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Student Learning Outcomes | EXTENT TO WHICH CRITERIA IS MET
 | ACTION ITEM
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| A. | Student learning outcome statements (institutional and within academic and cocurricular programs) clearly articulate what students should be able to do, achieve, demonstrate, or know upon graduation. | 4 | |
| B. | Student learning outcome statements are easily understood by internal and external stakeholders. | 3 | |
| C. | Student learning outcome statements are accessible to internal and external stakeholders. | 5 | |
| D. | Appropriate stakeholders were fully involved in establishing student learning outcomes. | 5 | |
| E. | Student learning outcomes are externally informed or benchmarked, reflect generally accepted higher education goals, are of appropriate college-level rigor, and are appropriate given the mission of the institution. | 3 | |
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Evidence Gathering | EXTENT TO WHICH CRITERIA IS MET
| ACTION ITEM
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| F. | There is a written assessment plan in place which describes when, how, and how frequently each student learning outcome is assessed. | 5 | |
| G. | The assessment plan embodies principles of good assessment practice. | 4 | |
| H. | The assessment plan is supported by adequate and appropriate infrastructure and resources to ensure its sustainability. | 3 | |
| I. | The assessment plan is regularly reexamined. | 3 | |
| J. | A chart, diagram, map, narrative or other document identifies the places in the curriculum and cocurriculum where students encounter and/or achieve each student learning outcome. | 4 | |
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Accomplishment | EXTENT TO WHICH CRITERIA IS MET
| ACTION ITEM
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| K. | Evidence of the levels at which your students achieve student learning outcomes exists. | 2 |  |
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Evidence Reporting | EXTENT TO WHICH CRITERIA IS MET
| ACTION ITEM
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| L. | Reporting on student learning outcomes is directed at the appropriate audiences and designed to meet their needs. | 4 | |
| M. | Reporting on student learning outcomes is accessible to internal and external stakeholders. | 3 | |
| N. | Reporting on student learning outcomes is easily understood by internal and external stakeholders. | 3 | |
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Evidence Use | EXTENT TO WHICH CRITERIA IS MET
| ACTION ITEM
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| O. | Collaborative discussions across programs, departments, and the entire campus take place about evidence and its use to improve student learning. | 2 | |
| P. | A plan exists for using evidence to improve student learning that includes a clear decision making process for approving and implementing recommendations. | 3 | |
| Q. | Evidence is used to drive planning, budgeting, decision making, and for making recommendations for improvement of student learning. | 3 | |
| R. | Recommendations for improvement of student learning are implemented, including making changes in priorities, program offerings, and the allocation or reallocation of resources. | 2 | |
| S. | The impact of evidence-based changes is continuously reviewed and evaluated to determine how effectively student learning has improved. | 1 | |
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Commitment | EXTENT TO WHICH CRITERIA IS MET
| ACTION ITEM
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| T. | An ongoing and integrated commitment to achieving student learning outcomes is visible in the actions of the campus community. | 3 | |
| U. | Faculty and administrators serve as a resource for others (e.g., at their own institution, at other institutions, with professional associations) working to initiate or improve their assessment practices. | 4 | |
| V. | The President joins with other presidents to advocate for this agenda. | 4 | |
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Action Plan | | |
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Download the institution's Action Plan which lists their goals for improvement and the steps that will be taken in order to accomplish the goals. |
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