Standard 1

Standard 2

Standard 3

Standard 4: Creating an Organization Committed to Learning and Improvement

Links to Evidence and Related Topics

CFR 4.1:      The institution periodically engages its multiple constituencies in institutional reflection and planning processes which assess its strategic position; articulate priorities; examine the alignment of its purposes, core functions and resources; and define the future direction of the institution.  The institution monitors the effectiveness of the implementation of its plans and revises them as appropriate. Evidence

CFR 4.2:      Planning processes at the institution define and, to the extent possible, align academic, personnel, fiscal, physical, and technological needs with the strategic objectives and priorities of the institution. Evidence

CFR 4.3:      Planning processes are informed by appropriately defined and analyzed quantitative and qualitative data, and include consideration of evidence of educational effectiveness, including student learning. Evidence 

CFR 4.4:      The institution employs a deliberate set of quality assurance processes at each level of institutional functioning, including new curriculum and program approval processes, periodic program review, ongoing evaluation, and data collection.  These processes involve assessments of effectiveness, track results over time, and use the results of these assessments to revise and improve structures and processes, curricula, and pedagogy. Evidence

CFR 4.5:      Institutional research addresses strategic data needs, is disseminated in a timely manner, and is incorporated in institutional review and decision-making processes.  Included among the priorities of the institutional research function are the identification of indicators and the collection of appropriate data to support the assessment of student learning consistent with the institution's purposes and educational objectives.  Periodic reviews of institutional research and data collection are conducted to develop more effective indicators of performance and to assure the suitability and usefulness of data. Evidence 

CFR 4.6:      Leadership at all levels is committed to improvement based on the results of the processes of inquiry, evaluation and assessment used throughout the institution.  The faculty take responsibility for evaluating the effectiveness of the teaching and learning process and use the results for improvement.  Assessments of the campus environment in support of academic and co-curricular objectives are also undertaken and used, and are incorporated into institutional planning. Evidence           

CFR 4.7:       The institution with significant faculty involvement, engages in ongoing inquiry into the processes of teaching and learning, as well as into the conditions and practices that promote the kinds and levels of learning intended by the institution.  The outcomes of such inquiries are applied to the design of curricula, the design and practice of pedagogy, and to the improvement of evaluation means and methodology. Evidence

CFR 4.8:      Appropriate stakeholders, including alumni, employers, practitioners, and others defined by the institution, are involved in the assessment of the effectiveness of educational programs. Evidence