HLC Bulletin August 2023

AUGUST 2023

In This Issue:
•    KU’s Quality Initiative: Evidence-Based Assessment
•    A Closer Look at the Criteria for Accreditation: Core Component 1.C

KU’s Quality Initiative: Evidence-Based Assessment

As part of ongoing efforts to make institutional accreditation processes more meaningful and contribute to improved educational quality for students, the Higher Learning Commission (HLC) adopted a requirement for its member institutions to propose a Quality Initiative between years 5 and 7 of the 10-year review cycle. KU submitted its Quality Initiative proposal on June 1, 2022, titled “Developing and Scaling an Integrated Structure of Evidence-Based Assessment to Foster a Culture of Continuous Quality Improvement at KU.” HLC approved the proposal later that month.

The breadth of activities contained in the Quality Initiative address concerns expressed by the HLC Mid-cycle Review Team in August 2019 by ensuring the KU Lawrence and Edwards campuses improve assessment processes, gain full participation in regular program assessment, and expand the use of assessment results to inform and guide ongoing improvements.

This initiative involves three primary phases:

1. Adopt university-wide Institutional Learning Goals (ILGs) for the KU Lawrence, Edwards, and Medical Center campuses; integrate into the KU Core.
2. Strengthen and scale degree-level assessment at KU Lawrence and Edwards campuses by developing and implementing degree maps that integrate ILGs and degree-level learning outcomes for all undergraduate and graduate programs.
3. Revise academic program review processes at KU Lawrence and Edwards campuses to achieve a stronger alignment of degree-level learning outcomes assessment with annual budgeting, operations, and strategic plan implementation in order to create a culture of continuous quality improvement at KU.

For Phase 1 in 2021, a committee with representatives from Academic Affairs, Academic Success, Graduates Studies, and the Center for Teaching Excellence drafted six broad institutional learning goals (ILGs) that capture many existing learning goals, outcomes, and objectives across KU’s campuses, academic units, curricula, and co-curricular programs. The draft ILGs were reviewed and revised based on feedback by members of the University Core Curriculum Committee, which includes representation from the KU Medical Center; members of the Faculty Advisory Board on Degree-Level Assessment; department chairs; deans; vice provosts; and staff on the KU Lawrence Campus. Academic leaders began mapping the six goals of the KU Core onto the ILGs in AY 20-21, and the final version of the ILGs was published in fall 2021. A campaign to raise awareness of the institutional learning goals, initiated in late 2022, included featuring them in a Chancellor’s Weekly Video; an article in KU Today; establishment of a dedicated website; publication and distribution of posters, brochures, and bookmarks to all KU departments; a HLC Bulletin article; notebooks distributed to faculty attending the Student Learning Symposium; and social media posts. More activities are planned in the coming months.

Phase 2 of the Quality Initiative, focused on degree maps that integrate the ILGs and learning outcomes for all undergraduate and graduate programs on the KU Lawrence Campus, will continue to be developed over the course of the Quality Initiative period, which culminates in spring 2024. During this phase, four key initiatives for each undergraduate and graduate program at the Lawrence and Edwards campuses are in process:

• Assign ILGs to the degree identification of alignment between the institutional learning goals and the degree programs and articulation of degree-level learning outcomes for all courses/sequences in the degree program.
• A visual depiction of each degree map that links institutional learning goals and degree-level learning outcomes to facilitate student persistence, completion, and achievement.
• Collection, review, and archive of evidence of student mastery of institutional learning goals and degree-level learning outcomes.
• Engagement in regular monitoring and review of assessment plan(s) and results, including revision of degree program(s) as appropriate to improve student persistence, completion, and achievement.

Phase 3, also in progress, is part of a longer ongoing initiative to ensure continuous quality improvement for the Lawrence and Edwards campuses. Foundational work is underway to link learning outcomes assessment to academic program review, to annual budgeting, and to Jayhawks Rising, the strategic plan for the Lawrence and Edwards campuses. Some of the key tasks in Phase 3 include the development of new data structures and reports that allow for better understanding of academic program impacts; adoption of a new budget model that emphasizes return on investment and uses an all-funds budget strategy; implementation of the Jayhawks Rising objectives and strategies; activities to promote greater diversity, equity, inclusion, and belonging in the campus community; process improvement and alignment of talent development systems; updating campus master plans for KU’s facilities and information systems; and improved co-curricular supports such as advising, student information systems, and bridge programs.

In addition, preliminary work was completed to link, strengthen, and scale practices for degree-level assessment. The framework for academic program review has been revised to align with modifications made by the Kansas Board of Regents in Spring 2023. KU’s Lawrence Campus will implement a four-year cycle to align with KBOR’s new calendar for academic program review starting with a pilot of 10 departments during AY 23-24.

A Closer Look at the Criteria for Accreditation: Core Component 1.C

Criterion 1. Mission

Core Component 1.C. The institution provides opportunities for civic engagement in a diverse, multicultural society and globally connected world, as appropriate within its mission and for the constituencies it serves.

1. The institution encourages curricular or cocurricular activities that prepare students for informed citizenship and workplace success.
2. The institution’s processes and activities demonstrate inclusive and equitable treatment of diverse populations.
3. The institution fosters a climate of respect among all students, faculty, staff and administrators from a range of diverse backgrounds, ideas and perspectives.

Examples of Evidence:

• Documentation of course-based activities that promote civic engagement, including alternative spring break experiences, capstone experiences, community service projects, international service projects, professional or clinical practicum, community-based student employment, organization mission- or faith-based services in the community, military service or entrepreneurship.
• Documentation of student or residential-life-based service or experiences, such as service clubs, fraternity or sorority service projects, athletic team service activities, resident advisor employment or residential life service projects, or institution-led volunteer experiences.
• Documentation of extramural and independent volunteer or community service activities, including arts- and culture-based activities, children/youth-based service, human rights service or advocacy, public health and public policy-based activities, environmental and sustainability activities, food security/hunger-relief volunteering, church-based community service, or political campaign volunteering.
• Documentation of how diversity and inclusion are addressed in the institution’s mission documents and strategic plan.
• Student demographics and enrollment strategies that demonstrate a focus on diversity and inclusion.
• List of on-campus centers, offices and committees that address societal diversity, inclusion, and/or global awareness.
• List of student organizations that support societal diversity, inclusion, and/or global awareness.
• Listing of activities that the institution hosts or participates in that emphasize diversity, including, and/or global awareness.