Colorado Mesa University Criterion 4 Committee

Meeting Agenda February 15, 2012

1. Approval of January 25, 2012 minutes. 2. Review of the 4.C written draft 3. Review of the 4.A links/evidence 4. Faculty Survey question status 5. Data Request Document on R drive

Our meeting today and the next two meetings will be held in UC 222.

Colorado Mesa University

HLC Criterion Committee 4: Academic Programs Evaluation and Improvement February 15, 2012

UC 222

Present: Jake Allee, Jill Cordova, Valerie Dobbs, Kurt Haas, Jared Meier, Chad Middleton, Millie Moland, Melonie Buchanan Murray, Kelly OConnell, Brian Parry, Bette Schans (Chair), Sherry Schreiner, Pat Schutz, and Steve Werman. (Recorder: Jessie Oviatt)

Absent: Adam Ballif, Cathy Bonan-Hamada, and Sarah Cron.

1. Minutes from January 25, 2012 were approved without any corrections.

2. Committee discussed 4.C written draft. Chair noted that the draft was well written. No other comments/revisions.

3. Committee discussed 4.A links/evidence. Discussion included: This a good start with good links. The section that Jared Meier and Bette Schans are working on is in progress and

not yet included. Noted that there is a lot of overlap between criteria in the included evidence. It is

okay to include the same evidence in different sections of the document because it will be used to answer different questions.

External accreditation information could be best answered by department heads. Is it okay to poll them directly? Better to direct requests to Chair.

Answers may already be in the Resource Room on the R drive. Self-study timeline reiterated:

o May 2012 Rough draft of document. o Fall 2012 Steering Committee will revise rough draft. o Spring 2012 Submit to HLC. o Summer 2013 Send out to our communities of interest. o November 2013 Site visit.

The document will not be kicked back to the committees next fall for revision; the Steering Committee will handle revision.

4. The faculty survey document is still in draft form. Includes 32 questions. Steering committee is revising to determine how the questions fit with the criteria.

5. Data request document on R drive. Committee can access to see what data has already been requested by committee

chairs.

6. Chair requested that the 3/28/2012 meeting be rescheduled for 3/21/2012.

7. Next assignments: Start writing sentences for 4.A. Start writing questions/themes for 4.B. Send assignments to Chair a few days before next meeting.

Next meeting: Wednesday, March 7, 2012. 5-6 PM. University Center 222.

4.C. The institution demonstrates a commitment to education improvement through ongoing attention to its retention, persistence and completion rates in degree and certificate programs.

Colorado Mesa University routinely compares its goals to data collected on the persistence/retention rates and completion rates of its students. The institution views persistence and retention as interchangeable terms. Their rates are a measure of the number of entering baccalaureate students who enroll at the beginning of the school year as freshmen compared to the number of those students who enroll the fall semester of the following year. Completion rates are determined by the number of the same cohort of students who enroll as freshmen at Colorado Mesa University compared to the number of those same students who complete their degrees in a six year period. Rates of persistence/retention and completion that increase suggest that education improvement is occurring. The rates of completion have increased for several of the past years but now have become stable. Given the increased enrollment and the number of programs put in place to support retention, future completion rates are expected to go up again.

4.C.1 The institution has defined goals for student retention, persistence and completion that are ambitious but attainable and appropriate to its mission, student populations, and educational offerings.

http://www.coloradomesa.edu/about/values.html

Colorado Mesa University was founded, not as an end in itself, but to enable its students and the residents of Western Colorado to create their own future and not simply enter a future that's been created for them. Within its resource constraints, the university has an obligation to offer the highest quality academic programs and services to those whom it serves to enable them to prepare for their future. Because the environment in which it functions is in a constant state of change, the university, like its students, must recognize that growth and change are an integral part of our collective future. University stakeholders must embrace the notion that change and innovation within the institution should be the norm rather than a necessity in response to crises. In this context, then, our goals are built around the theme of "Achieving a Higher Degree." This theme reflects a key element of the universitys strategic plan: the philosophy that as the institution adapts to its changing world, it does so with the overarching goal of supporting the residents of Western Colorado to achieve a higher degree of educational attainment by preparing students to function successfully in the future.

The Board of Trustees, faculty, and staff are dedicated to providing quality education to all students that will lead to successful completion of academic programs. As stated in the 2010 CCHE Performance Contract,

The Board of Trustees, MSC (CMU) and the Commission agree that it is a priority to ensure widespread access to Colorado's public colleges and universities with particular focus on expanding

the number of students who are prepared, apply and enroll, while maintaining and potentially increasing retention and graduation rates with particular emphasis on increasing the participation and success of underserved students. (Performance Contract 2010)(Strategic Plan 2011 The Board of Trustees again emphasized ways to improving retention and completion rates as stated in the strategic plan (Performance contract 2011) agreeing that a key component is implementation of programs to increase retention rates for first-time, full-time freshmen.

Colorado Mesa University is a teaching institution with faculty who are committed to teaching and improving the quality of education for the students. This is evidenced in the Universitys goals that center on quality programs, highly qualified faculty, an investment in physical facilities, and a commitment to small class size.

Colorado Mesa University addresses goals for retention, persistence, and completion by providing programs for students of diverse backgrounds. These include a wide variety of programs from which students may choose which will lead to certifications, as well as associates, bachelors, and graduate degrees.

Colorado Mesa University is dedicated to student persistence, retention and program completion. Over the last 10 years, the institution has seen a remarkable increase in numbers of students entering the University (Performance Contract 2008,09,10,11)

Decline in the percentage of completion rates.

Since the class of 2007, Colorado Mesa has experienced a decline in the percentages of graduation rates. (Performance Contracts 2007-) Many factors contributed to this decline including the rapid expansion of jobs in the Gas and Oil Industry (2011 Performance Contract) Recognizing this decline in completion rates, the University formed the Working Group to Improve Student Academic Success (WGISAS) in 2009 to address the issues of retention and completion rates. As a result of this task force, new programs were added to improve student success at the start of the students college experiences to enhance student learning. http://www.coloradomesa.edu/academics/documents/Report-Student_Academic_Success.pdf

http://www.coloradomesa.edu/president/documents/StrategicPlan01-27-11.PDF - The 2011 Strategic Plan lists a record of goals set in 2004 and successes. a. Student persistence has rebounded to the current first-year retention rate of 63.1%. The retention rate of MSC students averages ten percentage points higher when one accounts for students who continued enrolling, but at another institution. b. Numerous initiatives were implemented to increase student success including an Early Alert System to intervene on behalf of first-time undergraduates who are not performing satisfactorily in coursework. Monthly contact by the Advising Center staff helps keep them on track with degree requirements and major selection, as well as provides motivation to balance pursuit of academic goals with personal responsibilities; significant increase in use of the

Tutorial Learning Center (TLC), with tutoring contacts growing 160% between fall 2007 and 2009. c. Graduation rates have varied by as much as five percentage points, from a low of 27.8% to a high of 34.8%, for the six years between admission and degree completion. Reasons that extend the time to graduation range from finances to personal circumstances to a change of major to under-preparation for college-level work.

Programs in the University- Student Services

Academic

CMU has implemented many programs to foster student success. The ACCUPLACER assessment is used to place students in the appropriate level of course work for those students not meeting the specified minimum cut score. ACCUPLACER provides students and their advisor with useful information about the student's academic skill level in math, English, and reading to determine proper course placement.

The Provisional Baccalaureate program is for baccalaureate-seeking students with an index between 75-84. Students with an index of 85 or greater receive regular admission to baccalaureate program. To assist students in this program to be successful, students are required to meet with the Advising Center before registering for classes each semester until they meet the requirements to transfer to the regular baccalaureate. The Advising Center provides students guidance on specific majors and general education requirements, services available, and deadlines.

The Student Orientation program is required for all new in-coming Colorado freshmen and optional for out-of-state and transfer students. This program assists students in becoming familiar with CMU's culture, programs, campus community, assisting them in selecting and registering for classes, and providing students with tools to use throughout their educational journey.

Faculty Involvement in Advising, Registration, Supplemental Courses, FYI, Developmental Courses, Early Alert

Major vs Non-major Undeclared students are assigned to the Advising Center. Students who have chosen a major are assigned to a faculty advisor within the area of their major. All students are advised to meet with an advisor each semester before registration.

General Education Goals

The general education requirements are basic courses that form the foundation of all undergraduate degree programs. The goals are to be able to communicate effectively in the English language; understand the structure and discipline of mathematical thought and its use in problem-solving; be aware of the great moral, ethical, and philosophical issues which have endured through the ages; have an understanding of the multicultural nature of our world; be able to think critically and creatively; have an understanding of the complexities of social, economic and political systems; have knowledge of the natural world and an understanding of scientific methods; appreciate the contributions of literature to our perception of ourselves and the world; appreciate the aesthetic spirit of humanity through the arts; and possess the knowledge and skills necessary to achieve a healthy lifestyle.

Student Support Services

Career Services takes an active role in providing career exploration, creating a career path, encouraging the students to attend career events, building employment skills, and making employer connections.

The financial aid programs that are available provide students with a variety of resources which are based on need and are awarded according to the family's ability to meet the costs of attending Colorado Mesa. There are four types of financial aid available scholarships, grants, loans, and work-study.

Undeclared students are assigned to the Advising Center. Students with a declared major are assigned to a faculty advisor from their major area. All students are advised to meet with an advisor each semester before registration to ensure they meet the program requirements, proper course selection, and receive career direction. Advisors also make appropriate referral to the many services that are available to the students.

TRiO Student Support Services

Colorado Mesa University is pleased to announce an exciting new Student Services Support Program (SSS/TRIO) sponsored by Colorado Mesa University and the U.S. Department of Education. This program is funded to provide academic and mentoring support, throughout a student's academic career at Colorado Mesa University, and to increase retention and graduation rates of first generation, low income or disabled students. The program will aid qualified students with tutoring, advising, counseling, financial aid advising and mentoring. An Individual Degree Plan (IDP) will be developed for selected applicants and participants.

Goals for WCCC Measures: Rates of retention and graduation; participation in internships; and achievement on assessment tests. (2005 strategic plan)

http://www.coloradomesa.edu/president/documents/StrategicPlan10-28-05.PDF:

Goal 6: To more fully develop and implement the community college role of Mesa State College.

Measures: Increase the number of students pursuing technical training certificates and associate degree programs; articulation of baccalaureate level admission to the college; expand learning support options for students with academic deficiencies.(2005 strategic plan)

Program Goals

Academic programs on campus address retention rates in their program reviews. English, for example, increased one-year retention rates in 2010 that was higher than the college retention rate (62% compared to 59%. http://www.coloradomesa. edu/assessment/documents/ProgramReview_English_AY1011.pdf)

Online retention/graduation goals

Table for demonstration of external accreditation retention/completion requirements:

Teacher Ed, Nursing, Radiologic Technology, Accounting, Kinesiology

Scholarships

The departments of music, theatre, and dance have some scholarship opportunities for students majoring in other disciplines. These modest scholarships encourage participation in the performing ensembles and increase student engagement in the arts.

Non-academic Student Support (Student Life)

Housing

Check with Student Services regarding student room change requests and retention of students

Find statements regarding student housing and student retention

Financial Aid

Participation in the arts

The areas of music, theatre, and dance provide students from all disciplines a creative outlet with participation in performance ensembles, theatre productions, and dance concerts. While these students take these arts courses for credit, this type of participation increases student engagement in the campus community. Students who are fully engaged in diverse areas are more successful in their university careers and therefore persist towards completion.

Rec Center Use

Athletics

http://www.coloradomesa.edu/ir/documents/ATHL_institutionReport2011.pdf FRESHMAN-COHORT GRADUATION RATES All Students Student-Athletes # 2004-05 Graduation Rate 30% 44% Four-Class Average 32% 45% Student-Athlete Academic Success Rate 71%

Activities and Clubs targeted students through dozens of intramural and club sports, wellness classes, campus life activities and entertainment, and more than 80 clubs and organizations ranging from academic interests to cultural interests. Additionally, the Outdoor Program provides opportunities of a unique nature;

Resource Information from website: Library: Mission: Tomlinson Library supports the information, instructional, and research needs of the Colorado Mesa University community; provides services to meet those needs; serves as a resource for the citizens of Western Colorado; and shares its resources with others. History: Tomlinson Library 1986 - Present With the Lowell Heiny Library overcrowded, construction of a new 68,000 square foot facility costing over $6,000,000 began in 1984. Recognized as an architectural gem in American School and University magazine, the new library was dedicated in 1986 and in 1988 named for outgoing college president John U. Tomlinson to honor his commitment to improved library services at the college. Today Tomlinson Library contains over 300,000 volumes, including a large government documents collection, and a world class geology library. It is equipped with state-of-the-art computer technology and is considered one of the finest small college libraries in the state.

EAS: Educational Access Services (EAS) recognizes disability as an aspect of diversity and an integral part of society. We collaborate with students, faculty, staff, and community members to create an accessible higher education community. EAS provides academic accommodations and promotes universal design principles, enabling students with disabilities the opportunity to fully participate in all aspects of the educational environment as successful and independent learners. TLC: The Tutorial Learning Center (TLC) provides free, walk-in tutoring for a wide variety of subjects. The goals of the TLC are to create opportunities for student success and to help students become more independent with their learning. Student Services: At Colorado Mesa University, we understand that learning doesn't end in the classroom and the Office of Student Services works to support CMU students in all aspects of college life, by offering a vast array of services, resources and programs that make each student's time at Colorado Mesa as exciting and successful as possible. Student Services works collaboratively with faculty, students, and staff to create a campus community that fosters the growth of students as strong individuals and productive citizens. Faculty Advisors: The purpose of a faculty advisor is to assist in the process of degree completion. Students are required to have a faculty advisor's signature on their Program Sheet and other graduation paperwork. Advising Center: The primary mission of the Advising Center is to assist students in meeting their academic and career goals. We also offer a number of career and employment services to students, alumni, employers, and community members. Academic Advisors can assist students with matching majors to career aspirations as well as evaluating how a student's coursework fits CMU degree programs and General Education Requirements. Advising

Center staff can also assist students in identifying their interests by evaluating career and interest assessments. Financial Aid Financial Aid is based on need and is awarded according to your family's ability to meet the costs of attending Colorado Mesa. If your family's financial resources fall short of the cost to attend based on the government's evaluation of your family's financial status, you may be eligible. Keep in mind if you are not eligible for grants you may still be eligible for student loans. Our staff is dedicated to assisting you in sorting through the various forms of student financial aid. We believe that by helping you take advantage of a variety of available resources, you will find an education at Colorado Mesa University is attainable. Career Counseling Mission Statement: Career Services provides resources and guidance for students and alumni in their journey toward reaching their career goals. We take an active role in providing career exploration, workshops, fairs, and on-campus employer visits to encourage students to investigate and gain information while creating their career path. We also help employers make campus connections to build relationships toward meeting their recruitment needs and hiring goals. Career Services Goals

Encourage and assist students and alumni to explore, select, analyze, and implement a career plan or goal.

Encourage students and alumni to attend career events that offer a wide variety of opportunities to explore careers, build employment skills, and make employer connections.

Facilitate and have available a wide array of resources to help direct students and alumni in their career path.

Provide opportunities for employers to become active and involved on campus to fulfill their recruitment needs.

Admissions Whether you are an incoming freshman, transfer student, graduate student, or even just looking to take classes without earning a degree, the admissions office is here to help you through the process of transitioning into your higher education experience. Policy Goals Through this policy, the Commission intends to: 1. establish admission standards based on student performance and differentiated institutional role and mission while ensuring broad access to undergraduate programs with minimum duplication; 2. set clear performance expectations and communicate those expectations to prospective students; 3. reaffirm the principle that the opportunity to be admitted to a state-supported institution of higher education in Colorado must be earned, while assuring that the opportunity to enter the state-supported system of higher education is provided for Colorado residents; and 4. encourage diversity by supporting the admission of applicants from underrepresented groups, applicants with special talents, and applicants with disabilities.

This policy defines general admissions criteria for Colorados public four-year institutions of higher education, including the Higher Education Admissions Requirements (HEAR) and institution-specific admission indices. Currently, Mesa State is classified as a moderately selective institution with an assigned admissions index of 85. It is the year 2020 and Colorado Mesa University has continued to mature into an institution of higher education that successfully prepares students from diverse backgrounds for lives of career and service anywhere in the world. Over the next decade, Colorado Mesa University will seek to be the first choice institution for students, faculty, and staff. Colorado Mesa University in 2020 will be respected as a learning community that embraces diversity of students, faculty, staff, ideas, and degree levels, while maintaining a quality educational environment that focuses on serving its many constituents. ACCUPLACER The purpose of ACCUPLACER tests is to provide students with useful information about academic skills in math, English, and reading. The results of the assessment, in conjunction with academic background, goals, and interests, are used by academic advisors and counselors to determine course selection. ACCUPLACER was designed to help students succeed in college. The score helps the student and advisor determine which courses are most appropriate for the current level of knowledge and skills. Remedial requirements To assess college readiness in mathematics, writing, and reading and ensure that the state-approved tests are administered as needed. To place students in the appropriate level of course work upon assessment. Students not meeting the specified minimum cut score may be placed in college-level courses and reported as such, provided that a students transcripts or other secondary-level assessment justifies such placement. To ensure that each enrolled first-time undergraduate identified as needing basic skills remedial course work. Provisional Baccalaureate Beyond requirements specified in the admissions standards policy specified by the Colorado Department of Higher Education (CDHE), the changes to Mesa State Colleges admissions standards for entering freshmen are: Baccalaureate-seeking students with an index of 85 or greater will receive regular admission to the colleges baccalaureate division; Baccalaureate-seeking students with an index between 75-84 (to be known as provisional baccalaureate students) will receive provisional admission into a baccalaureate program, while providing a pre-baccalaureate track that incorporates the following criteria as a pathway to full admission into a baccalaureate program: Provisional baccalaureate students with fewer than 30 earned credit hours must be advised by staff from the Advising Center before registering; Provisional baccalaureate students who have met all HEAR requirements per CDHE policy may be admitted into a baccalaureate program after completing 13 creit hours of non-remedial course with a 2.3 GPA;

Provisional baccalaureate students who have meat all HEAR requirements per CDHE policy and have completed 30 credit hours with a 2.3 GPA shall be internally transferred into a baccalaureate program; Provisional baccalaureate students who do not meet the criteria listed above may apply for regular admission into a baccalaureate program after completion of one semester, to be reviewed by the Office of the Registrar on a case-by-case basis.

4.C.2 Student Retention, Persistence, and Completion of Programs Cohorts Student retention, persistence, and completion rates are primarily looked at based on cohorts, a

specific group of students established for tracking purposes, of first-time, full-time baccalaureate seeking students. These cohorts are captured based on national definitions.

Periodically retention, persistence, and completion rates are looked at as one item where a student is deemed successful or not from one year to the next. If a student is retained from one Fall to the next or graduates during that time, that is considered success. These success measures are based both on the cohort above as well as all degree seeking students.

Data Reported The institution reports on these rates to various entities/organizations including IPEDs, Common

Data Set, and others. http://www.coloradomesa.edu/ir/reports.html pages 4-5 CSRDE is the Consortium for Student Retention Data Exchange at the University of Oklahoma. It

is a consortium of two-year and four-year institutions dedicated to achieving the highest levels of student success through collaboratively sharing data, knowledge, and innovation. Founded in 1994, the CSRDE is probably best known for its annual retention studies which provide executives at two-year and four-year institutions with access to timely, comprehensive, comparative benchmarking data on retention and graduation, not available from any other source. While the institution does not currently participate, send data to or receive data from CSRDE, the institutional data that would be sent is maintained to monitor trends and progress. This data includes rates broken out by gender and ethnicity. R:\HLC_2013\Alphabetical Information and Data --Resource Room\Retention-persistence-graduation rates by year.pdf

The institution must report graduation rates to the NCAA on all varsity athletes. http://www.coloradomesa.edu/ir/HEOADisclosures.html

Data Analyzed A large part of data the institution analyzes is the data it reports to the various organizations

listed above. The Working Group to Improve Student Success analyzed retention rates of students based on

their State index score. http://www.coloradomesa.edu/academics/documents/Report-Student_Academic_Success.pdf pages 26-29

Documents provided to the Board of Trustees have included retention rates by Residency Status (In-State vs. Out-of-State), Housing (On vs. Off-campus), and high achieving students.

As an effort to determine the components of a successful student, one project took into consideration a wide array of variables using data mining techniques.

During academic program review most departments analyze the graduation rates of their specific academic majors.

4.C.3 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 the determination of persistence or completion rates. Institutions are encouraged to use measures that are suitable to the student populations, but institutions are accountable for the validity of the measures). 1 Overview

2. Evidence of Good Practice

A. Processes and methodologies analyzing information on student persistence and retention

1. Description of process and methodology 2. Justification for methodology a. Steps taken to validate process and methodology

i. IPEDS documentation (http://nces.ed.gov/ipeds/resource/survey_components.asp#surveycomponents and see IR)

ii. Raw retention data (WGISAS report) iii. Programmatic efforts (Ask departments/programs to report

and create a spreadsheet for the R: drive? For example, the Dance programs Company Class.)

3. Departmental and Institutional measures a. Relationship between student population and methodology (IR?) b. Process and methodology based on needs of student population c. Data processed by IR (R: drive data eventually?) 4. State and national requirements

a. CCHE definitions of persistence and retention (http://highered.colorado.gov/Publications/Reports/Enrollment/FY2010/2010_RetentionRates.pdf and http://highered.colorado.gov/i3/Reports.aspx?cat=12)

b. Federal definitions of persistence and retention c. Identification of institutions with similar methodologies

B. Processes and methodologies analyzing information on student completion 1. Description of process and methodology

CMU has traditionally used the federal IPEDS definition and methodologies for establishing criteria on student completion.

As indicated in the Strategic Plan 2010 (see page 9), student completion is defined as achievement of all degree requirements within a six-year period of time.

Completion rates are based on cohorts, which are specific groups of students established for tracking purposes. As nationally defined, these cohorts are classified into first-time and full-time baccalaureate seeking students.

2. Justification for methodology a. Steps taken to validate process and methodology

A performance plan is drafted on an annual basis to track completion rates. These data are reported to various organizations, including IPEDS, Common Data Set, and other such entities. http://www.coloradomesa.edu/ir/reports.html

Benchmarks are compared with the Consortium for Student Retention Data Exchange (CSRDE) at the University of Oklahoma. The CSRDE conducts annual retention studies,

which CMU uses to validate processes and methodologies used to track student completion.

i. Data interpretation by Institutional Research The majority of data analyzed to justify the methodology used at CMU is the same as

that which is reported in B2a above. Specifically, the Working Group to Improve Student Success analyzed retention rates of

students based on their State index score. http://www.coloradomesa.edu/academics/documents/Report-Student_Academic_Success.pdf pages 26-29.

To gain a more profound understanding of variables related to student completion, a data mining project has taken place.

At the departmental level, program reviews assess student completion data among academic majors.

CMUs Office of Institutional Research typically uses federal IPEDS definitions and methodologies for figuring completion and retention rates. (Insert language from IR here as to what that means or as to other methodologies used for figuring these rates.)

As early as 2007, when required to file a performance plan with CCHE, CMU recognized a need to improve its graduation rates. The performance plans have tracked completion rates by consistently identifying the six-year completion rates of cohorts from individual years. (R:drive)

As the 2011 Performance Contract Report notes, after several years of steady upward progress a less academically prepared class, and a (then) booming local economy, contributed to a decline in completion rates of students who entered CMU in 2003 and 2004.

As a subset of data related to our completion rates, the WGISAS committee examined the connection between index scores and completion, as well as the relationship between remedial classes and student success in other courses. http://www.coloradomesa.edu/academics/documents/Report-Student_Academic_Success.pdf

CMU formed the WGISAS group to address procedural and structural problems at the college that may contribute to the negative completion data. Among the solutions initiated by the WGISAS group and adopted by CMU:

--Improved communication of mathematics remediation procedures.

--An experimental writing remediation program designed to help students receive assistance concurrent with for-credit courses, thus making the remediation more relevant and speeding students time of completion.

--Increased opportunities for learning skills coursework. --More reporting options for the early alert system. --Implementation of LASSI as a tool for advising all students. --Raised the CMU admissions index. --Created documents to make students more consistently aware of the importance of class attendance and other positive student behaviors.

4.C.4

4.C.4 The institution used information on student retention persistence and completion of programs to improve its persistence and completion rates as warranted. 1. Internal Information A. Working Group to Improve Student Academic Success (WGISAS) The focus of this working group was to begin a campus-wide discussion on how to improve the academic success of CMU/WCCC students. The purposes of the group are to 1) examine and evaluate policies, procedures, and practices associated with the admission of entering undergraduates through the Colleges four- and two-year points of entry, the assessment/placement of students in college- and/or developmental-level coursework, and their subsequent enrollment in classes, and 2) make recommendations to the President on improving student progress and success based on the groups findings. The Working Group to Improve Student Academic Success has evaluated activities in which the College is engaged to improve student success as measured most frequently by grades, grade point averages, and retention and graduation rates. Ultimately the goal of the group is to gauge efforts that are working; examine activities that could benefit from some reworking; and identify the circumstances under which the institution has given students too much latitude for decision-making, and hence the need for some boundaries. The next phase of this project involves implementation of the various recommendations once approved by the President. During the 2011 12 academic year, as the group continues to study student data and information, periodic progress reports on implementation of recommendations will be shared with the campus community. http://www.coloradomesa.edu/academics/documents/Report-Student_Academic_Success.pdf

B. Programs

1. Supplemental 100, 101, 201 courses

Supplemental courses have been developed to aid new and freshmen students on the rigors of university level courses and how to best manage and use their time and skills to succeed in their coursework. There are classes that support freshmen level students and a 20

www.coloradomesa.edu/register/msc.html www.coloradomesa.edu/.../Spring2012CourseSchedule_Allclasses.pdf

2. TRiO program

The Student Services Support Program (SSS/TRIO), is an student assistance program sponsored by Colorado Mesa University and the U.S. Department of Education. This program is funded to provide academic and mentoring support, throughout a student's academic career at Colorado Mesa University, and to increase retention and graduation rates of first generation, low income or disabled students. The program will aid qualified students with tutoring, advising, counseling, financial aid advising and mentoring. Individual Degree Plans (IDPs) are developed for selected applicants and participants. www.coloradomesa.edu/academics/trio/documents/trioApplication.pdf www.coloradomesa.edu/academics/trio/index.html

3. Developmental Coursework

Developmental courses are designed for students needing to strengthen their academic backgrounds before entering college-level courses. Pre-college reading, writing, and math courses numbered 001-099 are not intended for transfer purposes. These courses may be appropriate for,recent high school

graduates, adults who have been out of school for some time or high school students preparing for college. The courses cover content areas of English, Basic Writing and Mathematics.

www.coloradomesa.edu/academics/.../Report-Student_Academic_Success.pdf

4. Student Assistance

a. Tutoring and Learning Center

The Tutoring and Learning Center provides free, walk-in tutoring for a variety of subjects. TLC goals include creating opportunities for student success and helping students become more independent in their learning.

http://www.coloradomesa.edu/tutoring/index.html

b. Educational Access Services

EAS provides academic accommodations and promotes universal design principles, enabling students with disabilities the opportunity to fully participate in all aspects of the educational environment as successful and independent learners. Educational Access Services (EAS) recognizes disability as an aspect of diversity and an integral part of society. We collaborate with students, faculty, staff, and community members to create an accessible higher education community. Students must initiate a request for accommodations by contacting the EAS office. A new request must be made each semester. The student must provide documentation of the disability. Accommodations may be provided on an interim basis while the student is obtaining documentation, at the Coordinator's discretion. http://www.coloradomesa.edu/eas/index.html

c. Testing Center

The CMU Testing Center is committed to providing testing services to Colorado Mesa University students, alumni and the community members of Western Colorado. The CMU Testing Center proctors for a large variety of national testing programs including ACT, GED, PRAXIS, and LSAT. In addition, the CMU Testing Center is a Prometric Testing Center and is committed to serving all Prometric clients.

http://www.coloradomesa.edu/testing/index.html d. Advising Office

The primary mission of the Advising Center is to assist students in meeting their academic and career goals. The office also offer a number of career and employment services to students, alumni, employers, and community members. Academic advising is available from two sources: the CMU Faculty and the Advising Center staff. Undeclared students are assigned to the Advising Center. Students who have chosen a major are assigned to a faculty advisor within the area of their major. All students are advised to meet with an advisor each semester before registration.

http://www.coloradomesa.edu/advising/

e. Career Services

Career Services provides resources and guidance for students and alumni in their journey toward reaching their career goals. The office takes an active role in providing career exploration, workshops, fairs, and on-campus employer visits to encourage students to investigate and gain information while creating their career path. There is also help for employers to make campus connections to build relationships toward meeting their recruitment needs and hiring goals. In addition the office encourages and assist students and alumni to explore, select, analyze, and implement a career plan or goal.

Encourages students and alumni to attend career events that offer a wide variety of opportunities to explore careers, build employment skills, and make employer connections. And finally, to facilitate and have available a wide array of resources to help direct students and alumni in their career path. The office also provides opportunities for employers to become active and involved on campus to fulfill their recruitment needs.

http://www.coloradomesa.edu/career/faculty.html C. Initiatives.

1. Changes to admission index CMU has sought to increase the admission index for first-time, baccalaureate-seeking students to 92 and has requested modification of its CCHE admissions category from moderately selective to selective. This will extend the institutions index range for provisional baccalaureate admission to 75 89, effective with students admitted for the 2012 -13 Academic Year (AY).

www.coloradomesa.edu/academics/.../Report-Student_Academic_Success.pdf

2. Provisional baccalaureate designation

Initially implemented in Fall 2010 the provisional baccalaureate, allows student to be admitted above the associates level, but are required to meet with advising staff on course selection and are placed in courses based on entering test scores (Accuplacer, ACT, etc.) Using the first term of implementation of the provisional baccalaureate classification as an example, 158 students were admitted via that category. Based on GPA data for students in this index range, additional support and tools are being proposed for these students if they are to succeed in college. This includes the assignment of student mentors as the he development of fundamental study skills and work habits may best take place at a peer-to-peer level. And to assign each provisional baccalaureate student a faculty advisor from a general education discipline. Since the majority of their coursework will be within the general education requirements, the student necessarily need to connect with faculty in those disciplines.

www.coloradomesa.edu/assessment/.../AdmissionsStandards_2010Revision.pdf 3. Expansion of math placement procedures Currently students who have earned an ACT math score of 19 or above or an SAT math score of

460 or above are exempt from taking the mathematics Accuplacer assessment. Those students are often advised to enroll in College Math (Math 110) or College Algebra (Math 113), depending on whether the student intends to pursue a Bachelor of Arts degree or a Bachelor of Science degree. Some of those students, however, are capable of taking a higher level mathematics course and others would benefit from a review of intermediate algebra, particularly if more than one year has passed since taking their last mathematics course. On the other hand, students who are required to take the mathematics Accuplacer assessment based on their ACT/SAT scores (or lack thereof), often do so cold, with no review or advanced preparation for the exam; this students may not be placed properly based on Accuplacer score. A primary goal of the institution is to develop more comprehensive guidelines for mathematics placement for students who are not required to take the Accuplacer mathematics assessment or where the Accuplacer may not be predictive.

. www.coloradomesa.edu/academics/.../Report-Student_Academic_Success.pdf

4. Recommended courses for freshmen

Institutional data indicate that there are specific courses and delivery formats in which under prepared students should enroll to have a reasonable chance of passing. Grouped by type and degree of developmental need, the list pf courses may be developed and used by advisors of underprepared

students. Being made aware of the combinations of classes that historically have been successfully completed, the College and the advising staff may be able to reduce the likelihood of at-risk students enrolling in high-risk classes.

5. Mandatory advising for non-major students

A working group was assembled in the Fall of 2011 to consider the application and implications of mandatory advising for all students. While incoming freshmen and students without declared majors must meet with the Advising Office, before registration, this is not the case for those assigned faculty advisers by major. Efforts are underway to determine what process or model of mandatory advising would be advantageous.

6. Limitations on course attempts

Students who fail the same course repeatedly may not know what they need to do to be successful in the course. Students repeat courses but do not change their behavior so that they can pass the class. Therefore, the development of a mechanism that would give the student a chance to discuss with an advisor what skills s/he needs to be successful in that class. It may be the case that s/he has other issues that need to be addressed (e.g., learning disabilities). It could also be that the student is following a course of study that is not appropriate for him/her and other options such as a change in major or career path could be discussed with the advisor.

www.coloradomesa.edu/academics/.../Report-Student_Academic_Success.pdf D. Identification and Support for at-risk students 1.Early Alert System Mandatory reporting on students current performance during 5th week of class each semester (3rd and 8th week reporting optional). This applies to any first-year student (have earned fewer than 31 credit hours), probationary student, or student athlete who is enrolled for at least 12 credit hours for the term; most will be entering undergraduates but some may be continuing or transfer students; rosters found on the Faculty tab of MAVzone. Responses pulled are put into a database housed in Institutional Research. Students are designated as having satisfactory or unsatisfactory progress, and are contacted by email regarding their status.

2.Student Services Activities and Monitoring

Student Services works collaboratively with faculty, students, and staff to create a campus community that fosters the growth of students as strong individuals and productive citizens. The office oversees a variety of functions: admissions, financial aid, housing, and registration, as well as student life, campus safety, health and wellness, mentoring, and diversity initiatives. Together, these departments and the University's academic units ensure students are informed, get connected, stay involved and ultimately achieve their academic and professional goals. Student Services also serves as the referral point for emergencies encountered by students or if students need to be contacted by their families in the event of a family emergency.

3.LASSI implimentation In order to assist first-year students in their quest to succeed, they need the opportunity to take a course designed to help them become independent, successful learners. Information gleaned from the

LASSI can be used in a number of ways at CMU and WCCC including advising, pre/post testing to assess benefit gained from participation in interventions, and a counseling tool for orientation.The primary purpose of the LASSI is as a diagnostic and prescriptive measurement, based on 10 scales that are reliable and have been statistically validated (see Attachment D for more details). More specifically, it is designed to evaluate college preparedness levels so that specific intervention strategies can be prescribed, based upon the (standardized) scores of incoming freshmen, thereby improving student learning and study strategies.

4. Pre-admission Testing Incoming Freshman: The Testing Center orchestrates the administration of pre-admission testing by on site availability or throught the use of qualified proctors. Students who come to student orientation and registrations sessions prior to the starting course work, are administered examinations prior to registration. The CMU Testing Center is also committed to providing testing services to Colorado Mesa University students, alumni and the community members of Western Colorado. The CMU Testing Center proctors for a large variety of national testing programs including ACT, GED, PRAXIS, and LSAT. In addition, the CMU Testing Center is a Prometric Testing Center and is committed to serving all Prometric clients. For specific test opportunities, please contact the CMU Testing Center.

http://www.coloradomesa.edu/future/Admissions/incoming_freshmen.php Transfer Students:

The Center for Transfer Services completes preliminary transcript evaluations, assists with solving transfer problems and participates in scheduling and advising. The services are available to both transfer students and faculty who may be working with a transfer student. The Center will also coordinate with community colleges to communicate with students before they transfer to Colorado Mesa University. In addition, Colorado gtPATHWAYS transfer guidelines and courses applies to all Colorado public institutions of higher education, and there are more than 500 lower-division general education courses in 20 subject areas approved for guaranteed transfer from one institution to another with in the state of Colorado. .

http://www.coloradomesa.edu/future/Admissions/transfer_students.php

Index chart:

The CCHE admission index chart is used to determine the admission index score for incoming students. This score is used to determine placement to specific degree levels to which the student may be admitted. The score may determine the placement into the following undergraduate levels: Associates, Provisional Baccalaureate and Baccalaureate.

http://highered.colorado.gov/Publications/Policies/Current/i-partf-index.pdf Nursing Requirements: http://www.coloradomesa.edu/healthsciences/documents/KaplanNursingEntranceExamHandouttogowithBook.pdf MBA program: http://www.coloradomesa.edu/future//admissions/international_students_mba.php http://www.coloradomesa.edu/business/mba_admi ssion.html

5. Data Mining

The Office of Institutional Research and Assessment provides data and responds to frequently asked questions about Colorado Mesa University's students, faculty, staff and academic programs. Use the menu at the left to access our data and reports.

E. Financial Aid Strategies

(following statement taken from Progress Report on the MSC 2004 Strategic Planning Goals published Aug. 19, 2010 and found on R: drive. Curt Martin has agreed to supply updated information and I will post it when it is available.)

With financial issues being one of the leading reasons for students not persisting, the Office of Financial Aid has increased its awards from $28.0 million in FY 2005 to $36.4 million in FY 2009 based on all forms of aid to undergraduates. The awards for FY 2010 are projected at $50.2 million. During this time the greatest increases have been in federal aid and institutional sources. In FY 2006, MSC awarded $1 million in institutional aid; this amount nearly doubled to $2.5 million in FY 2010. Federal aid, in the form of Pell Grants and student loans, also rose dramatically during this time. After a small, brief decline in Pell Grant recipients from FY 2006 to FY 2009, the number of Pell Grant recipients reflected a 44% increase in FY 2010. The number of students awarded some type of financial assistance increased from 4,187 in FY 2006 to 5,790 (est.) in FY 2010. The recently-developed MavWorks program (see http://thecrite.com/home/2010/09/20/mavworks-expands-aid-to-working-students/ ) has expanded the number of students employed on-campus and demand continues to grow. Approximately 5,800 students (or 68.3%) of Colorado Mesa Universitys students now receive some type of financial aid. In 201X Colorado Mesa University initiated the TRIO Student Services Support Program (http://www.coloradomesa.edu/academics/trio/index.html) to provide academic and mentoring support throughout a student's academic career at Colorado Mesa University to increase retention and graduation rates of first generation, low income or disabled students. In addition, the institution has improved access to and/or advertisement of Scholarship Programs (see http://www.coloradomesa.edu/finaid/mainscholarship.html and http://www.coloradomesa.edu/future/payingforcollege/scholarships_grants.php), Financial Aid other than scholarships ( http://www.coloradomesa.edu/finaid/index.htm and http://www.coloradomesa.edu/future/payingforcollege/scholarships_grants.php), student work-study programs (http://www.coloradomesa.edu/finaid/fawsinfo.html), paid internship programs http://www.coloradomesa.edu/academics/internships.html and financial aid to club activities via the Club Advisory Board

1. Trio program

The Student Services Support Program (SSS/TRiO) is a student assistance program sponsored by Colorado Mesa University and the U.S. Department of Education. This program is funded to provide academic and mentoring support, throughout a student's academic career at Colorado Mesa University, and to increase retention and graduation rates of first generation, low income or disabled students. The program provides aid for qualified students that includes tutoring, advising, counseling, financial aid

advising and mentoring. An Individual Degree Plan (IDP) will be developed for selected applicants and participants.

http://www.coloradomesa.edu/academics/trio/index.html 2. Scholarship Programs ( MACROBUTTON HtmlResAnchor http://www.coloradomesa.edu/finaid/mainscholarship.html and http://www.coloradomesa.edu/future/payingforcollege/scholarships_grants.php) 3. Financial Aid other than scholarships ( MACROBUTTON HtmlResAnchor http://www.coloradomesa.edu/finaid/index.html and http://www.coloradomesa.edu/future/payingforcollege/scholarships_grants.php) 4. Student work-study program (http://www.coloradomesa.edu/finaid/fawsinfo.html) 5. Paid Internship programs http://www.coloradomesa.edu/academics/internships.html 6. Financial aid to club activities via the Club Advisory Board ( MACROBUTTON HtmlResAnchor http://www.coloradomesa.edu/studentlife/cab.html) It might be nice to have meeting minutes with specific details on funding allocation

F. Other indicators and strategies

(following statement taken from Progress Report on the MSC 2004 Strategic Planning Goals published Aug. 19, 2010 and found on R: drive)

The institution has implemented a variety of other indicators and strategies intended to improve persistence and completion rates.

The Office of First Generation Students (check on this name, couldnt find on MavZone) offers mentoring to approximately 300 students, some of whom find the adjustment to college life particularly challenging. To improve customer service, technology-based improvements have been incorporated into all offices, and staff members in the registrars and financial aid offices have been cross-trained with staff from advising, business services, and student accounts.

Mesa State has created opportunities across many of its disciplines that emphasize undergraduates working in collaboration with faculty. These experiences sharpen students abilities to think critically, spark their creative ideas and sense of discovery, and extend their understanding of concepts beyond a single course. A significant number of students present their work at regional and/or national competitions, further enhancing the MSC learning experience. The College has implemented numerous other on-campus activities to engage students, some of which have emerged after administering the National Survey of Student Engagement (NSSE) and the Noel-Levitz Student Satisfaction Inventory. These surveys indirectly measure student engagement and satisfaction and have informed where the College should invest resources to complement instruction. Beyond analyzing survey results, examples of relatively new initiatives include:

Broadening the array of courses through the Honors Program (http://www.coloradomesa.edu/honors/index.html)

Arranging internship opportunities for approximately 400 students annually, with another 300 undergraduates collaborating with faculty on research projects (http://www.coloradomesa.edu/academics/internships.html)

Initiating a new Student Showcase (http://www.coloradomesa.edu/career/majorfair.html) that highlights undergraduate projects,

Supporting a faculty member to coordinate the International Student Exchange Program for students enrolling abroad as well as those international students coming to CMU (http://www.coloradomesa.edu/academics/isep.html)

Implementing a Major Fair (http://www.coloradomesa.edu/career/majorfair.html), beginning in fall 2010, to assist students in considering various majors and encourage selection of one earlier in their academic career

Adding competitive mens and womens sports

Expanding access to dining and recreation activities to increase interactions of commuter students with their residential peers

Restructuring child care to extend hours during days, nights, weekends, and during breaks to allow access for campus wellness and recreation activities

Targeting students through dozens of intramural and club sports, wellness classes, campus life activities and entertainment, and more than 80 clubs and organizations ranging from academic interests to cultural interests. Additionally, the Outdoor Program provides opportunities of a unique nature

Enhancing activity by the Cultural Diversity Board, a student organization made up of different cultural clubs.

EXAMPLES OF STUDENT SUCCESS INITIATIVES SUPPORTING IMPROVEMENTS IN RETENTION AND GRADUATION RATES (as published in attachment C of Progress Report on the MSC 2004 Strategic Planning Goals published Aug. 19, 2010 and found on R: drive)

Update this statement: Raised the admission standards for students admitted to four-year programs from the current CCHE admissions index of 80 to 85 beginning with students seeking admission in summer/fall 2007. In spring 2010, the Trustees approved an update to the policy which addresses issues with students admitted with a provisional baccalaureate designation.

Created a formal two-year divisionWestern Colorado Community College (WCCC)in October 2005 that offers lesser-prepared students with an open-admissions option. Students with an admissions index below 75 and/or those pursuing a career/vocational program are the targeted populations. By offering several pathways to students wishing to access higher education at the College, there is greater opportunity for appropriate placement based on academic preparation, thereby enhancing the likelihood of student success at each entry point. During AY 2006 07, developmental education transitioned to WCCC, and since then, has expanded its levels of developmental offerings to more than 50 sections each semester.

Implemented an Early Alert System in fall 2006 as an intervention on behalf of first-time undergraduates. Students are provided feedback about their success in their coursework five weeks into the semester, with the intent that those who are potentially at risk of failing a course are prompted to meet with their instructor and academic advisor to identify remedies for their specific situation, such as tutoring services, time management, speaking with the instructor, withdrawing from a course, and/or adding a 2nd modular class. Increased monthly contact between students and the Academic Advising Center staff. The goal is to help students stay on track with degree requirements, major selection, and provide motivation to continue pursuing their academic and career goals while balancing personal priorities and responsibilities. Usage of the Centers services has increased substantially over the past several years.

Update numbers: Initiated a number of changes in the Tutorial Learning Center (TLC) that enhance usage in support of improving institutional retention rates. Approximately fifty tutors support the Centers activities, and tutoring contacts increased from 1,808 in fall 2008 to 3,881 in fall 2009. Sessions are offered on a walk-in basis for individuals or groups. The Peer Tutoring Program provides support for students who need extra help in coursework that is difficult for them. Qualified tutors, recommended by faculty, are trained to work with groups of students in a particular course or general subject area. A bilingual tutor volunteers to provide support for those students who do not have English as their primary language.

Offered academic support through the Colleges Math Lab and Writing Center. The Math Lab is an open study, walk-in area operated by qualified student peer tutors who have backgrounds in various levels of mathematics and have been recommended by their mathematics professors. The need for this service is significant, given the large number of students in the developmental and general education mathematics classes. Students also can improve their writing skills through one-on-one and /or electronic assistance through the Writing Center. A state-of-the-art upgrade in summer 2006 computerized the Writing Lab to accommodate the needs of students in this discipline.

Made Optimal Resume software available to help students build professional-looking resumes and design their own website for potential employers. Also available is software for students to complete an interest inventory that assists in selecting a career and related major. The staff also is planning a job fair specifically for WCCC students to encourage program completion. Developed a weekly, semester-long, information serieshosted by Beau Vine, a cartoon characterization of Mesa States mascot, a Maverickto orient lower division students and shares tips and tricks on how to be a successful student, thereby enhancing the likelihood that they will be retained. By its nature, the series makes a connection with students on an ongoing basis, and the information is disseminated in smaller bites that students can more easily absorb and timed to coincide with a process, event, or activity on-campus.

Initiated eAdvising as an effective tool for those students who are unable to call or stop by the Advising & Career Center. The Advising & Career Center has seen a 48 percent increase in the number of students using the service and gives students access to resources such as advising, major selection, career opportunities, and registration, all of which enhance the likelihood that students will be retained, and ultimately, graduate. Continued to offer numerous sections of a course that supports the transition to college,

Introduction to Higher Education. The course is offered in two formats: a week-long session offered prior to the start of the fall term, and numerous sections during a semester format. Created the Academic Check Program which involves checking a student athletes holds, current schedule, transcript, and transfer credits against the program sheet of his/her declared major. Begun in fall 2008, the Advising & Career Center and Athletic Department collaborated in this effort to retain student athletes and help maintain their athletic eligibility. Update: Conducted 13 orientation programs leading up to fall 2009 that served 1,385 students. The orientation program was streamlined to allow students to take care of the housekeeping items (i.e, advising, registration, financial aid), but also provided important information to assist students through a successful college transition (e.g., campus safety, student life, housing, academic success, parents as partners, etc.). Grew student participation in student life events and activities. For example, during the fall 2009 Welcome Week, nearly 500 students participated in a Pool Party, hosted off campus at Lincoln Park while 800 students attended the Welcome Bash Outdoor Dinner. These numbers are up 50% from participation in similar activities in the prior year. The University also continues its traditional Homecoming events to promote student life and retention.

Organized effort between academic affairs, registrars office, and department heads to work through student graduation petitions that were denied. By working through the problems, nearly 75 students completed their degrees.

Held first Student Showcase in 2009 to highlight undergraduate creativity, discovery, research, innovation, and/or entrepreneurship through sessions by undergraduates at Mesa State College and Western Colorado Community College.

1. High school mathematics completion and success 2. Use of University recreation facilities 3. Office of Student Life program (http://www.coloradomesa.edu/studentlife/index.html) 4. Student Showcase ( MACROBUTTON HtmlResAnchor http://www.coloradomesa.edu/showcase/index.html), Majors Fair (http://www.coloradomesa.edu/career/majorfair.html), Career Fair (http://www.coloradomesa.edu/career/careerfairs.html), Career Services Office (http://www.coloradomesa.edu/career/) 5. Support of student travel to conferences and academic competitions 6. Research support for faculty-sponsored student research projects.

2. External Information

A. State and Federal Requirements for persistence and completion

1. CCHE requirements and goals http://highered.colorado.gov/educators.html

2. Federal requirements and goals

http://www.ed.gov/

Hi Cathy, The short answer is that the department heads are working on this with a submission deadline of late February. Their responses will come in two parts: 1) an narrative of how and where student support happens in their respective departments, and 2) a specific listing of student activities for the 2010-11 academic year. As for your second question, faculty-sponsored research was not specifically asked for, but it seems that would be included automatically. I"ll confirm with them at the next department head meeting. Carol >>> Catherine Bonan-Hamada 1/23/2012 12:36 PM >>> Hi Carol, I am trying to find evidence that CMU supports student travel to conferences and academic competitions? Steve thought you might have recently asked individual department heads for such information. Hence, I thought it might be most efficient to ask you first before contacting department heads myself. Also, is there research support for faculty-sponsored student research projects? Thanks, Cathy

Jake, None specific to your list, but the first two support documentation for institutional support for students while the third relates to topics such as institutional planning as well as retention/persistence. Carol Futhey >>> Jake Allee 01/24/12 12:21 PM >>> Hi Carol! Are there any on-line links for HLC reporting reference to explain the following topics: Early Alert System LASSI Implementation Data Mining efforts THANKS!!! -JAKE

Possible Evidence for HLC statements for 4.A. 1-5:

1. The institution maintains a practice of regular review and evaluation of its academic programs. Evidence? Review and evaluation materials from each departments review (annual?) These are available on R: drive.

2. The transcript process is very specific. Awarding credit for non-traditional learning at CMU is spelled out in the Academic Policies Handbook. Evidence could be provided by the Registrars Office; particularly by Robert Cackler and others who evaluate transcripts.

3. Programs that prepare students for advanced study or employment Evidence could be provided by SUPP 101 teachers and BUGB 105 teachers if in fact this is what is being suggested. I think that perhaps HLC is looking for Grad Prep programs or WCCC types of programs? Business Dept. has an internship program that it tracks with respect to the outcomes of each internship. This program is not designed to get students jobs, however.

4. Evidence: Nursing and Teacher Education have specialized accreditations. Other departments? Business does not.

5. I believe that AP courses are designed to be equivalent in learning outcomes to the higher education curriculum at CMU. Evidence could come from curricula for AP courses and from the transcript evaluation service at CMU.

4.A.1

THEMES FOR 4.A. The institution demonstrates responsibility for the quality of the educational programs. 4.A.1. The institution maintains a practice of regular program reviews. METHODOLOGY How are programs reviewed? http://www.coloradomesa.edu/assessment/ http://www.coloradomesa.edu/academics/documents/Programreviewguidelines.pdf http://www.coloradomesa.edu/assessment/documents/StudentLearningAssessmentHandbook.pdf http://www.coloradomesa.edu/assessment/program_reviews.html

http://www.coloradomesa.edu/ir/assessment.html

http://www.coloradomesa.edu/president/documents/ProgressReport08-19-10.PDF

http://www.coloradomesa.edu/president/documents/StrategicPlan01-27-11.PDF

What is the process and time table? http://www.coloradomesa.edu/assessment/ http://www.coloradomesa.edu/academics/documents/Programreviewguidelines.pdf http://www.coloradomesa.edu/assessment/program_reviews.html

http://www.coloradomesa.edu/assessment/documents/APQPPReport040109.pdf

http://www.coloradomesa.edu/academics/documents/ProgramReviewCycle_Revised.pdf http://www.coloradomesa.edu/facsenate/documents/sixyearprogramreviewcycle.pdf What systems are in place for program quality evaluation? http://www.coloradomesa.edu/assessment/documents/StudentLearningAssessmentHandbook.pdf http://www.coloradomesa.edu/assessment/documents/AssessmentofStudentLearningatColoradoMesaUniversity.pdf http://www.coloradomesa.edu/president/documents/StrategicPlan10-28-05.PDF

http://www.coloradomesa.edu/ir/assessment.html

http://www.coloradomesa.edu/president/documents/ProgressReport08-19-10.PDF

http://www.coloradomesa.edu/academics/policies.html

http://www.coloradomesa.edu/academics/documents/CurriculumCommitteePoliciesandProceduresManualDec12011wlogo.pdf http://www.coloradomesa.edu/facsenate/assessment_committee11-12.html http://www.coloradomesa.edu/assessment/documents/APQPPReport040109.pdf

http://www.coloradomesa.edu/assessment/documents/HistoryofCMUAssessment-RelatedActivities.pdf

How often do these reviews take place? http://www.coloradomesa.edu/assessment/documents/StudentLearningAssessmentHandbook.pdf http://www.coloradomesa.edu/academics/documents/Programreviewguidelines.pdf http://www.coloradomesa.edu/assessment/documents/FacultyInitiativesinProgramAssessmentAY2010-2011.pdf Where is the data stored? IR stores it on the R drive How often are the evaluation tools reviewed for validity and reliability? http://www.coloradomesa.edu/academics/documents/Programreviewguidelines.pdf http://www.coloradomesa.edu/assessment/documents/APQPPReport040109.pdf Is there a committee that reviews course evaluation tools? http://www.coloradomesa.edu/assessment/documents/StudentLearningAssessmentHandbook.pdf http://www.coloradomesa.edu/academics/documents/Programreviewguidelines.pdf How is the data applied for improvement? http://www.coloradomesa.edu/assessment/program_reviews.html http://www.coloradomesa.edu/academics/documents/Report-Student_Academic_Success.pdf Do we have official guidelines for program review? http://www.coloradomesa.edu/academics/documents/Programreviewguidelines.pdf What document is produced from these reviews? (Examples) http://www.coloradomesa.edu/assessment/documents/ProgramReview_Accounting_AY1011.pdf http://www.coloradomesa.edu/assessment/documents/StudentLearningAssessmentHandbook.pdf http://www.coloradomesa.edu/assessment/program_reviews.html http://www.coloradomesa.edu/assessment/documents/Transportation_ProgAccred_2011.pdf http://www.coloradomesa.edu/assessment/documents/FacultyInitiativesinProgramAssessmentAY2010-2011.pdf How has the evaluation evolved since the last accreditation process? http://www.coloradomesa.edu/assessment/documents/APQPPReport040109.pdf http://www.coloradomesa.edu/assessment/documents/HistoryofCMUAssessment-RelatedActivities.pdf http://www.coloradomesa.edu/assessment/documents/StudentLearningAssessmentHandbook.pdf

PROCESSES FOR INTERNAL AND EXTERNAL REVIEW What information is required? http://www.coloradomesa.edu/teachered/documents/ProgramEvaluationQuestionnaire.pdf http://www.coloradomesa.edu/academics/documents/Program_Review.pdf http://www.coloradomesa.edu/assessment/documents/ What assessments are included? http://www.coloradomesa.edu/assessment/index.html http://www.coloradomesa.edu/assessment/documents/Transportation_ProgAccred_2011.pdf What internal departmental criteria are included? http://www.coloradomesa.edu/academics/documents/ProgramReviewCycle_Revised.pdf http://www.coloradomesa.edu/facsenate/documents/sixyearprogramreviewcycle.pdf http://www.coloradomesa.edu/assessment/documents/ProgramReview_Art_AY0910.pdf What constitutes a program? http://www.coloradomesa.edu/assessment/documents/FacultyInitiativesinProgramAssessmentAY2010-2011.pdf What are the standards, minimum expectations, and common assessments? http://www.coloradomesa.edu/academics/documents/Programreviewguidelines.pdf Is the APQPP document relevant to quality program review? www.coloradomesa.edu/assessment/documents/APQPPReport040109.pdf How are course evaluations reviewed for program quality? What state program reviews are done? http://ctep.cccs.edu/energizer/progappr/login.jsp http://highered.colorado.gov/cche.html Are program reviews done on a national level? http://www.coloradomesa.edu/assessment/documents/MusicAccreditationReview2011.pdf http://www.coloradomesa.edu/assessment/documents/Music_SelfStudyAccreditationReport_2011.pdf http://www.coloradomesa.edu/academics/documents/MSCChangeRequest_Distance-Aug20_2009.pdf What does CMU do with the information? Who has the final approval? http://www.coloradomesa.edu/trustees/documents/2011/03-23-11minutes.pdf

Where do outside accreditation reviews fit in? http://www.coloradomesa.edu/academics/documents/Programreviewguidelines.pdf http://www.coloradomesa.edu/about/accreditation.html COMPARISON TO OTHER INSTITUTIONS How does our program review schedule (frequency) compare to the frequency of program reviews at similar institutions?

4.A.2

4.A.3 The institution affirms that those degree or certificate programs it represents as designed to prepare students for advanced study or employment accomplish these purposes.

1. Academic Affairs Including Advising Functions a. Faculty Qualifications Professional Personnel Handbook -

http://www.coloradomesa.edu/academics/handbook.html b. Program Reviews (Internal, External)-

http://www.coloradomesa.edu/assessment/program_reviews.html c. Advising

i. Student Learning Assessments ii. Career Fair

iii. TRIO iv. Internship Data v. Job Fairs

vi. Grad Fair vii. Career Services

2. Institutional Research a. Gainful Employment - http://www.coloradomesa.edu/gainfulemployment/index.html b. NSSE/FSSE - http://www.coloradomesa.edu/ir/surveys.html c. Alumni Surveys d. Student Evaluations e. Employment and Grad School Rates -

http://www.coloradomesa.edu/ir/EmploymentandGradSchool.html 3. Individual Departments

a. Program Reviews - http://www.coloradomesa.edu/assessment/program_reviews.html b. MCAT c. GRE d. Exit Exams e. Dept Sponsored clubs - http://www.coloradomesa.edu/studentlife/orgs.html f. Internship Data g. Employment Survey h. Employer Survey i. Grad School entry Data j. Graduate Survey k. Standardized Certification exam Data

4. Alumni Affairs a. Employer Surveys b. Alumni Surveys

5. Registrar a. Exit Survey

6. Testing Center a. MFAT - R:\HLC_2013\Alpha--Resource Room\MajorFieldTests.pdf

4.A.4

Accreditations for Business Department Programs Construction Management program:

American Council for Construction Education http://www.acce-hq.org/ (no CMU link) American Institute of Constructors

http://www.professionalconstructor.org/Home/ (no CMU link)

Accounting program:

State Board of Accountancy

http://www.dora.state.co.us/accountants/ (no CMU link)

Accreditations for Teacher Education Programs National Council for Accreditation of Teacher Education

Colorado Department of Higher Education and Colorado Department of Education to prepare teachers for licensure application

View both at: http://www.coloradomesa.edu/about/accreditation.html

From our website for all programs: http://www.coloradomesa.edu/about/accreditation.html

4.A.5

What are CMU policies regarding dual credit courses?

How are courses assessed for rigor?

http://www.coloradomesa.edu/wccc/hs/documents/ProgramOverview0709.pdf

What efforts are made to continually improve the quality of instruction offered at our institution?

Do we have a process to measure the rigor of our courses?

Do course learning objectives align with standardized learning objectives?

Does faculty cover the same curriculum in each course?

Does Faculty use similar syllabi with set goals to achieve for in each course?

The degree profile learning outcomes are currently being developed and applied to course level learning outcomes. Each department is utilizing Information provided by the Lumina Foundation as a guide for this effort. The end result will produce standardized learning objectives for all levels of course work that can be applied to individual instructor syllabi. Once complete, each individual course will be placed on a table according to course level that will show fulfillment of degree profile learning outcomes. This standardized method can be used to rate the rigor of course content.

How well do the librarys resources fit the needs of learning objectives

Statistics for the Tomlinson Library can be found at this location:

http://www.coloradomesa.edu/facilities/documents/LIB_ProgramPlan2_Final.pdf

http://www.coloradomesa.edu/cmulibrary/eref.html

How do we ensure high school students have the same access to resources as the university students in a dual course?

The following link explains dual credit enrollment at CMU:

http://www.coloradomesa.edu/wccc/hs/schools.html

Students must be admitted to the College AND be enrolled in the participating high school to be eligible to enroll in the course This statement implies access to mav card identification which entitles every student to library access as well as resources available to the general student population.

1_Agenda for February 15 20122_CR4-021512 Minutes3_Writing document 4C second draftEAS: 4.C.2 Student Retention, Persistence, and Completion of Programs Cohorts Data Reported Data Analyzed

4_4.A Evidence