admission appropriate for its mission? graduation rates. requirements, which are well communicated. Support for Standard The program clearly Does the program provide Internship and job Faculty, Different types of Students 4.3 communicates advising and career services placements, students, students require graduation appropriate to its student graduation and career services different support standards, provides body? Is the preponderance persistence rates, (program or services – consider advising in support of of students graduating? advising policies, university) how pre- v. graduation, as well as transcripts, in-person v. ensures support for internship policies online, and other internships and and forms (including groups of students careers, including completed), student interact in a graduate tracking surveys degree. employment. Student Standard Recruitment How does the program Diversity plan, Faculty, Diversity looks Diversity 4.4 activities should recruit and retain a diverse recruitment/hiring students, different in different reflect a student body, as well as plan, curriculum, alumni, contexts – including consideration of promote a climate of extra-curricular across countries. diversity. The inclusiveness? Do students opportunities, diversity How is the program program should feel supported and office intentional about provide a supportive included? modeling inclusivity? educational climate for a diverse student population. Universal Standard Programs will define How does the program Assessment plan, Faculty, While Required 5.1 and measure the define and assess student sample of measures students, tools are Competencies skills that students learning? Has the program of student learning useful in student develop, related to identified and made (i.e. assignments, learning assessment, each of the required changes to improve student capstones, etc.), class grades are competency performance? 2016-17 faculty meeting measures of how domains. cohort is expected to minutes, analysis of committee(s), well one student provide evidence of 1 student learning advisory board performed in one complete cycle of measures, any class – not of overall assessment on each of 3 indirect tools used to student competency. competency domains. measure learning, Standard Some programs will How does the program Mission, Assessment Faculty, Developed similarly 5.2 have mission-specific define and assess student plan, samples of students, to Standard 5.1,
admission requirements, which are well communicated. appropriate for its mission? graduation rates. Support for Students Standard 4.3 The program clearly communicates graduation standards, provides advising in support of graduation, as well as ensures support for internships and careers, including tracking employment. Does the program provide advising and career services appropriate to its student body? Is the preponderance of students graduating? Internship and job placements, graduation and persistence rates, advising policies, transcripts, internship policies and forms (including completed), student surveys Faculty, students, career services (program or university) Different types of students require different support services – consider how pre- v. in-person v. online, and other groups of students interact in a graduate degree. Student Diversity Standard 4.4 Recruitment activities should reflect a consideration of diversity. The program should provide a supportive educational climate for a diverse student population. How does the program recruit and retain a diverse student body, as well as promote a climate of inclusiveness? Do students feel supported and included? Diversity plan, recruitment/hiring plan, curriculum, extra-curricular opportunities, Faculty, students, alumni, diversity office Diversity looks different in different contexts – including across countries. How is the program intentional about modeling inclusivity? Universal Required Competencies Standard 5.1 Programs will define and measure the skills that students develop, related to each of the required competency domains. How does the program define and assess student learning? Has the program identified and made changes to improve student performance? 2016-17 cohort is expected to provide evidence of 1 complete cycle of assessment on each of 3 competency domains. Assessment plan, sample of measures of student learning (i.e. assignments, capstones, etc.), faculty meeting minutes, analysis of student learning measures, any indirect tools used to measure learning, Faculty, students, committee(s), advisory board While tools are useful in student learning assessment, class grades are measures of how well one student performed in one class – not of overall student competency. Standard 5.2 Some programs will have mission-specific How does the program define and assess student Mission, Assessment plan, samples of Faculty, students, Developed similarly to Standard 5.1,
4a-2-site-visitor-confirm-and-clarify-guide.docx