¿ìÓ¯v3

Standard One – Student Success, and Institutional Mission and Effectiveness

The institution articulates its commitment to student success, primarily measured through student learning and achievement, for all students, with a focus on equity and closure of achievement gaps, and establishes a mission statement, acceptable thresholds, and benchmarks for effectiveness with meaningful indicators. The institution’s programs are consistent with its mission and culminate in identified student outcomes leading to degrees, certificates, credentials, employment, or transfer to other higher education institutions or programs. Programs are systematically assessed using meaningful indicators to assure currency, improve teaching and learning strategies, and achieve stated student learning outcomes for all students, including underrepresented students and first-generation college students.

1.A. Institutional Mission

• 1.A.1 Mission

  The institution’s mission statement defines its broad educational purposes and its commitment to student learning and achievement.

  Select Evidence for 1.A.1:

1.B. Improving Institutional Effectiveness

• 1.B.1 Continuous Process to Assess Institutional Effectiveness

  The institution demonstrates a continuous process to assess institutional effectiveness, including student learning and achievement and support services. The institution uses an ongoing and systematic evaluation and planning process to inform and refine its effectiveness, assign resources, and improve student learning and achievement.

  Select Evidence for 1.B.1:

  ¿ìÓ¯v3 Strategic Plan and Supporting Plans

  • ¿ìÓ¯v3 2027
  • ¿ìÓ¯v3 Strategic Enrollment Management (SEM) Plan, AY25 Status Report
  • ¿ìÓ¯v3 Research Strategic Plan 2023-2027, AY25 Status Report
  • ¿ìÓ¯v3 Alaska Native Success Initiative (ANSI) Plan (Scroll down to see the ANSI Vision, Priorities, and Goals); AY25 Status Report 
  • ¿ìÓ¯v3 Campus Facilities Master Plan, AY25 Status Report

   

  College Strategic Plans and Status Reports

  • College of Arts and Sciences - Plan, Status Report
  • College of Business and Public Policy - Plan, Status Report
  • College of Health - Plan, Status Report
  • College of Engineering - Plan, Status Report
  • Community and Technical College - Plan, Status Report
  • School of Education - Plan, Status Report

   

  Community Campus Strategic Plans and Status Reports

  • Kenai Peninsula College Plan, Plan, Status Report
  • Prince William Sound College Plan, Plan, Status Report
  • Kodiak College Plan, Plan, Status Report
  • Matanuska Susitna College Plan, Plan, Status Report

   

  Regular and systematic evaluation of mission fulfillment

  • Progress on Mission Fulfillment - Website

   

  Regular and systematic evaluation of student learning and achievement

  • Academic Program Review - Website; Report Template
  • Program Student Learning Outcomes Assessment Plans & Reports - Website
  • Faculty Senate Academic Assessment Committee - Website; Handbook; Report Template
  • Graduate Exit Surveys (Indirect Core Competency Assessment) - Fall 2023; Spring 2024; Fall 2024
  • General Education Assessment (Direct Core Competency Assessment) - Report
  • Student Achievement Metrics Reports - On the Institutional Accreditation Website
    • Persistence - As of Fall 2021; As of Fall 2022; As of Fall 2023; As of Fall 2024
    • Retention - - As of Fall 2021; As of Fall 2022; As of Fall 2023; As of Fall 2024
    • Graduation Rates -- As of Fall 2021; As of Fall 2022; As of Fall 2023; As of Fall 2024
    • Semesters-to-Completion (Graduate Programs) - - As of Fall 2021; As of Fall 2022; As of Fall 2023; As of Fall 2024
    • Leading Indicators (Tier 1 GERs in First 30 Credits, Course Pass Rates) - - As of Fall 2021; As of Fall 2022; As of Fall 2023; As of Fall 2024
    • Post-Graduation Success - - As of Fall 2024
  • Student Achievement Metrics -
  • Progress on Student Achievement -

   

  Regular and systematic evaluation of support services

  • Services Review - Website; Report Template; Criteria
• 1.B.2 Definition of Mission Fulfillment

  The institution sets and articulates meaningful goals, objectives, and indicators of its goals to define mission fulfillment and to improve its effectiveness in the context of and in comparison with regional and national peer institutions.

  Select Evidence for 1.B.2:

  • Progress on Mission Fulfillment - Website
  • Mission Fulfillment Report - Spring 2025
  • Graduate Exit Survey - Fall 2023; Spring 2024; Fall 2024
  • IPEDS Peer Comparisons -
  • Peer Comparison Annual Reports - FY2022; FY2023; FY2024
• 1.B.3 Welcoming Planning Process

  The institution provides evidence that its planning process is welcoming and offers opportunities for comment by appropriate constituencies, allocates necessary resources, and leads to improvement of institutional effectiveness.

  Select Evidence for 1.B.3:

  Plans are developed and implemented through inclusive processes

  • ¿ìÓ¯v3 2025 - Strategic Planning Steering Committee Charge; Plan development timeline; Status update example
  • ¿ìÓ¯v3 2027 - Approval to Extend Strategic Plan to 2027 - Faculty Senate Memo; Staff Council Memo; Union of Students at the ¿ìÓ¯v3 Memo
  • ¿ìÓ¯v3 Strategic Enrollment Management - SEM Plan (includes description of the plan’s development); SEM Committee website (includes membership, meeting agendas, and Annual Charge)
  • ¿ìÓ¯v3 Alaska Native Success Initiative - Plan; Plan Development; Committee Charge; Meetings
  • ¿ìÓ¯v3 Research Strategic Plan 2023-2027 - Plan (includes description of plan’s development/methodology on pp. 2-3); Research Group Name website, Research Group Charge; Looser Faculty Research Group Description and invitations to meetings
  • ¿ìÓ¯v3 Campus Master Plan 2022 - Plan (includes description of the plan’s development on page ?); Facilities, Space and Planning Committee (Includes description of committee’s charge, membership, agendas??)
  • Emerging ¿ìÓ¯v3 IT Strategic Plan?

   

  New funding requests are reviewed by a representative, institutional-level group and integrate Mission Fulfillment and Student Success criteria

  • Campus Planning Advisory Board (CPAB) - CPAB Website; CPAB Budget Request Process Website (in years when there are opportunities for new funding); FY25 Budget Request Form
• 1.B.4 Monitoring Internal and External Environments

  The institution monitors its internal and external environments to identify current and emerging patterns, trends, and expectations. Through its governance system it considers such findings to assess its strategic position, define its future direction, and review and revise, as necessary, its mission, planning, intended outcomes of its programs and services, and indicators of achievement of its goals.

  Select Evidence for 1.B.4:

  • Board of Regents & UA System - ; Roadmap to Empower Alaska; ¿ìÓ¯v3 Annual Accreditation Reports (AY19, AY20, AY21, AY22, AY23, AY24); ¿ìÓ¯v3 Annual Program Review Reports (AY19, AY21, AY22, AY23, AY24)
  • ¿ìÓ¯v3 Institutional Research - Website; ; ; Progress on Mission Fulfillment;  ; ; Environmental Scanning Resources; Student Survey Results

1.C. Student Learning

• 1.C.1 Academic Planning

  The institution offers programs with appropriate content and rigor that are consistent with its mission, culminate in achievement of clearly identified student learning outcomes that lead to collegiate-level degrees, certificates, or credentials and include designators consistent with program content in recognized fields of study.

  Select Evidence for 2.C.1:

  Programs with appropriate content and rigor consistent with its mission

  • and 
    
    • (Example from the February 21, 2025 Board of Regents Agenda. See page 2 for mission alignment.)
  • and 
  • - ; ; ; ; ; ;
  • (Open the Course Numbering System toggle and scroll down to Academic Credit Courses.)
  • (external confirmation of appropriate content and rigor).

   

  Curriculum Review

  • - Website
  • ¿ìÓ¯v3 Faculty Senate - Faculty Senate Undergraduate Academic Board; General Education Council; Faculty Senate Graduate Academic Board - Websites
  • ¿ìÓ¯v3 Faculty Senate Constitution; ¿ìÓ¯v3 Faculty Senate Bylaws; ¿ìÓ¯v3 Curriculum Handbook

   

  Clearly identified student learning outcomes

  • (Click on a program and go to the Learning Outcomes tab.)
  • (Click on a program and go to the Learning Outcomes tab.)

   

  Recognized fields of study

  • ¿ìÓ¯v3 Prefix Request Form
  •  
• 1.C.2 Award of Credit, Degrees, Certificates, or Credentials

  The institution awards credit, degrees, certificates, or credentials for programs that are based upon student learning and learning outcomes that offer an appropriate breadth, depth, sequencing, and synthesis of learning.

  Select Evidence for 1.C.2:

  Award of credit

  • (See Contact Hours)

   

  Program Student Learning Outcomes

  • (See C.3)
  • (Click on a program and then go to the Learning Outcomes tab)
  • (Click on a program and then go to the Learning Outcomes tab)

   

  Breadth

  • (Scroll down to General Education Requirements for Associate of Applied Sciences Degrees)

   

  Depth and Sequencing

  • (Click on a program to see the major requirements, demonstrating depth and sequencing)
  • (See Course Numbering System - Academic Credit Courses)

   

  Synthesis

  •  (See Tier 3 Integrative Capstone)
  • (See Course Numbering System - Academic Credit Courses - Upper-Division Courses - A400-A499)
  • Examples of Credentials with Summative Synthesizing Experiences
    • Baccalaureate Examples (Seminars: , , , ; Capstones: , , , , ; Internship: )
    • Certificate and Associate’s Examples (Internships: , , ; Practicums: , , )
• 1.C.3 Learning Outcomes

  The institution identifies and publishes expected program and degree learning outcomes for all degrees, certificates, and credentials. Information on expected student learning outcomes for all courses is provided to enrolled students.

  Select Evidence for 1.C.3:

  Program Student Learning Outcomes

  • (Click on a program and then go to the Learning Outcomes tab)
  • (Click on a program and then go to the Learning Outcomes tab)
  • ¿ìÓ¯v3 Electronic Curriculum Management - Program Form (Scroll down to the Program Student Learning Outcomes section)

   

  Degree Student Learning Outcomes

  • (Scroll down to the section GER Student Learning Outcomes)
  • (Scroll down to the section General Education Requirements for Associate of Applied Science Degrees)
  • (General education is embedded in the major requirements)
  • (General education is embedded in the major requirements)

   

  Course Student Learning Outcomes

  • ¿ìÓ¯v3 Electronic Curriculum Management - Course Form (Scroll down to the section Other Course Specific Student Learning Outcomes and Assessment Measures); Examples
  • Syllabi (Archived behind a log in. Available upon request)
• 1.C.4 Admission and Completion Requirements

  The institution’s admission and completion or graduation requirements are clearly defined, widely published, and easily accessible to students and the public.

  Select Evidence for 1.C.4:

  Admission Requirements and Procedures

  • - ; (; ; ; ; ;
  • ¿ìÓ¯v3 Office of Admissions - Website
  • ¿ìÓ¯v3 Graduate School - Graduate Admissions Website

   

  Completion and Graduation Requirements

  • • General University Requirements (; ; ; ; ; ; )
    • General Education (; )
    • College-level requirements ()
    • (Select any program.)
    • (Select any program.)

   

  Degree Plans for Associate and Baccalaureate Degrees 

  • ¿ìÓ¯v3 Academic Catalog - (Select any associates or baccalaureate program and go to the Sample Plan tab.)
• 1.C.5 Assessment of Learning

  The institution engages in an effective system of assessment to evaluate the quality of learning in its programs. The institution recognizes the central role of faculty to establish curricula, assess student learning, and improve instructional programs.

  Select Evidence for 1.C.5:

  Program and General Education Student Learning Outcomes

  • (Click on a specific program and then go to the Learning Outcomes tab)
  • (Click on a specific program and then go to the Learning Outcomes tab)

   

  Effective System of Assessment

  • ¿ìÓ¯v3 Faculty Senate Academic Assessment Committee - Website
  • Academic Assessment Handbook
  • Program Student Learning Outcomes Assessment - Website (Outlines the process; Publishes Academic Assessment Plans; Publishes Reports)
  • Program Student Learning Outcomes Assessment Institutional Summary for AY21, AY22, AY23; AY24. (Earlier program reports and institutional-level summaries are saved behind a log in and can be shared with evaluators.)

   

  Faculty Role in Course and Program Improvements

  • ¿ìÓ¯v3 Faculty Senate Constitution, Bylaws, Undergraduate Academic Board, Graduate Academic Board
  • ¿ìÓ¯v3 Curriculum Handbook
  • ¿ìÓ¯v3 Curriculum Management - Course Form
  • ¿ìÓ¯v3 Curriculum Management - Program Form
• 1.C.6 Institutional Learning Outcomes or Core Competencies

  Consistent with its mission, the institution establishes and assesses, across all associate and bachelor level programs or within a General Education curriculum, institutional learning outcomes and/or core competencies. Examples of such learning outcomes and competencies include, but are not limited to, effective communication skills, global awareness, cultural sensitivity, scientific and quantitative reasoning, critical analysis and logical thinking, problem solving, and/or information literacy.

  Select Evidence for 1.C.6:

  • ¿ìÓ¯v3 Institutional Research - Progress on Mission Fulfillment - Website (See Objective 1: Students develop and achieve ¿ìÓ¯v3’s Core Learning Competencies)
  • Graduate Exit Survey Fall 2023; Spring 2024; Fall 2024
  • ¿ìÓ¯v3 Core Competency and General Education Assessment Report
• 1.C.7 Assessment Results Used to Improve Student Learning

  The institution uses the results of its assessment efforts to inform academic and learning-support planning and practices to continuously improve student learning outcomes.

  Select Evidence for 1.C.7:

  • Program Student Learning Outcomes Assessment - Website
    • See the ¿ìÓ¯v3 Annual (Biennial) Academic Assessment Report Summaries - AY21, AY22, AY23, AY24
    • See the individual reports posted under each college. For example: GC Children’s Mental Health, AAS/PBCT Paralegal Studies/BA Legal Studies, AAS Construction Management, BA History, BA/BS Mathematics, BS Geological Sciences, MEd Educational Leadership/GC Educational Leadership Principal , MPG Public Health Practice
  • Academic Program Review - Website
    • See the individual reports, Question #3.a - Program Student Learning Outcomes Assessment and Improvement Process and Actions (and evidence that these actions are working). For example: AY24 BS/MS Civil Engineering (pages 5-7); AY24 OEC/AAS Culinary Arts & OEC Baking and Pastry Arts (pages 7-8); AY23 MS Applied Geological Sciences; AY23 BA Political Science; AY22 AAS Air Traffic Control (pages 5-6).
• 1.C.8 Transfer Credit and Credit for Prior Learning

  Transfer credit and credit for prior learning is accepted according to clearly defined, widely published, and easily accessible policies that provide adequate safeguards to ensure academic quality. In accepting transfer credit, the receiving institution ensures that such credit accepted is appropriate for its programs and comparable in nature, content, academic rigor, and quality.

  Select Evidence for 1.C.8:

  Transfer of credit policies and procedures

  • and - Transfer of Credit
  • ¿ìÓ¯v3 Admissions - Transfer Students - Website
  • ¿ìÓ¯v3 Registrar’s Office - Transfer Credit - Website
• 1.C.9 Graduate Programs

  The institution’s graduate programs are consistent with its mission, are in keeping with the expectations of its respective disciplines and professions, and are described through nomenclature that is appropriate to the levels of graduate and professional degrees offered. The graduate programs differ from undergraduate programs by requiring, among other things, greater: depth of study; demands on student intellectual or creative capacities; knowledge of the literature of the field; and ongoing student engagement in research, scholarship, creative expression, and/or relevant professional practice.

  Select Evidence for 1.C.9:

  Efforts Around Institutional Planning of Graduate Programs

  • Progress on Institutional Planning of Graduate Programs (April 16, 2025 Update)

   

  Graduate Programs Align to ¿ìÓ¯v3’s Mission

  • - Degree and Certificate Program Approval;
  • UA System - Program Action Request Form (See Mission and Strategic Alignment)
  • ¿ìÓ¯v3 New Program Proposal Examples - (pg.2); (pg. 1)

   

  Graduate Programs Meet Disciplinary and Professional Expectations and Use Appropriate Nomenclature

  • ¿ìÓ¯v3 Academic Catalog - ; ;
  • ¿ìÓ¯v3 Academic Catalog -
  • ¿ìÓ¯v3 Licensure and Certification - Website

   

  Graduate Programs Differ from Undergraduate Programs

  • ¿ìÓ¯v3 Academic Catalog - ;  (See -Course Numbering System, Academic Credit Courses, Graduate-Level Courses)

1.D. Student Achievement

• 1.D.1 Potential to Benefit

  Consistent with its mission, the institution recruits and admits students with the potential to benefit from its educational programs. It orients students to ensure they understand the requirements related to their programs of study and receive timely, useful, and accurate information and advice about relevant academic requirements, including graduation and transfer policies.

  Select Evidence for 2.D.1:

• 1.D.2 Disaggregated Indicators for Student Achievement

  Consistent with its mission and in the context of and in comparison with regional and national peer institutions, the institution establishes and shares widely a set of indicators for student achievement including, but not limited to, persistence, completion, retention, and postgraduation success. Such indicators of student achievement should be disaggregated by race, ethnicity, age, gender, socioeconomic status, first generation college student, and any other institutionally meaningful categories that may help promote student achievement and close barriers to academic excellence and success (achievement gaps).

  Select Evidence for 1.D.2:

  Consistent with its mission and in the context of and in comparison with regional and national peer institutions, the institution establishes and shares widely a set of indicators for student achievement.

  • Office of Institutional Research - Website (See Public Data and Information)
  • - Dashboard (On the IR website under Public Data and Information)
  • Institutional Accreditation - Website (See the toggle Student Achievement Metrics (Student Success Metrics) Reports
    • Compiled Annual Reports as of Fall 2024
    • ¿ìÓ¯v3 Annual Report on Persistence as of Fall 2024
    • ¿ìÓ¯v3 Annual Report on Retention as of Fall 2024
    • ¿ìÓ¯v3 Annual Report on Graduation as of Fall 2024
    • ¿ìÓ¯v3 Annual Report on Semesters to Degree - Graduate Programs as of Fall 2024
    • ¿ìÓ¯v3 Annual Report on Leading Indicators as of Fall 2024
    • ¿ìÓ¯v3 First Annual Report on Post Graduation Success
  • - Dashboard (On the IR website under Public Data and Information)
  • Peer Comparison - Static Charts Spring 2025, Spring 2024, Spring 2023 (On the IR website under Public Data and Information)

   

  The indicators and their disaggregation are used to help promote continuous improvement in student achievement and to close barriers to academic excellence and success.

  • Academic Program Review Form
  • Strategic Enrollment Management Committee Agendas
  • Services Review Form
• 1.D.3 Disaggregated Indicators of Student Achievement Are Widely Published

  The institution’s disaggregated indicators of student achievement should be widely published and available on the institution’s website. Such disaggregated indicators should be aligned with meaningful, institutionally identified indicators benchmarked against indicators for peer institutions at the regional and national levels and be used for continuous improvement to inform planning, decision making, and allocation of resources.

  Select Evidence for 1.D.3:

  Disaggregated indicators of student achievement are widely published and available on the institution’s website

  • - Dashboard
  • Institutional Accreditation - Website.
    • Persistence as of Fall 2024
    • Retention as of Fall 2024
    • Graduation as of Fall 2024
    • Semesters to Degree (Graduate Programs) as of Fall 2024
    • Leading Indicators as of Fall 2024 (Tier 1 GERs in the first 30 credits; Course Pass Rates)

   

  Indicators are benchmarked against indicators for peer institutions at the regional and national levels

  • - Dashboard
    • Static Peer Comparison Charts - Spring 2025; Spring 2024; Spring 2023
• 1.D.4 Disaggregated Indicators of Student Achievement Are Used to Mitigate 

  The institution’s processes and methodologies for collecting and analyzing indicators of student achievement are transparent and are used to inform and implement strategies and allocate resources to mitigate perceived gaps in achievement.

  Select Evidence for 1.D.4:

  Processes and methodologies for collecting and analyzing indicators of student achievement are transparent 

  • - Dashboard
  • Student Achievement (Student Success) Metrics Reports - On the Institutional Accreditation website, open the ??? button
    • Persistence as of Fall 2024
    • Retention as of Fall 2024
    • Graduation as of Fall 2024
    • Semesters to Degree (Graduate Programs) as of Fall 2024
    • Post-Graduation Success as of Fall 2024
    • Leading Indicators as of Fall 2024 (Tier 1 GERs in the first 30 credits; Course Pass Rates)

   

  Processes and methodologies for collecting and analyzing indicators of student achievement and are used to inform and implement strategies and allocate resources to mitigate perceived gaps in achievement.

  • Progress on Student Success Efforts Since the Mid-Cycle Evaluation
  • Progress on Collaborative Student Success Efforts (Written for the Mid-Cycle Evaluation)

Other Evidence

• Other Evidence

  Other Evidence:

  The evidence listed below is not posted elsewhere on the ¿ìÓ¯v3 website. The documents are posted here so the report can link to them. This list is sorted in alphabetical order.
  

  Academic Plan - Your ¿ìÓ¯v3 Journey Academic Plan DRAFT April 2025 (Standard ???) 

  Academic Program Review Form (Standard 1.C.7)

  Assessment Retreat (AY2020-2021) Agenda

  Core Competency 2021 NWCCU Mission Fulfillment Fellows Report

  Core Competency Direct Assessment Report (Standard 1.C.7)

  Core Competency Landscape Survey Template (Standard 1.C.7)

  Core Competency Personal, Professional, and Community Responsibility PhotoVoice Collage (Standard 1.C.6)

  Core Competency Student Focus Groups Pilot PP (Standard 1.C.6)

  Credit Hour Review Spring 2025 (Standard 1.C.2)

  Curriculum Management Course Form (Standard 1.C.3)

  Curriculum Management Program Form (Standard 1.C.5)

  General Education Course Mapping Template (Standard 1.C.5)

  General Education Course Mapping Example BIOL A481 (Standard 1.C.5)

  General Education Course Mapping Example CSCE A470 (Standard 1.C.5)

  Prefix Request Form (Standard 1.C.1) 

  Progress on Student Success Since the Mid-Cycle Evaluation

  Progress Report - College of Arts and Sciences Strategic Plan

  Progress Report - College of Business and Public Policy Strategic Plan

  Progress Report - College of Engineering Strategic Plan

  Progress Report - College of Health Strategic Plan

  Progress Report - Community and Technical College Strategic Plan

  Progress Report - School of Education Strategic Plan

  Progress Report - Kenai Peninsula College Strategic Plan

  Progress Report - Kodiak College Strategic Plan

  Progress Report - Matanuska Susitna College Strategic Plan

  Progress Report - Prince William Sound College Strategic Plan

  Progress Report - Institutional Planning of Graduate Programs (Standard 1.C.9)

  Progress Report - Research Strategic Plan

  Services Review Form (Standard 1.C.7)