1. ɫߣߣ×ۺϵ¼º½ develops and the governing board adopts the mission.
2. ɫߣߣ×ۺϵ¼º½ operates with integrity in its financial, academic, human resources and auxiliary functions.

1. ɫߣߣ×ۺϵ¼º½ ensures the accuracy of any representations it makes regarding academic offerings, requirements, faculty and staff, costs to students, governance structure and accreditation relationships.
2. ɫߣߣ×ۺϵ¼º½ ensures evidence is available to support any claims it makes regarding its contributions to the educational experience through research, community engagement, experiential learning, religious or spiritual purpose and economic development.

1. The Board of Trustees is trained and knowledgeable so that it makes informed decisions with respect to the institution’s financial and academic policies and practices; the board meets its legal and fiduciary responsibilities.
2. The Board of Trustees’ deliberations reflect priorities to preserve and enhance the institution.
3. The Board of Trustees reviews the reasonable and relevant interests of the institution’s internal and external constituencies during its decision-making deliberations.
4. The Board of Trustees preserves its independence from undue influence on the part of donors, elected officials, ownership interests or other external parties.
5. The Board of Trustees delegates day-to-day management of the institution to the institution’s administration and expects the institution’s faculty to oversee academic matters.

There are no subcomponents to Core Component 2.D.

1. ɫߣߣ×ۺϵ¼º½, supporting basic and applied research, maintain professional standards and provide oversight ensuring regulatory compliance, ethical behavior and fiscal accountability.
2. ɫߣߣ×ۺϵ¼º½ provides effective support services to ensure the integrity of research and scholarly practice conducted by its faculty, staff and students.
3. ɫߣߣ×ۺϵ¼º½ provides students guidance in the ethics of research and use of information resources.
4. ɫߣߣ×ۺϵ¼º½ enforces policies on academic honesty and integrity.

1. Courses and programs are current and require levels of student performance appropriate to the credential awarded.
2. ɫߣߣ×ۺϵ¼º½ articulates and differentiates learning goals for its undergraduate, graduate, post-baccalaureate, post-graduate and certificate programs.
3. ɫߣߣ×ۺϵ¼º½â€™s program quality and learning goals are consistent across all modes of delivery and all locations (on the main campus, at additional locations, by distance delivery, as dual credit, through contractual or consortial arrangements, or any other modality).

1. The general education program is appropriate to the mission, educational offerings and degree levels of ɫߣߣ×ۺϵ¼º½. ɫߣߣ×ۺϵ¼º½ articulates the purposes, content and intended learning outcomes of its undergraduate general education requirements.
2. The program of general education is grounded in a philosophy or framework developed by ɫߣߣ×ۺϵ¼º½ or adopted from an established framework. It imparts broad knowledge and intellectual concepts to students and develops skills and attitudes that the institution believes every college-educated person should possess.
3. The education offered by the ɫߣߣ×ۺϵ¼º½ recognizes the human and cultural diversity and provides students with growth opportunities and lifelong skills to live and work in a multicultural world.
4. The faculty and students contribute to scholarship, creative work and the discovery of knowledge to the extent appropriate to their offerings and ɫߣߣ×ۺϵ¼º½â€™s mission.

1. ɫߣߣ×ۺϵ¼º½ strives to ensure that the overall composition of its faculty and staff reflects human diversity as appropriate within its mission and for the constituencies it serves.
2. ɫߣߣ×ۺϵ¼º½ has sufficient numbers and continuity of faculty members to carry out both the classroom and the non-classroom roles of faculty, including oversight of the curriculum and expectations for student performance, assessment of student learning, and establishment of academic credentials for instructional staff.
3. All instructors are appropriately qualified, including those in dual credit, contractual and consortial offerings.
4. Instructors are evaluated regularly in accordance with established institutional policies and procedures.
5. ɫߣߣ×ۺϵ¼º½ has processes and resources for assuring that instructors are current in their disciplines and adept in their teaching roles; it supports their professional development.
6. Instructors are accessible for student inquiry.
7. Staff members providing student support services, such as tutoring, financial aid advising, academic advising and cocurricular activities, are appropriately qualified, trained and supported in their professional development.

1. ɫߣߣ×ۺϵ¼º½ provides student support services suited to the needs of its student populations.
2. ɫߣߣ×ۺϵ¼º½ provides for learning support and preparatory instruction to address the academic needs of its students. It has a process for directing entering students to courses and programs for which the students are adequately prepared.
3. ɫߣߣ×ۺϵ¼º½ provides academic advising suited to its offerings and the needs of its students.
4. ɫߣߣ×ۺϵ¼º½ provides to students and instructors the infrastructure and resources necessary to support effective teaching and learning (technological infrastructure, scientific laboratories, libraries, performance spaces, clinical practice sites and museum collections, as appropriate to the institution’s offerings).

1. ɫߣߣ×ۺϵ¼º½ maintains a practice of regular program reviews and acts upon the findings.
2. ɫߣߣ×ۺϵ¼º½ evaluates all the credit that it transcripts, including what it awards for experiential learning or other forms of prior learning, or relies on the evaluation of responsible third parties.
3. ɫߣߣ×ۺϵ¼º½ has policies that ensure the quality of the credit it accepts in transfer.
4. ɫߣߣ×ۺϵ¼º½ maintains and exercises authority over the prerequisites for courses, rigor of courses, expectations for student learning, access to learning resources, and faculty qualifications for all its programs, including dual credit programs. It ensures that its dual credit courses or programs for high school students are equivalent in learning outcomes and levels of achievement to its higher education curriculum.
5. ɫߣߣ×ۺϵ¼º½ maintains specialized accreditation for its programs as appropriate to its educational purposes.
6. ɫߣߣ×ۺϵ¼º½ evaluates the success of its graduates. The institution ensures that the credentials it represents as preparation for advanced study or employment accomplish these purposes. For all programs, the institution looks to indicators it deems appropriate to its mission.

1. ɫߣߣ×ۺϵ¼º½ has effective processes for assessment of student learning and for achievement of learning goals in academic and cocurricular offerings.
2. ɫߣߣ×ۺϵ¼º½ uses the information gained from assessment to improve student learning.
3. ɫߣߣ×ۺϵ¼º½â€™s processes and methodologies to assess student learning reflect good practice, including the substantial participation of faculty, instructional and other relevant staff members.

1. ɫߣߣ×ۺϵ¼º½ has defined goals for student retention, persistence and completion that are ambitious, attainable and appropriate to its mission, student populations and educational offerings.
2. ɫߣߣ×ۺϵ¼º½ collects and analyzes information on student retention, persistence and completion of its programs.
3. ɫߣߣ×ۺϵ¼º½ uses information on student retention, persistence and completion of programs to make improvements as warranted by the data.
4. ɫߣߣ×ۺϵ¼º½â€™s processes and methodologies for collecting and analyzing information on student retention, persistence and completion of programs reflect good practice. (Institutions are not required to use IPEDS definitions in their determination of persistence or completion rates. Institutions are encouraged to choose measures that are suitable to their student populations, but institutions are accountable for the validity of their measures.)

1. Shared governance at ɫߣߣ×ۺϵ¼º½ engages its internal constituencies—including its Board of Trustees, administration, faculty, staff and students—through planning, policies and procedures.
2. ɫߣߣ×ۺϵ¼º½â€™s administration uses data to reach informed decisions in the best interests of the institution and its constituents.
3. ɫߣߣ×ۺϵ¼º½â€™s administration ensures that faculty and, when appropriate, staff and students are involved in setting academic requirements, policy and processes through effective collaborative structures.

1. ɫߣߣ×ۺϵ¼º½ has qualified and trained operational staff and infrastructure sufficient to support its operations wherever and however programs are delivered.
2. The goals incorporated into the mission and any related statements are realistic in light of the ɫߣߣ×ۺϵ¼º½â€™s organization, resources and opportunities.
3. ɫߣߣ×ۺϵ¼º½ has a well-developed process in place for budgeting and for monitoring its finances.
4. ɫߣߣ×ۺϵ¼º½â€™s fiscal allocations ensure that its educational purposes are achieved.

1. ɫߣߣ×ۺϵ¼º½ allocates its resources in alignment with its mission and priorities, including, as applicable, its comprehensive research enterprise, associated institutes and affiliated centers.
2. ɫߣߣ×ۺϵ¼º½ links its processes for assessment of student learning, evaluation of operations, planning and budgeting.
3. The planning process encompasses ɫߣߣ×ۺϵ¼º½ as a whole and considers the perspectives of internal and external constituent groups.
4. ɫߣߣ×ۺϵ¼º½ plans on the basis of a sound understanding of its current capacity, including fluctuations in the institution’s sources of revenue and enrollment.
5. ɫߣߣ×ۺϵ¼º½â€™s planning anticipates evolving external factors, such as technology advancements, demographic shifts, globalization, the economy and state support.
6. ɫߣߣ×ۺϵ¼º½ implements its plans to systematically improve its operations and student outcomes.