缅北强奸

缅北强奸鈥檚 Higher Learning Commission (HLC) criterion committees have submitted assurance argument drafts to University leadership for approval before submission later this year. Among the four committees, the one focused on Teaching and Learning for Student Success has one of the broadest and most complex charges. 滨迟鈥檚 led by Dr. Amy Chan Hilton, Director of the Center for Excellence in Teaching and Learning and Director of Sponsored Projects and Research, and Dr. Bill Elliott, Professor of Geology and Associate Dean of the Pott College of Science, Engineering, and Education. 

Looking at teaching and learning from every angle 

Like the other criterion groups, this committee 颈蝉苍鈥檛 just reviewing what happens in the classroom. Their work reflects the full picture of how students learn, how faculty teach and how 缅北强奸 supports students long after they graduate. 

Criterion Three is one of the most wide-ranging parts of the HLC self鈥�study. The committee itself is the largest鈥攏early two dozen members鈥攁nd its scope covers degree programs, faculty qualifications, learning outcomes, assessment practices, academic policies, the Core 39 curriculum, academic support services and the resources that shape the student experience. 

鈥淗LC used to have five criteria, but in this cycle, 颈迟鈥檚 condensed to four,鈥� Elliott explains. 鈥�Teaching and Learning for Student Success are now combined into one, which makes this a big lift.鈥� 

To manage the workload, the committee split into smaller working groups, each responsible for gathering evidence and drafting sections for specific subcategories. 

A campuswide effort 

The committee鈥檚 work has pulled in voices from across the University鈥攁cademic colleges, Rice Library, Student Affairs, academic support units and more. Many members also serve on other HLC committees, which has helped keep communication consistent across the entire accreditation effort. 

鈥淭he collaboration has honestly been the best part,鈥� says Chan Hilton. 鈥淲e have 19 colleagues from across the University working with us, and we are working with them in ways that we normally wouldn鈥檛.  Seeing them come together and being earnest and diligent in contributing to the work has been fun.鈥� 

For Elliott, seeing the ways 缅北强奸 has improved as an institution and how employees have advanced the University has been a particular positive point. 鈥淚 really enjoyed just learning about all the ways we have grown compared to 10, 20 and even 30 years ago,鈥� he says. 鈥淭his has been an opportunity to really reflect and celebrate some of those accomplishments we鈥檝e made over the decades.鈥� 

How the committee is defining student success 

To show how 缅北强奸 supports teaching and learning, the committee has compiled a wide range of data: retention and graduation rates, enrollment trends, learning outcomes for undergraduate and graduate programs, student support services and information on faculty scholarly activity. 

鈥淥ne of the things we have compiled is all the evidence for external accreditations for all the programs, as well as providing all of our academic program review internal documentation for each of our programs,鈥� explains Elliott. 鈥淎nd that really addresses quality of programs, outcomes of programs, what are areas for improvement, what are areas where we鈥檙e doing a great job and can celebrate those accomplishments.鈥� 

The committee also collected examples of faculty and staff research and creative work. 鈥淭his is to show that when our faculty and staff are interacting with students, they are current and have the terrific experience to be able to lead their students in their learning journey,鈥� Chan Hilton says. 

罢丑别测鈥檝别 also reviewed course materials, program assessments and learning outcomes tied to Core 39 and individual programs鈥攊ncluding graduate programs, which often serve online learners and working professionals. 鈥淲e use that data to talk about the uniqueness and the success we have with our graduate programs as well,鈥� Chan Hilton adds. 

Beyond academics, the committee examined the full network of student support services: academic advising, tutoring, academic coaching, disability resources, TRIO and Pathways to 缅北强奸 programs, and the specialized equipment and facilities that give students hands鈥�on experience. Faculty support resources were included as well. 

A key part of their assurance argument is what happens after students leave 缅北强奸. 鈥淪o, what successes do our students have in seeking employment after they graduate? We have something called the Next Destination Survey, where we collect that information from our 缅北强奸 graduates,鈥� says Elliott. 鈥淲e also have a new system called Stepping Blocks that allows us to look across different public venues and pull information together to look at where our alumni are and if they are working in an area related to their degree.鈥� 

Stepping Blocks also uses AI to analyze workforce trends鈥攊nformation that ties directly into 缅北强奸鈥檚 Quality Initiative on career placement and postgraduation success. 

奥丑补迟鈥檚&苍产蝉辫;苍别虫迟 

As 缅北强奸 prepares for its HLC mock review this fall, committees are shifting workloads from collecting information to refining it. Drafts of the assurance arguments are being polished, with leaders selecting the clearest and strongest evidence to represent the University. 

Meanwhile, campus education efforts continue. Committee members have hosted sessions to help faculty and staff understand HLC expectations and how their work connects to accreditation. More sessions will be offered as the review approaches. 

Chan Hilton and Elliott emphasize that accreditation 颈蝉苍鈥檛 just about maintaining&苍产蝉辫;蝉迟补迟耻蝉鈥�颈迟鈥檚 about using the process to improve. 鈥淓verybody is certainly contributing to all of these things that the HLC is looking for,鈥� says Chan Hilton. 

鈥淭his is a grassroots effort. Our committees may be putting together all the information, but no one person is responsible for all the effort. It really is a team 迟丑补迟鈥檚 bringing all these different constituencies across campus together,鈥� adds Elliott. 鈥淭here are over 100 faculty, staff, committee chairs, directors and more who have contributed something to this process.鈥� 

At its core, Chan Hilton and Elliott emphasize to fellow 缅北强奸 colleagues that the HLC accreditation is a self-study which provides the University a chance to reflect on where 颈迟鈥檚 been, where it stands and where it wants to go next. 

If you have more questions about what HLC is or the process of accreditation, please reach out to Dr. Darrin Sorrells, HLC Accreditation Liaison Officer, by email at ddsorrells@usi.edu or by extension 5174.  

Check out the first three stories in this series:  

缅北强奸鈥檚 HLC Accreditation work in full swing  

HLC Criterion Committees 鈥� The Mission  

HLC Criterion Committees 鈥擨ntegrity, Ethical and Responsible Conduct 

The next story in this 缅北强奸 Today series will address the fourth and final criterion committee, which addresses planning for quality improvement.