current | 4-29-04 | 4-22-04 | 4-20-04 | 4-6-2004 | 3-24-04 | 3-10-04 | 3-03-04 | 2-26-03
April 22, 2004
To the University Community:
This is the sixth in a series of bulletins on preparations at UNC for the NCA accreditation review. This bulletin focuses on the third criterion of the Higher Learning Commission of the North Central Association of Colleges and Universities (NCA). Following is a draft of strengths, challenges, and opportunities related to Criterion 3, Student Learning and Effective Teaching. These and other points are elaborated in the self-study report, a draft of which is now being edited.
NCA Criterion 3: Student Learning and Effective Teaching. The organization provides evidence of student learning and effectiveness that demonstrates it is fulfilling its educational mission.
Examples of Strengths, Challenges, and Opportunities at UNC Related to Criterion 3
-- Values for teaching and learning are strong throughout the University
of Northern Colorado. An emphasis on teaching and learning is evident
in the University mission, budgetary decisions, and classroom transactions.
As specified by the Board of Trustees, approximately 55% of state-appropriated
funds are allocated to instruction. In the last decade, the University
made major strides in implementing distance learning, establishing computer
laboratories, and equipping classrooms with recent technologies.
-- Faculty members are qualified and dedicated instructors. High standards
and innovative teaching practices are commonplace across campus. Faculty
members encounter opportunities to enhance their teaching skills through
professional development. Recognition of teaching excellence occurs
in teaching awards, honors, and promotions.
-- Faculty members oversee curricular content; they make adjustments to academic programs based on advancements in their fields, mandates from the state, accreditation requirements, and so on. A streamlined curriculum review process has been designed and implemented.
-- Student learning is taking place in classrooms and in laboratories, meeting rooms, residence halls, work sites, and playing fields. Partnerships among faculty, staff, and students create a warm and challenging environment in which students can attain their fullest potential. In addition, clinical sites, schools, businesses, and community agencies provide valuable, practical experiences.
-- Assessment takes place throughout and beyond the University. Student learning goals have been identified and rubrics have been developed for all academic programs. Annually, programs submit progress reports of goal attainment and resource allocation. Every five years, programs conduct a comprehensive evaluation and submit a comprehensive self study.
-- Assessment strategies benefit students: learning goals are publicized; programs are improved from collected data; and instructors modify teaching strategies based on students' achievement and reports about their educational experiences.
-- UNC is on its way toward developing a mature assessment program. Faculty and staff carry out assessment plans and become more involved with assessment each year. In some instances, processes are still being developed, and in others, gaps in communication loops are delaying the exchange of information, but the problems have been identified and weaknesses are being addressed.
-- Faculty members have taught effectively with limited resources. Moreover, they have worked hard to leverage more resources. However, curriculum innovations and instructional improvements are not always enabled by the latest technologies, the best facilities, or adequate workload time.
-- Many units are just now at a place where they can begin to analyze
the properties and utility of their assessment data. As faculty and
administrators become more adept with assessment principles and procedures,
it will become easier for them to identify assessments and analytical
techniques that need revision.
-- Mission-specified learning goals, such as critical thinking, citizenship,
and appreciation for diversity, guide instruction. Clearer links between
instructional goals and assessments could lead to a better understanding
of how programs help students to achieve identified learning goals.
-- Evaluation of learning resources is not fully systematic or consistent. Some parts of the system are evaluated and continuously updated, such as the Library's holdings and offerings. However, others are only inferentially assessed for quality and effectiveness. The University needs to support staff in evaluating and revising learning resources.
-- In the next decade, the University will aim to strengthen its infrastructure for teaching and learning in higher education. As a student-centered institution with a legacy in education, the University of Northern Colorado can lead the charge in guiding effective instruction.
Thanks for your attention and willingness to learn more about the University's
preparation for the NCA accreditation review. For additional information,
please visit www.unco.edu/nca.
Vincent Scalia and Teresa McDevitt, Co-Chairs, NCA Steering Committee