NoelLevitz Priorities Survey for Online Learners (PSOL) 2009 · Liberty University Noel‐Levitz®...

NoelLevitz®PrioritiesSurveyfor

OnlineLearners(PSOL)2009

Summary

OfficeofInstitutionalEffectivenessJanuary11,2010

LibertyUniversityNoel‐Levitz®PrioritiesSurveyforOnlineLearners(PSOL)2009–Summary

TableofContents

Introduction ................................................................................................................................................ 2

PSOL Institutional Summary ................................................................................................................... 4

Summary of Items by Category ............................................................................................................... 7

Summary Items ..........................................................................................................................................8

Demographic Data. ....................................................................................................................................9

Appendix PSOLNationalComparisonInstitutions ........................................................................................ 13

LibertyUniversityMission,Aims,andGoals ................................................................................. 14

SelectedRelevantSACSAccreditationCriteria.............................................................................. 16

Contacts in the Office of Institutional Effectiveness..................................................................... 18


2

INTRODUCTION

Liberty University exists to “develop Christ-centered men and women with the values,

knowledge, and skills essential to impact tomorrow’s world.” This mission is accomplished

through a “rigorous academic program and structured social environment” for residential

students and a comparable academic program for distance learning students. Beginning in 1985-

19861 with its first distance learning class of 1,300 students in three programs (A.A. in Religion,

B.S. in Church Ministries, and M.A. in Counseling), Liberty University Online (LUO) has

grown to more than 40,000 students in 45 associate, bachelor’s, master’s, and doctoral programs.

In order to ensure that LU maintains quality academic programs and continues to be

responsive to its growing distance learning students, the University must maintain an extensive

assessment program. Several of the goals of the University assessment program are:

• To enhance student learning by strengthening the University’s academic curriculum and improving services to distance learning students

• To comply with accreditation requirements2 from the University’s accrediting agencies, including the Southern Association of Colleges and Schools; and

• To assess progress in moving forward with the University’s five-year strategic plan.3

A major part of Liberty University’s overall Assessment Plan is participating in national

surveys where much can be learned about student satisfaction with their educational experience

and where the institution can be compared with its peers. The Noel-Levitz Priorities Survey of

Online Learners (PSOL) is one of the national surveys in which LU Online students have

participated. Administered in November 2009, the PSOL was sent to 19,358 with the following

response rate:

1Liberty’sdistancelearningprogramwasfirstcalledthe“SchoolofLifelongLearning”(LUSLL),thenthe“ExternalDegreeProgram”(EDP),thenthe“DistanceLearningProgram”(DLP),andfinally“LibertyUniversityOnline”(LUO).2SeeAppendixforrelevantSACScriteria.3SeeAppendixforLibertyUniversity’sMissionandGoalsfor2005‐2010.


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Liberty University PSOL Data from Noel-Levitz Website as of December 8, 2009

Completed Surveys 5,740 30% Out of a possible 19,358 100%

Noel-Levitz estimates that the typical response rates at universities across the nation are between

20 and 30%; consequently, Liberty University’s 30% response was very good.


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LIBERTY UNIVERSITY

INSTITUTIONAL SUMMARY PSOL 2009

(See notes following for explanation of columns.)

Liberty University National Online Learners

Item Import Satis / SD Gap Import Satis /

SD Gap Mean Difference

1. This institution has a good reputation. 6.61 6.45 / 0.87 0.16 6.31 5.91 /

1.21 0.40 0.54 ***

2. My program advisor is accessible by telephone and e-mail. 6.35 5.83 / 1.42 0.52 6.33 5.79 /

1.48 0.54 0.04

3. Instructional materials are appropriate for program content. 6.65 6.21 / 1.00 0.45 6.55 5.90 /

1.22 0.65 0.30 ***

4. Faculty provide timely feedback about student progress. 6.61 6.01 / 1.16 0.60 6.57 5.62 /

1.47 0.95 0.39 ***

5. My program advisor helps me work toward career goals. 6.09 5.17 / 1.67 0.92 6.13 5.31 /

1.66 0.82 -0.14 ***

6. Tuition paid is a worthwhile investment. 6.73 6.24 / 1.05 0.49 6.58 5.64 /

1.43 0.94 0.60 ***

7. Program requirements are clear and reasonable. 6.66 6.15 / 1.07 0.51 6.57 5.81 /

1.32 0.76 0.34 ***

8. Student-to-student collaborations are valuable to me. 5.14 5.56 / 1.30

-0.42 5.30 5.47 /

1.36 -0.17 0.09 ***

9. Adequate financial aid is available. 6.48 6.00 / 1.39 0.48 6.36 5.60 /

1.62 0.76 0.40 ***

10. This institution responds quickly when I request information. 6.62 6.18 / 1.18 0.44 6.54 5.75 /

1.47 0.79 0.43 ***

11. Student assignments are clearly defined in the syllabus. 6.73 6.29 / 1.00 0.44 6.63 5.85 /

1.34 0.78 0.44 ***

12. There are sufficient offerings within my program of study. 6.62 6.16 / 1.08 0.47 6.55 5.76 /

1.36 0.79 0.40 ***

13. The frequency of student and instructor interactions is adequate. 6.31 5.95 / 1.16 0.36 6.31 5.69 /

1.37 0.62 0.26 ***

14. I receive timely information on the availability of financial aid. 6.35 5.91 / 1.36 0.44 6.31 5.58 /

1.56 0.73 0.33 ***

15. Channels are available for providing timely responses to student complaints. 6.17 5.62 /

1.49 0.55 6.20 5.28 / 1.63 0.92 0.33 ***

16. Appropriate technical assistance is readily available. 6.42 6.10 / 1.16 0.32 6.41 5.80 /

1.38 0.61 0.30 ***

17. Assessment and evaluation procedures are clear and reasonable. 6.53 6.11 / 1.10 0.42 6.45 5.81 /

1.29 0.64 0.29 ***

18. Registration for online courses is convenient. 6.72 6.48 / 0.96 0.25 6.60 6.24 /

1.20 0.36 0.24 ***

19. Online career services are available. 5.95 5.47 / 1.50 0.48 5.99 5.55 /

1.46 0.44 -0.08 **

20. The quality of online instruction is excellent. 6.77 6.20 / 1.09 0.57 6.66 5.74 /

1.43 0.92 0.46 ***

21. Adequate online library resources are provided. 6.54 6.03 / 1.28 0.51 6.39 5.89 /

1.34 0.50 0.14 ***

22. I am aware of whom to contact for questions about programs and services. 6.47 5.75 /

1.45 0.72 6.43 5.65 / 1.48 0.78 0.10 ***

23. Billing and payment procedures are convenient for me. 6.61 6.33 / 0.28 6.49 5.97 / 0.52 0.36 ***


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Liberty University National Online Learners

Item Import Satis / SD Gap Import Satis /

SD Gap Mean Difference

1.07 1.36

24. Tutoring services are readily available for online courses. 5.68 5.11 / 1.61 0.57 5.80 5.22 /

1.66 0.58 -0.11 ***

25. Faculty are responsive to student needs. 6.65 6.16 / 1.10 0.50 6.64 5.77 /

1.39 0.87 0.39 ***

26. The bookstore provides timely service to students. 6.46 6.37 / 1.02 0.09 6.39 5.95 /

1.35 0.44 0.42 ***

27. Campus item 1 (The design of the online courses makes them easy to navigate.) 6.72 6.37 /

0.98 0.35

28. Campus item 2 (The institution’s Christian worldview is demonstrated in the online courses.) 6.57 6.54 /

0.88 0.03

29. Campus item 3 (Intensive or face-to-face course are a valuable part of online programs.) 5.30 5.63 /

1.47 -

0.34

30. Campus item 4 (The academic rigor of my courses has challenged me intellectually.) 6.59 6.51 /

0.89 0.08

31. Campus item 5 (My courses were instructed by well-qualified staff.) 6.75 6.41 / 0.97 0.34

32. Campus item 6 (Faculty show concern and support for each student’s spiritual growth) 6.46 6.24 /

1.10 0.22

33. Campus item 7 (Student appeal procedures for grades and discipline issues are fair.) 6.36 5.92 /

1.38 0.44

34. Campus item 8 (I have grown spiritually as a result of my learning experiences at this university.) 6.54 6.40 /

1.05 0.14

35. Campus item 9 (Volunteer church/ministry involvement is encouraged by this institution.) 6.03 6.00 /

1.27 0.03

36. Campus item 10 (I chose this university because it is an “evangelical Christian” academic institution.) 6.20 6.46 /

1.03 -

0.27

37. Source of information: Catalog and brochures (printed) 4.53 4.89

38. Source of information: Catalog (online) 6.05 5.96

39. Source of information: College representatives 5.15 5.38

40. Source of information: Web site 6.52 6.29

41. Source of information: Advertisements 4.34 4.26

42. Source of information: Recommendation from instructor or program advisor 5.10 5.46

43. Source of information: Contact with current students and / or recent graduates of the program 5.03 5.17

44. Factor to enroll: Ability to transfer credits 6.04 6.26

45. Factor to enroll: Cost 6.39 6.27

46. Factor to enroll: Financial assistance available 6.25 6.24

47. Factor to enroll: Future employment opportunities 5.80 6.17

48. Factor to enroll: Reputation of institution 6.60 6.31

49. Factor to enroll: Work schedule 6.58 6.61

50. Factor to enroll: Flexible pacing for completing a program 6.67 6.61

51. Factor to enroll: Convenience 6.81 6.76

52. Factor to enroll: Distance from campus 5.15 5.53

53. Factor to enroll: Program requirements 6.38 6.41

54. Factor to enroll: Recommendations from employer 4.24 4.90


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NOTES ON CHART: The previous chart shows (from left to right):

• Item -- as asked on the survey (#27-36 were campus-specific questions)

• Import – the average importance score for LU students (based on a 7-point Likert scale)

• Satis/SD – The average satisfaction score for LU students with standard deviation (the larger the standard deviation, the greater the variability in the responses; the smaller the SD the less variability in the responses)

• Gap – the expectation gap for LU students (found by subtracting the satisfaction score from the importance score) – in most cases the expectation gap is smaller between importance and satisfaction for LU students when compared to the average expectation gap of the other universities sampled across the nation.

• Import, Satis/SD, and Gap for the national sample (see Appendix for list of institutions)

• Mean Difference – the difference in satisfaction between LU students and the national sample; if the mean difference is positive, LU students are MORE satisfied than students in the national sample. LU had only three items where students were less satisfied than the national sample. The asterisks indicate statistical significance (no asterisks -- no significant difference; one asterisk – significant at the .05 level; two asterisks – significant at the .01 level; and three asterisks – significant at the .001 level). The greater the number of asterisks, the greater the confidence in the significance of the difference. LU had all but four items with three asterisks and a positive mean difference.


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LIBERTY UNIVERSITY INSTITUTIONAL SUMMARY OF ITEMS BY CATEGORY

PSOL 2009

The following chart shows items grouped by category, indicating that Liberty University Online students are more satisfied than the national comparison group in these categories as a whole.

Liberty University National Online Learners Scale Import Satis / SD Gap Import Satis / SD Gap Mean Difference

Institutional Perceptions 6.67 6.35 / 0.83 0.32 6.44 5.77 / 1.18 0.67 0.58 ***

Academic Services 6.36 5.84 / 0.93 0.52 6.32 5.68 / 1.06 0.64 0.16 ***

Instructional Services 6.43 6.06 / 0.82 0.37 6.39 5.73 / 1.07 0.66 0.33 ***

Enrollment Services 6.55 6.19 / 0.90 0.36 6.45 5.87 / 1.13 0.58 0.32 ***

Student Services 6.35 5.91 / 1.02 0.44 6.32 5.65 / 1.16 0.67 0.26 ***

DEFINITIONS:

• Institutional Perception assesses how students perceive the institution. • Academic Services assesses the services students utilize to achieve their academic goals.

These services include advising, course offerings, technical assistance, online library resources, and tutoring services.

• Instructional Services measures students’ academic experience, the instructional materials, the faculty/student interactions, evaluation procedures, and the quality of the instruction.

• Enrollment Services assesses the processes and services related to enrolling students in the online program, including financial aid, registration, and payment procedures.

• Student Services measures the quality of student programs and services, including responses to student requests, online career services, and the bookstore.

SUMMARY ITEMS


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Liberty University PSOL 2009

The following chart provides a bottom line summary of how LU students feel about their experience with LU Online:

• LU students’ rating of how well their college experience has met their expectations is SIGNIFICANTLY HIGHER than students in the national sample.

• LU students are SIGNIFICANTLY MORE SATISFIED than students in the national sample with their online college experience.

• When asked if they would enroll again in the LU Online, results are SIGNIFICANTLY HIGHER than the answers from those in the national sample.

Liberty University

National Online Learners

Summary Mean Difference

So far, how has your college experience met your expectations?

5.53 5.05 0.48 ***

1=Much worse than expected 0% 2% 2=Quite a bit worse than I expected 0% 1% 3=Worse than I expected 3% 6% 4=About what I expected 18% 27% 5=Better than I expected 25% 25% 6=Quite a bit better than I expected 18% 14% 7=Much better than expected 32% 21% Rate your overall satisfaction with your experience here thus far.

6.23 5.75 0.48 ***

1=Not satisfied at all 0% 1% 2=Not very satisfied 0% 2% 3=Somewhat dissatisfied 2% 5% 4=Neutral 2% 5% 5=Somewhat satisfied 7% 12% 6=Satisfied 35% 39% 7=Very satisfied 50% 33% All in all, if you had to do it over, would you enroll here again?

6.40 5.89 0.51 ***

1=Definitely not 0% 2% 2=Probably not 1% 4% 3=Maybe not 1% 3% 4=I don't know 3% 6% 5=Maybe yes 3% 7% 6=Probably yes 20% 28% 7=Definitely yes 67% 47%

DEMOGRAPHICDATAFROMPSOLRESPONDENTSCOMPAREDTOTOTALONLINEPOPULATION


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(PSOL 2009 respondents are in the first two columns; all LU Online students, as of fall 2009, are in the second two columns.)

Liberty University Online– Fall 2009

PSOL All LUO

Gender N % N %

Female 3257 57.33% 18,284 54.33%

Male 2424 42.67% 15,372 45.67%

Total 5681 100.00% 33,656 100.00%

No Answer 59 183 PSOL All LUO

Age N % N %

18 and under 35 0.63% 377 1.11%

19 to 24 579 10.18% 4720 13.95%

25 to 34 1658 29.15% 11945 35.30%

35 to 44 1738 30.56% 9579 28.31%

45 to 54 1238 21.77% 5532 16.35%

55 to 64 397 6.98% 1551 4.58%

65 and over 42 0.74% 136 0.40%

Total 5688 100.00% 33,840 100.00%

No Answer 52 PSOL All LUO

Ethnicity/Race N % N %

African-American 1060 18.78% 6345 21.74%

American Indian or Alaskan Native 45 0.76% 180 0.62%

Asian or Pacific Islander 77 1.36% 468 1.60%

Caucasian/White 3941 69.83% 18,334 62.80%

Hispanic 203 3.60% 897 3.07%

Other race 105 1.86% 198 0.68%

Race - Prefer not to respond 215 3.81% 2,770 9.49%

Total 5644 100.00% 29192 100.00%

No Answer 96 4647

Current PSOL All LUO

Enrollment Status N % N %

Primarily online 5614 98.94% 33,743 99.72%

Primarily on-campus 60 1.06% 96 0.28%

Total 5674 100.00% 33,839 100.00%

No Answer 66 0

PSOL

Current Residence N %

Own house 3350 59.24%

Rent room / apartment / house 1610 28.47%

Relative's home 484 8.56%

Residence hall 10 0.18%

Other residence 207 3.55%

Total 5655 100.00%

No Answer 85 PSOL All LUO

Marital Status N % N %

Single 1130 20.01%

Single with children 485 8.59% 8804 27.44%

Married 1047 18.54%

Married with children 2854 50.54% 20022 62.40%

Marital - Prefer not to respond 131 2.32% Other-

3258 10.16%

Total 5647 100.00% 32.084 100.00%

No Answer 93 1755 PSOL

Current Plans N %

Complete online degree program 5355 94.78%

Complete degree on campus 86 1.52%

Transfer credits 75 1.33%

Complete this course 134 2.37%

Total 5650 100.00%

No Answer 90

PSOL All LUO

Current Class Load N % N %

Full-time 3223 56.83% 13851 41.05%

Part-time 2448 43.17% 19891 58.95%

Total 5671 100.00% 33742 100.00%

No Answer (or 0 credits for LU Statistics) 69 97

PSOL All LUO


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PSOL All LUO

Class Level N % N %

First year 1068 18.79% 4787 14.15%

Second year 703 12.37% 2500 7.39%

Third year 731 12.86% 2947 8.71%

Fourth year 700 12.33% 7147 21.12%

Special student 11 0.19% 330 0.98%

Graduate/professional 2385 41.97% 14487 42.81%

Other class level 85 1.50% 1641 4.84%

Total 5683 100.00% 33839 100.00%

No Answer 57 PSOL

Educational Goal N %

Associate degree 299 5.27%

Bachelor's degree 1868 32.95%

Master's degree 2610 46.03%

Doctorate or professional degree 814 14.36%

Certification (initial or renewal) 35 0.62%

Self-improvement/pleasure 11 0.19%

Job-related training 5 0.09%

Other educational goal 28 0.49%

Total 5670 100.00%

No Answer 70 PSOL

Employment N %

Full-time 3767 66.57%

Part-time 781 13.80%

Not employed 1111 19.63%

Total 5659 100.00%

No Answer 81

PSOL

Previous Online Enrollment N %

no classes 1270 22.58%

1-3 classes 1710 30.40%

4-6 classes 1024 18.20%

7-9 classes 415 7.38%

10-12 classes 514 9.14%

13-15 classes 191 3.40%

More than 15 classes 501 8.91%

Total 5625 100.00%

No Answer 114

Current Online N % N %

1-3 credits 1039 18.52% 4863 14.41%

4-6 credits 2231 39.76% 13793 40.88%

7-9 credits 719 12.81% 4941 14.65%

10-12 credits 1085 19.34% 820 0 24.30%

13-15 credits 200 3.56% 1351 4.0%

More than 15 credits 337 6.01% 594 1.76%

Total 5611 100.00% 33742 100.00%

No Answer (or 0 credits for LU statistics) 129 97

Institution Question PSOL All LUO

– Religious Affiliation N % N %

Southern Baptist 2069 36.61% 1211 6.81%

Pentecostal or Charismatic 896 15.86% 640 3.60%

Other Denomination 1647 29.15% 10391 58.47%

Roman Catholic 149 2.64% 341 1.92%

Non-church affiliated, but Christian 713 12.62% -

Other faith or none 177 3.13% 5189 29.20%

Total 5651 100.00% 17772 100.00

%

No Answer 89 16067

Institution Question PSOL

Family Income N %

Less than $15,000 501 9.10%

$15,001-$25,000 731 13.29%

$25,001-$50,000 1681 30.33%

$50,001-$75,000 1318 23.86%

$75,001-$100,000 770 13.94%

More than $100,000 523 9.48%

Total 5524 100.00%

No Answer 216


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PSOL

Group Code‐ N %

1000 – Undergraduate Business 443 7.94%

1001 – Graduate Business 391 7.08%

1002 – CMIS 150 2.69%

1003 – Counseling 702 12.58%

1004 – Human Services 258 4.62%

1005 – Criminal Justice 232 4.16%

1006 – Graduate Education 653 11.70%

1007 – Undergraduate Education 257 4.61%

1008 – General Studies 116 2.08%

1009 – Liberty Bible Institute 52 0.93%

1010 – Nursing (UG and Grad) 111 1.99%

1011 -- Psychology 621 11.13%

1012 -- Religion 921 16.51%

1013 -- Seminary 669 11.99%

Total 5580 100.00%

No Answer 160


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APPENDIX


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PSOL Comparison Group as of May 2009 68,760 Students -- 87 institutions

AIB College of Business, IA Alaska Pacific University, AK Alexandria Technical College, MN American InterContinental University (AIU), IL Anoka Technical College, MN Anoka-Ramsey Community College, MN Ashford University, IA Baker College Online, MI Bellevue University, NE Bemidji State University, MN Bismarck State College, ND Brenau University, GA Bryant & Stratton College, NY Colorado Technical University - Online, IL Capella University, MN Centenary College, NJ Central Lakes College, MN Century College, MN Colorado State University, CO Concordia University, St. Paul, MN Coosa Valley Technical College, GA Cowley County Community College, KS Cuyahoga Community College, OH Dakota County Technical College, MN Dallas TeleCollege, TX DeVry University - Oakbrook, IL DeVry University Online, IL Dickinson State University, ND Eastern New Mexico University Main Campus, NM Excelsior College, NY Florida Community College Jacksonville, FL Florida Hospital College, FL Fort Hays State University, KS Golden Gate University, CA Gwinnett Technical College, GA Hennepin Technical College, MN Hibbing Community College, MN Hillsborough Community College, FL Hutchinson Community College, KS Inver Hills Community College, MN Itasca Community College, MN Kettering College of Medical Arts, OH Lake Region State College, ND Lake Superior College, MN

Minnesota State Community& Technical College, MN Minnesota State University Moorhead, MN Minnesota State University, Mankato, MN Mayville State University, ND Mesabi Range CC, MN Metropolitan State University, MN Minneapolis Community& Technical College, MN Minnesota State College, MN Minot State University - Bottineau, ND Minot State University, ND Normandale Community College, MN North Dakota State College of Science, ND North Hennepin Community College, MN Northeast Wisconsin Technical College, WI Northland Community and Technical College, MN Northwest Technical College, MN Northwood University, MI Ouachita Technical College, AR Patrick Henry College, VA Pine Technical College, MN Pulaski Technical College, AR Ridgewater College, MN Rio Salado College, AZ Riverland Community College, MN Rochester Community & Technical College, MN Savannah College Art & Design, GA Schoolcraft College, MI South Central College, MN Southern Oregon University, OR Southwest Minnesota State University, MN St. Cloud State University, MN Texas Woman's University, TX University of North Dakota Main, ND University of Illinois Springfield, IL University of Houston - Clear, TX University of Mary, ND Valley City State University, ND Vermilion Community College, MN Virginia College - Birmingham, VA Western Dakota Technical Institute., SD Westwood College Online - WOL, CO Williston State College, ND Winona State University, MN


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LIBERTY UNIVERSITY

STRATEGIC PLAN MISSION/AIMS/GOALS (2005-2010)

(Areas related to online programs are in bold.) MISSION

To develop Christ-centered men and women with the values, knowledge, and skills essential to impact tomorrow’s world.

The mission is carried out for resident students through a rigorous academic program and

structured social environment. It is carried out for external students in a comparable academic program but without the structure of the resident community. GOALS

Academic Goal: The University provides a quality curriculum with a strong liberal arts and Christian

foundation for each program of study to prepare students for rich, full lives, productive careers, and church and community leadership.

Enrollment Management Goal: Enrollment is optimized and stabilized to achieve 10,000 traditional students and 20,000

distance or adult students by the year 2008, with the desired number and mix of students appropriate to the University’s mission.

Spiritual Life Goal 1: All University programs encourage maintenance and development of Spiritual Life. Goal 2: The student’s commitment to the local church and the community is strengthened. Goal 3: All University programs encourage Christian living and provide exposure to positive role

models who demonstrate Christian applications and principles in all walks of life. Student Life Goal 1: The University promotes the total development of all students. Goal 2: Students have

a quality campus environment. Technology Goal 1: Liberty University will embrace emerging technologies to distinguish itself from

peer institutions in creating a dynamic learning environment and achieve operational efficiencies for students and faculty.

Goal 2: Liberty University will ensure that in all issues relative to technology, automation, and communication, its biblical worldview will determine policies that guide behavior for both faculty and students.


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Goal 3: The University will improve its local influence through leveraging of critical technology skills and resources to serve the local community.

Administrative Resources Goal 1: The University provides for perpetual financial support for quality education programs

and student activities. Goal 2: Human resources are recognized as a vital University investment and asset. Goal 3: Physical resources are adequate to support the University’s strategic goals. Goal 4: The University adheres to and annually assesses its Strategic Plan.


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Selected Relevant SACS Accreditation Criteria

(Areas in bold relate to PSOL questions.)

The Principles of Accreditation: Foundations for Quality Enhancement Commission on Colleges Southern Association of Colleges and Schools 2008

Core Requirements 2.8 The number of full-time faculty members is adequate to support the mission of the

institution and to ensure the quality and integrity of its academic programs. Upon application for candidacy, an applicant institution demonstrates that it meets the comprehensive standard for faculty qualifications. (Faculty)

2.9 The institution, through ownership or formal arrangements or agreements, provides and

supports student and faculty access and user privileges to adequate library collections and services and to other learning/information resources consistent with the degrees offered. Collections, resources, and services are sufficient to support all its educational, research, and public service programs. (Learning Resources and Services)

2.10 The institution provides student support programs, services, and activities consistent

with its mission that promote student learning and enhance the development of its students. (Student Support Services)

Comprehensive Standards 3.3 Institutional Effectiveness

3.3.1 The institution identifies expected outcomes, assesses the extent to which it achieves these outcomes, and provides evidence of improvement based on analysis of the results in each of the following areas: (Institutional Effectiveness)

3.3.1.1 educational programs, to include student learning outcomes 3.3.1.2 administrative support services 3.3.1.3 educational support services 3.3.1.4 research within its educational mission, if appropriate 3.3.1.5 community/public service within its educational mission, if

appropriate 3.4 All Educational Programs

3.4.9 The institution provides appropriate academic support services. (Academic support services)


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3.4.10 The institution places primary responsibility for the content, quality, and effectiveness of the curriculum with its faculty. (Responsibility for curriculum)

3.4.11 For each major in a degree program, the institution assigns responsibility for

program coordination, as well as for curriculum development and review, to persons academically qualified in the field. In those degree programs for which the institution does not identify a major, this requirement applies to a curricular area or concentration. (Academic program coordination)

3.4.12 The institution’s use of technology enhances student learning and is appropriate

for meeting the objectives of its programs. Students have access to and training in the use of technology. (Technology use)

3.5 Educational Programs: Undergraduate Programs 3.7 Faculty

3.7.1 The institution employs competent faculty members qualified to accomplish the mission and goals of the institution. When determining acceptable qualifications of its faculty, an institution gives primary consideration to the highest earned degree in the discipline. The institution also considers competence, effectiveness, and capacity, including, as appropriate, undergraduate and graduate degrees, related work experiences in the field, professional licensure and certifications, honors and awards, continuous documented excellence in teaching, or other demonstrated competencies and achievements that contribute to effective teaching and student learning outcomes. For all cases, the institution is responsible for justifying and documenting the qualifications of its faculty. (See Commission guidelines “Faculty Credentials.”) (Faculty competence)

3.8 Library and Other Learning Resources

3.8.1 The institution provides facilities and learning/information resources that are appropriate to support its teaching, research, and service mission. (Learning/information resources)

3.8.2 The institution ensures that users have access to regular and timely instruction in

the use of the library and other learning/information resources. (Instruction of library use)

3.9 Student Affairs and Services

3.9.1 The institution publishes a clear and appropriate statement of student rights and responsibilities and disseminates the statement to the campus community. (Student rights)


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CONTACTS IN THE OFFICE OF INSTITUTIONAL EFFECTIVENESS

Dr. Bill Wheeler

Associate Vice President for Institutional Effectiveness [email protected]

Dr. Terri Cornwell Associate Dean for Graduate and Online Assessment

[email protected]

Mr. Brian Ross Williams Research Coordinator

[email protected]

Mr. Daniel Smith Graduate Assistant

[email protected]

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