Steve VanderStaay, Vice Provost for Undergraduate Education,
presented a status update on Western’s progress through the accreditation cycle, solicited UPRC feedback on the desired format and distribution of an upcoming status report to the campus community, and sought the Council’s
permission to revise several previously approved core theme fulfillment indicators.
VanderStaay reported that Western is currently in year five of the seven-year accreditation cycle and has received notification of the acceptance of its spring 2014 Resources and Capacity Report. The university will be asked during year seven to document broad-scale campus discussion of mission and core theme fulfillment, but several of the core theme indicators approved by UPRC in 2010 have proven difficult to measure. VanderStaay presented recommended revisions of approved indictors that have presented documentation challenges. Council members discussed the
proposed revisions, and a motion to approve changes to core theme indicators of achievement for purposes of accreditation self-study (forwarded by Bob Thomas, seconded by Susan Banton) passed by a unanimous vote.Approved revisions are as follows:
Core Theme Indicators of Achievement
Core Theme 1: Expand Student Access
1. Undergraduate headcount.
Academically talented students as a percentage of enrollment (based on Academic Index). Number of freshmen with a HS
GPA of 3.75 or higher.
3. Headcount of students served through Extended Education.
4. Students of color and Pell grant recipients as a percent of total enrollment.
Average academic index (AI). Average High School GPA.
1. Percentage of freshmen retained to the 2nd year.
2. Percentage of students of color and Pell Grant recipients retained to their 2nd year.
Objective 1c1. Average, cumulative time-to-degree for “native” and transfer students (years-to-degree).
2. Percentage of students graduating in 4
, 5 & 6 years.
3. Students of color and Pell Grant recipients’ graduation rates.
Core Theme 2: Foster Student Success
Objective 2a: Students are able to acquire, construct, and apply complex knowledge and theories.
1. NSSE section 11 and Western Senior Exit Survey section B.12, asking about the frequency with which Western students are asked to think critically, synthesize information, form complex interpretations, judge the value of information, arguments and methods, and apply course concepts and theories to new problems.
2. Annual number of students who co-author published articles, book chapters, papers, or creative projects with faculty.
Objective 2b: Students are adequately prepared to succeed in their chosen fields.
1. Admission rates to graduate schools.
2. Career Services employment survey.
3. Alumni survey.
4. Employer surveys and feedback.
5. NSSE #11b: “Acquiring job and work-related knowledge and skills.”
Objective 2c: Students apply their classroom learning to co-curricular, employment, and residential experiences.
1. Total service learning and community engagement hours served by students.
2.1. NSSE question 7: “Have done practicum/internship, community service or volunteer work.”
2. NASPA (Student Affairs Administrators in Higher Education) survey data on student employment experiences.
3. Data from Residence Life Education Assessment Model.
Core Theme 3: Strengthen Communities Beyond the Campus
Objective 3a: Students develop respect for and integrate diverse perspectives of others.
1. Number of Western students participating in study abroad programs.
2. Number of exchange, international and non-resident students attending Western.
3. NSSE question 11: “Understanding people of other racial and ethnic backgrounds” and “Working effectively with others.”
Objective 3b: Students contribute to positive change as citizens in diverse communties.
1. Student community service hours (number of hours contributed).
2. Student community service participation (number of participants).
3. NSSE question 7 and 11: volunteerism, voting in elections, contributing to welfare of community.
4. Peace Corps and Fulbright placement data.
Objective 3c: The Western community (faculty, staff and
administration students) contributes to positive change in communities beyond the campus.
1. Western community service hours (number of hours contributed).
2. Western community service programs (list of examples).
3. Western community service participation (number of participants).
1. Total service-learning and community engagement hours served.
UPRC reviewed a November 2014 report on mission fulfillment indicators and discussed the desired format, presentation and distribution of a larger status report to be presented in January 2015. Council members
recommended the inclusion of comparative data points in the expanded report, requested that data points missing in the November 2014 report be addressed, and suggested that jargon be avoided in composition of the January 2015 report.