Higher Learning Commission

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Higher Learning Commission

• Applying the Criteria
• Lessons Learned

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Higher Learning Commission

• Affiliated with NCA
• Responsible for Regional Accreditation
• Two Approaches to Accreditation
• PEAQ (Program to Evaluate and Advance Quality)
• Periodic, Self Study, Visit by C/Es, Strengths,
  Weaknesses and Accreditation Recommendation
• AQIP (Academic Quality Improvement Program)
• Ongoing, Continuous Improvement, Reaffirm
  Accreditation Regularly

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Understanding the Criteria

• Criteria Statements
• Statements that define the necessary attributes
  of an institution
• Core Components
• Statements that define the essential
  characteristics of each criterion
• Examples of Evidence
• Illustrative examples of evidence that may be
  used in support of an organizations compliance
  with the criterion

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Criterion OneMission and Integrity

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

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Criterion One Mission and IntegrityCore
Competencies

• Core Competency -1a The Organizations mission
  documents are clear and articulate publicly the
  organizations commitments
• Core Competency -1b The organization recognizes
  the diversity of its various internal and
  external constituencies
• Core Competency -1c The understanding of and
  support for the mission pervade the institution
• Core Competency -1d The governance structures
  promote effective leadership and collaborative
  processes that enable the organization to fulfill
  its mission
• Core Competency -1e The organization upholds and
  protects its integrity

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Criterion TwoPreparing for the Future

• The organizations allocation of resources and
  its processes for evaluation and planning
  demonstrate its capacity to fulfill its mission,
  improve the quality of its education, and respond
  to future challenges and opportunities.

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Criterion Two Preparing for the FutureCore
Competencies

• Core Competency 2a The organization
  realistically prepares for a future shaped by
  multiple societal and economic trends.
• Core Competency 2b The organizations resource
  base supports its educational programs and its
  plans for maintaining and strengthening their
  quality in the future.
• Core Competency 2c The organizations ongoing
  evaluation and assessment processes provide
  reliable evidence of institutional effectiveness
  that clearly informs strategies for continuous
  improvement.
• Core Competency 2d All levels of planning align
  with the organizations mission, thereby
  enhancing its capacity to fulfill that mission.

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Criterion Three Student Learningand Effective
Teaching

• The organization provides evidence of student
  learning and teaching effectiveness that
  demonstrates it is fulfilling its educational
  mission.

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Criterion Three Student Learning and Effective
Teaching - Core Competencies

• Core Competency 3a The organizations goals for
  student learning outcomes are clearly stated for
  each educational program and make effective
  assessment possible.
• Core Competency 3b The organization values and
  supports effective teaching.
• Core Competency 3c The organization creates
  effective learning environments.
• Core Competency 3d The organizations learning
  resources support student learning and effective
  teaching.

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Criterion Four Acquisition, Discovery and
Application of Knowledge

• The organization promotes a life of learning for
  its faculty, administration, staff, and students
  by fostering and supporting inquiry, creativity,
  practice, and social responsibility in ways
  consistent with its mission.

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Criterion Four - Acquisition, Discovery and
Application of KnowledgeCore Competencies

• Core Competency 4a The organization
  demonstrates, through the actions of its board,
  administrators, students, faculty, and staff,
  that it values a life of learning.
• Core Competency 4a The organization demonstrates
  that acquisition of a breadth of knowledge and
  skills and the exercise of intellectual inquiry
  are integral to its educational programs.
• Core Competency 4c The organization assesses the
  usefulness of its curricula to students who will
  live and work in a global, diverse, and
  technological society
• Core Competency 4d The organization provides
  support to ensure that faculty, students, and
  staff acquire, discover, and apply knowledge
  responsibly.

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Criterion Five Engagement and Service

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

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Criterion Five Engagement and Service Core
Competencies

• Core Competency 5a The organization learns from
  the constituencies it serves and analyzes its
  capacity to serve their needs and expectations.
• Core Competency 5b The organization has the
  capacity and the commitment to engage with its
  identified constituencies and communities.
• Core Competency 5c The organization demonstrates
  its responsiveness to those constituencies that
  depend on it for service.
• Core Competency 5d Internal and external
  constituencies value the services the
  organization provides.

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The Tree
L Learning E Engagement A Acquisition of
Knowledge F Future Trunk - Mission
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Higher Learning CommissionSelf-Study Organization
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The Specifics

• Steering Committee
• Meet Bi-weekly
• Own Space
• Sub Committees
• Developed Outline
• Started Rough Draft
• Findings Statements
• Evaluative Statements

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Mission and Integrity Finding 1D.1 Harper
College operates with legal and fiscal
integrity. Evidence Financial Statements
Board Policy Manual
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Mission and Integrity Finding 1C.6 In this
particularly dynamic time, the climate for
collaboration at Harper College has sometimes
been challenged. Evidence Institutional
Climate Survey Faculty Climate Survey
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Main Themes

• Mission/Planning
• Governance
• Climate
• Financial/Legal
• Co-curricular
• Communication
• Buildings/Construction
• Human Resources
• Professional Development

• Information Technology
• Outcomes Assessment
• Support Services
• Diversity
• Research
• Auxiliary Functions
• Safety
• External Constituents
• Curriculum

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Content Expert Groups

• Mission and Planning
• VP of Strategic Planning
• Registrar
• Faculty
• Members of Institutional Planning Committee
• Assigned Findings
• 1A.1
• 1B.1
• And so on

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Lessons Learned

• Start Early
• Ask Questions

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Timeline Suggestions

• 2 years before visit
• Get Organized
• 1 year before visit
• First Draft Completed
• 6 months before visit
• Final Draft Completed
• 3 months before visit
• Issue Final Document to HLC
• Publish Announcements of Visit

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Common Follow Up Areas

• Outcomes Assessment
• Systematic at Program Level
• Ongoing
• Strategic Planning
• Tied to Budgeting
• Tied to Environmental Scan
• Institutional Blemishes
• Hiring Issues

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Questions