爱豆app

Defining Institutional Mission and Acting with Integrity

The institution defines its mission and establishes educational and student success objectives aligned with that mission. The institution has a clear sense of its essential values, culture, and distinctive elements, and its contributions to society and the public good. It promotes the success of all students and makes explicit its commitment to diversity, equity, and inclusion. The institution functions with integrity and transparency.

Achieving Educational Objectives and Student Success

The institution achieves its educational and student success objectives through the core functions of teaching and learning, and through support for student learning, scholarship, and creative activity. It promotes the success of all students and makes explicit its commitment to diversity, equity, and inclusion. The institution demonstrates that core functions are performed effectively by evaluating valid and reliable evidence of learning.

Assuring Resources and Organizational Structures

The institution achieves its educational and student success objectives through investments in human, physical, fiscal, technology, and information resources within appropriate organizational and decision-making structures, and consistent with its explicit commitment to diversity, equity, and inclusion.

Creating an Institution Committed to Quality Assurance and Improvement

The institution engages in sustained, evidence-based, and participatory reflection about how effectively it is accomplishing its mission, achieving its educational and student success objectives, and realizing its commitment to diversity, equity, and inclusion. The institution envisions its future in light of the changing environment of higher education. These activities inform both institutional planning and systematic evaluations of educational effectiveness.

Executive Members

The group鈥檚 charge includes the following activities:

鈻籆ommunicate accreditation information about accreditation standards and best practices throughout the university.

鈻籉oster university-wide dialogue on how accreditation standards are being met.

鈻籗erve as a conduit for constituency input into accreditation reports and responses.

鈻籆reate and monitor plans and timelines for the preparation of all accreditation reports and responses required by WSCUC.

鈻籔rovide leadership in the preparation of reports through final draft approval.

鈻籑onitor plans and timelines for the remediation of areas in which the University does not fully meet accreditation standards.

Standard Members

The group鈥檚 charge includes the following activities:

鈻籅ecome familiar with the timeline, key phases, and milestones associated with the accreditation process.

鈻籆ommunicate information about accreditation standards and best practices to academic units.

鈻籇raft documents for standard assigned.

鈻籉acilitate broad campus participation in the reaffirmation accreditation process.

鈻籉oster college-wide dialogue on how the university meets or does not meet accreditation standards.

鈻籑onitor plans and timelines for the remediation of areas where the university does not fully meet accreditation standards.

Elizabeth Morris, Ph.D., Professor and Associate Provost of Educational Effectiveness

Jennifer Riad, MS, Director of Curriculum

Adam Burton, Vice President and General Counsel

Mark Howe, Senior Vice President for Finance and Administration

Angela Meluski, Vice President for Marketing and Communication

Charles Sands, Ph.D., Provost and Senior Vice President for Academic Affairs

Defining Institutional Mission and Acting with Integrity

 

Elizabeth Morris, Ph.D., Professor and Associate Provost of Educational Effectiveness

Bruce Stokes, Ph.D., Professor of Anthropology and Behavioral Sciences

Kenya Davis-Hayes, Ph.D., Professor of History

Bonjun Koo, Ph.D., Professor of Environmental Science

Doug Lainson, Ph.D., Professor of Business and President of Faculty Senate

Amy Miller, Dr.P.H., Professor of Kinesiology

Christopher Morgan, Ph.D., Professor and Dean, School of Christian Ministries

Jonathon Parker, Ph.D., Adjunct, Education

Veola Vasquez, Ph.D., Professor and Diversity Coordinator, PsyD Program

Student Representative

Achieving Educational Objectives and Student Success

Elizabeth Morris, Ph.D., Professor and Associate Provost of Educational Effectiveness

Elisa Shepard, Ph.D., Professor and Associate Provost for Online Education

Karen Bradley, DNP, Professor, Vice President of 爱豆app Health, and Dean of Nursing

Ana Gamez, Ph.D., Professor of Psychology

Chris Hofschroer, Dean of Students

Heather Hubbert, Ph.D., Associate Vice President
Student Services

Katherine Kafford, Ph.D., Professor and Assistant Dean, College of Architecture, Visual Arts and Design

Jeff Keneaster, M.Div., Director of Academic Operations-Educational Effectiveness

Gene Moon, DMA, Professor and Director of Orchestral Studies

Joshua Moss, Senior Director of Alumni, Parent & Donor Engagement

Ted Murcray, Ed.D., Professor and Director, The Teaching and Learning Center

Ken Nehrbass. Ph.D., Professor and Director of Assessment

David Pearson, Ph.D., Professor and Dean, College of Health Science

Patrick Schacht, Ph.D., Professor and Department Chair, Chemical Sciences

Rich Simpson, Ed.D., University Registrar

Robert Shields, Ed.D., Professor and Assistant Director of the Teaching and Learning Center

Student Representative

Assuring Resources and Organizational Structures

 

Tracy Ward, Ph.D., Professor and Associate Provost for Administration

Jennifer Riad, MS, Director of Curriculum 

Daniel Akers, Director of Web Services

Liza Arellano, DSW, Professor, Master of Social Work (MSW) Program Director, and Division of Social Work Accreditation Coordinator

Robin Duncan, Ed.D., Professor and Dean of Metcalf School of Education

Tim Gramling, Lp.D., Professor, Vice President of Diversity, and Dean of School of Business

Adele Harrison, Ph.D., Professor and Director of Finance Program

Samantha Naple, MS.Ed., Assistant Director Student Success Coaching

Joe Opris, Associate Vice President for Human Resources

Alma Salazar, Director of Graduate Admissions

Craig Shipley, Director of Multimedia Services

Calvin Sparkman, Associate Vice President for Financial Services

 

Tae Sung, Ph.D., Professor and Dean of Student Success

Student Representative

Creating an Institution Committed to Quality Assurance and Improvement

 

Wayne Fletcher, Ed.D., Professor and Associate Provost for Academic Services

 

Steve Neilsen, Ed.D., Dean of Academic Perstistence and Support

Brock Brenneman, Director of Academic Engagement

Brain Davis, Ph.D., Dean of International Programs

John Gill, Ph.D., Professor and Program Coordinator of Bachelor's in Christian Studies (Online)

Zakiya Glasco, MS, Associate Director Student Success Coaching

Jacqueline Gustafson, Ed.D., Professor and Dean of College of Behavioral and Social Sciences

Caroline Heine, Ed.D., Associate and Instructional Services Librarian

Joshua Morey, Senior Director of Financial Aid

Brian Niemeier, Ph.D., Director of Institutional Research

Erin Smith, Ph.D., Professor and Director of Research

Erika Travis, Ph.D., Professor and Department Chair, Modern Languages and Literature

Student Represenatative

The full-length 2018 report is built around eight key ideas:

1. 爱豆app has adequately responded to and addressed previous notices and recommendations from WSCUC.
2. 爱豆app remains compliant with WSCUC standards.
3. Graduates of 爱豆app represent individuals whose skills, integrity, and sense of purpose glorify God and distinguish them in the workplace and in the world.
4. Education quality, accountability, and conditions for improvement support the assessment process at 爱豆app.
5. 爱豆app offers the opportunity to successfully complete a degree that embeds universities values, academic challenge and a supportive campus environment.
6. Continuous improvement is the product of the assessment processes at 爱豆app.
7. 爱豆app is financially healthy and planning for the future.
8. A focused examination of the Division of Online and Professional Studies (OPS).

The 2022 Interim Report was submitted to show 爱豆app's progress on the commission action letter. It addressed:

1. Alignment of learning outcomes for degrees with the same name offered by different delivery methods; differentiated stated expectations for undergraduate and graduate degree programs.
2. Program reviews that reflect sophistication and maturity connoted by deep analysis and reflection.
3. An analysis of graduate student retention and graduation rates.
4. A formalized debt management policy; multiple budget models reflecting best and worst case scenarios.
5. Financial reporting that clearly separates operating and non-operating changes innet assets.

At its meeting on November 4, 2022, the WASC Senior College and University Commission unanimously adopted new  for member institutions. The Standards establish the foundational values and broad principles of good practice by which an institution achieves and maintains accreditation with WSCUC. The Standards also form the basis for institutional review. These four Standards, which are further defined and amplified by the Criteria for Review (CFRs), express a commitment to success for all students, ensure institutional quality, and promote institutional cultures of evidence and improvement.

The 2022 Standards are designed to preserve the basic values and structure of the current Standards while advancing quality, accountability, and improvement in service of equitable student learning, student success, and institutional effectiveness. Changes reflect a set of Principles identified early in the process:

1. Students will be at the center of the Standards and of accreditation reviews, with emphasis in the Standards and CFRs on educational
outcomes achieved in an environment promoting student personal well-being and success.
2. Institutions will be expected to demonstrate evidence of actions and results for continuous improvement and public accountability.
3. Equity and inclusion, as essential elements of high quality educational and institutional effectiveness, will be woven appropriately throughout the Standards and CFRs.
4. Standards and CFRs will adhere to the WSCUC philosophy of establishing objectives, promoting flexibility in application, and allowing institutions to determine how to achieve them, consistent with their mission and focus (鈥淲hat鈥� not 鈥淗ow鈥�).
5. When considering changing, adding to, and/or revising Standards and CFRs, the desire of WSCUC institutions for continuity and
consistency will be balanced with changes necessary to better reflect the current environment and values of higher education.
6. WSCUC will continue to value and respect the diversity of viewpoints of WSCUC institutions through this process.