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Higher Learning Commission Criteria
Systems Portfolio Index to the Higher Learning Commission


Criteria for Accreditation

University of Saint Mary, Kansas
 

HLC Criteria for Accreditation

USM Systems Portfolio

Criterion One – Mission and Integrity. The organization operates with integrity to ensure the fulfillment of its mission through structures and processes that involve the board, administration, faculty, staff, and students.

 

Core Component 1a. The organization's mission documents are clear and articulate publicly the organization's commitments.

 

•  The Board of Trustees (BOT) has adopted statements of mission, vision, values, goals, and organizational priorities that together clearly and broadly define University of Saint Mary 's (USM) commitments.

O1, 1C1-2, 8C1-2

•  The mission, vision, values, and strategic plan documents define the varied internal and external constituencies USM intends to serve.

O1-4, 1P7, 8C1-2

•  The mission documents articulate USM's commitment to helping students realize their God-given potential.

O1, 1C1-2, 1C4, 8C1

•  The mission documents articulate USM's commitment to preparing students to lead value-centered lives.

O1, 1C1-2, 1C4, 2C2-3, 2R1-2, 8C1

•  The mission documents articulate USM's commitment to preparing students for careers that contribute to the well being of our global society.

O1, 1C1-2, 1C4, 1P6, 1P9-10, 1P12, 2C2-3, 2R1-2, 8C1

•  USM makes mission documents available to the public, particularly to prospective and enrolled students.

1P4, 5P6

Core Component 1b. In its mission documents, the organization recognizes the diversity of its learners, other constituencies, and the greater society it serves.

 

•  In its mission documents, USM addresses diversity within the community values and common purposes it considers fundamental to its mission.

O1, 1C1, 1C4, 2C1-3, 4C1, 4P2-3

•  The mission documents present USM's function in a global society.

O1, 1C1, 1C4, 2C2

•  The mission documents affirm USM's commitment to honor the dignity and worth of individuals.

O1, 1C1, 2C2, 4C1, 5C3

•  USM's required codes of belief or expected behavior are congruent with the mission.

O5-6, 1C5, 1P6, 4P1-2, 4P7, 5C3

•  The policy and procedures provide a basis for USM's basic strategies to address diversity.

1C4, 4C1

Core Component 1c. Understanding of and support for the mission pervade the organization.

 

•  The board, administration, faculty, staff, and students understand and support USM's mission.

1C1-2, 8C2

•  USM's strategic decisions are mission driven.

O7-8, 1C1-2. 2C1-3, 5P1, 8C1-2, 9C2

•  USM's planning priorities flow from and support the mission.

OO, 2P1, 5C1, 8P1

•  The goals of the administration and academic subunits of the organization are congruent with USM's mission.

1C1-2, 7P5, 8C2

•  USM's internal constituencies articulate the mission in a consistent manner.

1C2, 5C1, 8C1-2, 8P4

Core component 1d. The organization's governance and administrative structures promote effective leadership and support collaborative process that enable the organization to fulfill its mission.

 

•  BOT oversight supports and promotes USM's mission.

1C2, 8P1

•  BOT enables USM's chief administrative personnel to exercise effective leadership.

O8, 5C1-3

•  The distribution of responsibilities defined in governance structure, processes, and activities is understood and is implemented through delegated authority.

O2, 5C1

•  Faculty and other academic leaders share responsibility for the coherence of the curriculum and the integrity of academic processes.

1C1-3, 1P1-2, 1P5, 1P7-9, 1I1

•  Effective communication facilitates governance processes and activities.

O5, 1I2, 4C1, 5P5-6, 8P1

•  USM evaluates its structure and processes regularly and strengthens them as needed.

2C3, 3P7, 4R1-4, 5P9, 5R1, 7C1-2

Core component 1e. The organization upholds and protects its integrity.

 

•  The activities of USM are congruent with its mission.

OO, 1C1-2, !C4-5, 2C1-3, 4C1, 4P3, 4P7, 8P1-4

•  USM understands and abides by local, state, and federal laws and regulations applicable to it.

O6

•  USM consistently implements clear and fair policies regarding the rights and responsibilities its internal constituencies.

1C5, 4P1-2

•  USM documents timely response to complaints and grievances particularly those of students.

3P6, 4P1-3, 4P6

Criterion Two – Preparing for the Future. The organization's allocation of resources and its processes for evaluation and planning demonstrate its capacity to fulfill the mission, improve the quality of its education, and respond to future challenges and opportunities.

 

Core Component 2a. The organization realistically prepares for a future shaped by multiple societal and economic trends.

 

•  USM's planning documents reflect a sound understanding of its current capacity.

O1-5,1C1-3, 1P2, 8C2, 8P1-4

•  USM planning documents demonstrate that attention is being paid to emerging factors such as technology, demographic shifts, and globalization.

O3,O5, 1C1, 1C3-5, 3P5, 8P2

•  USM's planning processes include effective environmental scanning.

O1, O3, O7-8, 1P1-2, 7P1, 8P2

•  USM's environment is supportive of innovation and change.

O3, O7-8, 1C3-4, 1P1, 61

•  USM incorporates in its planning those aspects of its history and heritage that it wishes to preserve and continue.

O1, 1P2, 3P3-4, 4C1, 8P1

Core component 2b. The organization's resource base supports its educational programs and its plans for maintaining and strengthening their quality in the future.

 

•  USM's resources are adequate for achievement of the educational quality it claims to provide.

O4-C1, 6C1, 6P1-3, 6R1-2, 8P1-3, 8R1

•  Plans for resource development and allocation document USM's commitment to supporting and strengthening the quality of the education it provides.

O3, O6, 2C3, 4P3-5, 5P9, 5R1, 6C1, 6P1-3, 8P1-4, 8R1

•  USM uses it human resources effectively.

1P1, 1P6, 1P9, 2P3, 4C1, 4C4, 5P7, 8P7

•  USM intentionally develops it human resources to meet future changes.

1P1, 1P6, 1P9, 2P3, 4C1, 4C4, 5P7, 8P7

•  USM's planning processes are flexible enough to respond to unanticipated needs for program reallocation, downsizing, or growth.

1P2, 8P1-5

Core component 2c. The organization's ongoing evaluation and assessment processes provide reliable evidence of institutional effectiveness that clearly informs strategies for continuous improvement.

 

•  USM demonstrates that its evaluation processes provide evidence that its performance meets its stated expectations for institutional effectiveness.

1P8, 1P13, 1I1, 2P4, 3P7, 4C1, 4P6, 4P10, 5R1, 6P4-5, 8R4, 9R1

•  USM maintains effective systems for collecting, analyzing, and using organizational information.

1P11, 1P13, 1I1, 2P5, 3P7, 4P3, 4P8, 6C1-2, 6P4-5, 4P10, 7C1-2, 7P1-7, 7R1, 8P5, 9R1

•  Appropriate data and feedback loops are available and used throughout USM to support continuous improvement.

1P11, 1P13, 1I1, 2P4, 3P7, 4P10, 4R1, 5P9, 5R1, 6P4, 6R1, 7C1-2, 7P1, 7P3-4, 7P6, 8P1-5, 9R1

•  Periodic reviews of academic and administrative subunits contribute to USM's improvement.

1C2, 1P1-2, 1P13, 4P5-6, 8P4-5

Core component 2d. All levels of planning align with the organization's mission, thereby enhancing its capacity to fulfill that mission.

 

•  Coordinated planning processes center on the mission documents that define vision, values, goals, and strategic priorities for USM.

O1, O7-8, 1C2, 1P1, 2C3, 2P1, 8C1-2, 8P1-5, 8R1

•  Planning processes link with budgeting processes.

8P1-3, 8R1-2, 8P6

•  Implementation of the USM's planning is evident in its operations.

8P1-5, 8P8

•  Long range strategic planning processes allow for reprioritization of goals when necessary because of changing environments.

8C1-2, 8P1-4

•  Planning documents give evidence of USM's awareness of the relationships necessary among educational quality, student learning, and the diverse, complex, global, and technological world in which USM and its students exist.

1P1-2, 2C2-3, 8C1-2, 8P1-5

•  Planning processes involve internal constituents and, where appropriate, external constituents.

1P2, 2P1, 8C1-2, 8P1-4, 8P7, 9P1, 9P3

Criterion Three – Student Learning and Effective Teaching. The organization provides evidence of student learning and teaching effectiveness that demonstrates it is fulfilling its educational mission.

 

Core component 3a. The organization's goals for student learning outcomes are clearly stated for each educational program and make effective assessment possible.

 

•  USM clearly identifies the expected learning outcomes for students.

O2, 1C1-5, 1P3-5, 1P9-10,2P2

•  Assessment of student learning provides evidence at multiple levels: course, program, and institutional.

1C2, 1P3, 1P7, 1P9-11, 1P13, 1R1-4, 2P5, 2R1, 7C2, 8P2-3

•  Assessment of student learning includes multiple direct and indirect measures of student learning.

1C1, 1P1, 1P7, 1P9-10, 1P13, 1R1-4, 3R-5, 9R1

•  Results obtained through assessment of student learning are available to appropriate constituencies.

1R1-4, 2P5, 2R1-2, 7P1, 7P4

•  USM integrates into its assessment of student learning the data reported for purposes of external accountability (e.g. graduation rates, license exam pass rates).

1R2, 1R4, 1P11-13, 9C2

•  Faculty are involved in defining expected student learning outcomes and creating the strategies to determine whether those outcomes are achieved.

1C2-5, 1P1-6, 1P8, 1P12-13, 2P4

•  Faculty and administrators routinely review the effectiveness and uses of USM's program to assess student learning.

1C2, 1C5, 1P1, 1P6-8, 1P11, 1I1-2, 2R1, 5P3, 8P2-3

Core component 3b. The organization values and supports effective teaching.

 

•  Qualified faculty determine curricular content and strategies for instruction.

O5, 1C1-5, 1P1-3,1P6-8, 4P4-5

•  USM supports professional development designed to facilitate teaching suited to varied learning environments.

1C3-41P6-7, 1P9, 4P4-5

•  USM evaluates teaching and recognizes effective teaching.

1P6, 4P7

•  USM provides services to support improved pedagogies.

1P1, 1P7, 1C3-4, 2P2-3, 4P4-5, 7C2

•  USM demonstrates openness to innovative practices that enhance learning.

1C3-5, 1P7, 1P9, 8P2-3

•  USM supports faculty in keeping abreast of the research on teaching and learning and technological advances that can positively affect student learning and the delivery of instruction.

1C3-5, 1P7-8, 4P4-5

•  Faculty members actively participate in professional organizations relevant to the disciplines they teach.

1P8-9

 

Core component 3c. The organization creates effective learning environments.

 

•  Assessment results inform improvements in curriculum, pedagogy, instructional resources, and student services.

1C3, 1P1, 1R1-4, 1I1-2, 2R1, 3P7, 3R1-2, 7C1-2, 7P5, 7R1

•  Advising systems focus on student learning, including the mastery of skills required for academic success.

1P3-5, 1R1-4

•  USM employs, when appropriate, new technologies that enhance effective learning environments.

1C3, 1P7, 1P9, 6C1-2

•  USM's systems of quality assurance include regular review of whether it education strategies, activities, processes, and technologies enhance student learning.

1C2, 1P6, 1R1-4, 1I1-2, 2R1, 7C1-2 8P2-3

Core component 3d. The organization's learning resources support student learning and effective teaching.

 

•  USM ensures access to the resources (e.g. laboratories, libraries, performance spaces, clinical practice sites) necessary to support learning and teaching.

O6, 1P9, 2C3, 6P5, 9C1, 9P1

•  USM evaluates the use of its learning resources to enhance student learning and effective teaching.

1P6, 1P9, 3P7, 6P1, 7C1

•  USM regularly assesses the effectiveness of the learning resources to support learning and teaching.

1P6, 1P11-13, 2R1, 3P7, 3R1-2, 6P1, 7C1, 7P6, 8P2-3, 8P5, 8R1

•  USM supports students, staff, and faculty in using technology effectively.

1C3, 6C1, 6P3

•  USM's systems and structures enable partnerships and innovations that enhance student learning and strengthen teaching effectiveness.

O4, 1P10, 1P13, 2C2-3, 2P3, 6P4-5, 9C1, 9P1, 9P3, 9R1

Criterion Four: Acquisition, Discovery, and Application of Knowledge, The organization promotes a life of learning for its faculty, administration, staff, and students by fostering and supporting inquiry, creativity, practice, and social responsibility in ways consistent with its mission.

 

Core Component 4a. The organization demonstrates, through the actions of its board, administrators, students, faculty, and staff, that it values a life of learning.

 

•  USM's planning and pattern of financial allocation demonstrate that it values and promotes a life of learning for its students, faculty, and staff.

5R1, 8C1-2

•  USM supports professional development opportunities and makes them available to all of its administrators, faculty, and staff.

1C4, 1P8, 4C4, 4P4-5

•  USM publicly acknowledges the achievements of students and faculty in acquiring, discovering, and applying knowledge.

1P13, 1R4, 1I2, 4P7

•  The faculty and students produce scholarship and create knowledge in keeping with USM's mission.

1C4-5, 1P6

•  USM and its units use scholarship and research to stimulate organizational and educational improvements.

1P6-8

Core Component 4b. The organization demonstrates that acquisition of a breadth of knowledge and skills and the exercise of intellectual inquiry are integral to its educational programs.

 

•  USM integrates knowledge, skills, and inquiry into all of its programs through curricular offerings intentionally created to develop attitudes and skills requisite for a life of learning in a global society.

1C1-5, 2C3, 2P2

•  USM regularly reviews the relationship between its mission and values and the effectiveness of general education

1C3-5,, 1P1-2, 1P8, 1P13, 1R1-4

•  USM assesses how effectively its programs establish knowledge base on which students develop depth of expertise.

1P2, 1P6, 1P8, 1P11-12, 2P2, 2P4-5, 2R1, 7C1-2, 7P1, 7P3, 7R1, 8P2-3

•  USM demonstrates the linkages between curricular and co-curricular activities that support inquiry, practice, creativity, and social responsibility.

1P10, 2C2-3, 2P4, 2R1

•  Learning outcomes demonstrate that students have achieved breadth of knowledge, skills, and capacity to exercise intellectual inquiry.

1C1, 1P1, 1P3, 1P13, 1R1-4, 3P7, 3R1-2

Core Component 4c. The organization assesses the usefulness of its curricula to students who will live and work in a global, diverse, and technological society.

 

•  Regular academic program reviews include attention to currency and relevance of courses and programs.

1P6, 1R3, 1P1-2, 1P8

•  In keeping with the mission, learning goals and outcomes include skills and professional competence essential to a diverse workforce and global society.

1c1-5, 1P12, 1R1-3, 2C2

•  Learning outcomes document that graduates have gained the skills and knowledge they need to function in diverse local, national, and global societies.

1C4-5, 1R1-3, 2R1

•  Curricular evaluation involves alumni, employers, and other external constituents who understand the relationship among the courses of study, the currency of curriculum, and the utility of the knowledge and skills gained.

1P6, 1P12, 1P8, 2P5, 9C1

•  Faculty expect students to master the knowledge and skills necessary for independent learning in programs and applied practice.

1C1-5, 1P4, 1R1-2, 1R4

Core component 4d. The organization provides support to ensure that faculty, students, and staff acquire, discover, and apply knowledge responsibly.

 

•  USM's academic and student support programs contribute to the development of student skills and attitudes fundamental to responsible use of knowledge.

1C4-5, 1P3-5, 1P9, 3P1, 6C1, 6P1, 6P5, 9P1

•  USM follows explicit policies and procedures to ensure ethical conduct in its instructional activities.

1C5, 4P3, 5C3

•  USM encourages curricular and co-curricular activities that relate responsible use of knowledge to practicing social responsibility.

1P10, 2C1-3, 2R1

•  USM provides effective oversight and support services to ensure the integrity of research and practice conducted by its faculty and students.

1P6, 1P10, 4R3, 5C3, 6C1, 6P5, 8P2-3, 9P2

Criterion Five: Engagement and Service. As called for by its mission, the organization identifies its constituencies and serves them in ways both value.

 

Core Component 5a. The organization learns from the constituencies it serves and analyzes its capacity to serve their needs and expectations.

 

•  USM's commitments are shaped by its mission and its capacity to support those commitments.

O1-5, 1C1-2, 9C1-2, 9P1

•  USM practices periodic environmental scanning to understand the changing needs of its constituencies it serves.

O7-8, 1P1-2, 1P5, 1P8, 1P12

•  USM demonstrates attention to the diversity of the constituencies it serves.

O3, 1C3-5, 1P2-3, 2C1-3, 9C1

•  USM's outreach programs respond to identified community needs.

O4, 1P2, 9C1, 9P2

•  In responding to external constituencies, USM is well-served by programs such as continuing education, outreach, and community.

O1, O4, 1C3-4, 2C1-3, 9C1, 9P2

Core Component 5b. The organization has the capacity and the commitment to engage with its identified constituencies and communities.

 

•  USM's structures and processes enable effective connections with its communities.

O2, O4, 1C3, 2C2-3, 9P4

•  USM's co-curricular activities engage students, staff, administrators, and faculty with external communities.

1P7, 1P10, 2C2-3, 2P2, 2R1, 9C1, 9R1

•  USM's educational programs connect students with external communities.

O4, 1P10, 1C3, 1P12, 2R1, 9C1, 9P1, 9R1

•  USM's resources support effective programs of engagement and service.

O5-6, 2C3, 6C1, 6P5, 8P2-3

•  Planning processes project ongoing engagement and service.

8P2-3, 8P5, 9I2

Core Component 5c. The organization demonstrates its responsiveness to those constituencies that depend on it for service.

 

•  Collaborative ventures exist with other higher learning organizations and education sectors (e.g. K-12 partnerships, articulation agreements, 2+2 programs).

O4, O7-8, 1P12, 9C1, 9P4, 9R1

•  USM's transfer policies and practices create an environment supportive of the mobility of learners.

1C3, 1P3, 9R1

•  Community leaders testify to the usefulness of USM's programs of engagement.

2R3, 9R1

•  USM's programs of engagement give evidence of building effective bridges among diverse communities.

O4, O8, 9C1, 9P1

•  USM participates in partnerships focused on shared educational and social goals.

O4,, 1C3-4, 9C1, 9P1

•  USM partnerships and contractual arrangements uphold the its integrity.

9P1-4

Core Component 5d. Internal and external constituencies value the services the organization provides.

 

•  USM's evaluation of services involves the constituencies served.

1P12, 2R3, 7C1, 8P2-3, 9R1

•  Service programs and student, faculty, and staff volunteer activities are well-received by the communities served.

2R3, 9R1, 9P2

•  USM's workforce development activities are valued by community leaders.

1P12, 2R3, 9P1

•  External constituents participate in USM's activities and co-curricular programs open to the public.

2C2, 2R1-3, 9P1, 9C1-2

•  USM provides programs to meet the continuing needs of licensed professionals in the community.

O1-2, 1P2, 1C3, 9C1, 9P2

 

Core component 3c. The organization creates effective learning environments.

 

•  Assessment results inform improvements in curriculum, pedagogy, instructional resources, and student services.

1C3, 1P1, 1R1-4, 1I1-2, 2R1, 3P7, 3R1-2, 7C1-2, 7P5, 7R1

•  Advising systems focus on student learning, including the mastery of skills required for academic success.

1P3-5, 1R1-4

•  USM employs, when appropriate, new technologies that enhance effective learning environments.

1C3, 1P7, 1P9, 6C1-2

•  USM's systems of quality assurance include regular review of whether it education strategies, activities, processes, and technologies enhance student learning.

1C2, 1P6, 1R1-4, 1I1-2, 2R1, 7C1-2 8P2-3

Core component 3d. The organization's learning resources support student learning and effective teaching.

 

•  USM ensures access to the resources (e.g. laboratories, libraries, performance spaces, clinical practice sites) necessary to support learning and teaching.

O6, 1P9, 2C3, 6P5, 9C1, 9P1

•  USM evaluates the use of its learning resources to enhance student learning and effective teaching.

1P6, 1P9, 3P7, 6P1, 7C1

•  USM regularly assesses the effectiveness of the learning resources to support learning and teaching.

1P6, 1P11-13, 2R1, 3P7, 3R1-2, 6P1, 7C1, 7P6, 8P2-3, 8P5, 8R1

•  USM supports students, staff, and faculty in using technology effectively.

1C3, 6C1, 6P3

•  USM's systems and structures enable partnerships and innovations that enhance student learning and strengthen teaching effectiveness.

O4, 1P10, 1P13, 2C2-3, 2P3, 6P4-5, 9C1, 9P1, 9P3, 9R1

Criterion Four: Acquisition, Discovery, and Application of Knowledge, The organization promotes a life of learning for its faculty, administration, staff, and students by fostering and supporting inquiry, creativity, practice, and social responsibility in ways consistent with its mission.

 

Core Component 4a. The organization demonstrates, through the actions of its board, administrators, students, faculty, and staff, that it values a life of learning.

 

•  USM's planning and pattern of financial allocation demonstrate that it values and promotes a life of learning for its students, faculty, and staff.

5R1, 8C1-2

•  USM supports professional development opportunities and makes them available to all of its administrators, faculty, and staff.

1C4, 1P8, 4C4, 4P4-5

•  USM publicly acknowledges the achievements of students and faculty in acquiring, discovering, and applying knowledge.

1P13, 1R4, 1I2, 4P7

•  The faculty and students produce scholarship and create knowledge in keeping with USM's mission.

1C4-5, 1P6

•  USM and its units use scholarship and research to stimulate organizational and educational improvements.

1P6-8

Core Component 4b. The organization demonstrates that acquisition of a breadth of knowledge and skills and the exercise of intellectual inquiry are integral to its educational programs.

 

•  USM integrates knowledge, skills, and inquiry into all of its programs through curricular offerings intentionally created to develop attitudes and skills requisite for a life of learning in a global society.

1C1-5, 2C3, 2P2

•  USM regularly reviews the relationship between its mission and values and the effectiveness of general education

1C3-5,, 1P1-2, 1P8, 1P13, 1R1-4

•  USM assesses how effectively its programs establish knowledge base on which students develop depth of expertise.

1P2, 1P6, 1P8, 1P11-12, 2P2, 2P4-5, 2R1, 7C1-2, 7P1, 7P3, 7R1, 8P2-3

•  USM demonstrates the linkages between curricular and co-curricular activities that support inquiry, practice, creativity, and social responsibility.

1P10, 2C2-3, 2P4, 2R1

•  Learning outcomes demonstrate that students have achieved breadth of knowledge, skills, and capacity to exercise intellectual inquiry.

1C1, 1P1, 1P3, 1P13, 1R1-4, 3P7, 3R1-2

Core Component 4c. The organization assesses the usefulness of its curricula to students who will live and work in a global, diverse, and technological society.

 

•  Regular academic program reviews include attention to currency and relevance of courses and programs.

1P6, 1R3, 1P1-2, 1P8

•  In keeping with the mission, learning goals and outcomes include skills and professional competence essential to a diverse workforce and global society.

1c1-5, 1P12, 1R1-3, 2C2

•  Learning outcomes document that graduates have gained the skills and knowledge they need to function in diverse local, national, and global societies.

1C4-5, 1R1-3, 2R1

•  Curricular evaluation involves alumni, employers, and other external constituents who understand the relationship among the courses of study, the currency of curriculum, and the utility of the knowledge and skills gained.

1P6, 1P12, 1P8, 2P5, 9C1

•  Faculty expect students to master the knowledge and skills necessary for independent learning in programs and applied practice.

1C1-5, 1P4, 1R1-2, 1R4

Core component 4d. The organization provides support to ensure that faculty, students, and staff acquire, discover, and apply knowledge responsibly.

 

•  USM's academic and student support programs contribute to the development of student skills and attitudes fundamental to responsible use of knowledge.

1C4-5, 1P3-5, 1P9, 3P1, 6C1, 6P1, 6P5, 9P1

•  USM follows explicit policies and procedures to ensure ethical conduct in its instructional activities.

1C5, 4P3, 5C3

•  USM encourages curricular and co-curricular activities that relate responsible use of knowledge to practicing social responsibility.

1P10, 2C1-3, 2R1

•  USM provides effective oversight and support services to ensure the integrity of research and practice conducted by its faculty and students.

1P6, 1P10, 4R3, 5C3, 6C1, 6P5, 8P2-3, 9P2

Criterion Five: Engagement and Service. As called for by its mission, the organization identifies its constituencies and serves them in ways both value.

 

Core Component 5a. The organization learns from the constituencies it serves and analyzes its capacity to serve their needs and expectations.

 

•  USM's commitments are shaped by its mission and its capacity to support those commitments.

O1-5, 1C1-2, 9C1-2, 9P1

•  USM practices periodic environmental scanning to understand the changing needs of its constituencies it serves.

O7-8, 1P1-2, 1P5, 1P8, 1P12

•  USM demonstrates attention to the diversity of the constituencies it serves.

O3, 1C3-5, 1P2-3, 2C1-3, 9C1

•  USM's outreach programs respond to identified community needs.

O4, 1P2, 9C1, 9P2

•  In responding to external constituencies, USM is well-served by programs such as continuing education, outreach, and community.

O1, O4, 1C3-4, 2C1-3, 9C1, 9P2

Core Component 5b. The organization has the capacity and the commitment to engage with its identified constituencies and communities.

 

•  USM's structures and processes enable effective connections with its communities.

O2, O4, 1C3, 2C2-3, 9P4

•  USM's co-curricular activities engage students, staff, administrators, and faculty with external communities.

1P7, 1P10, 2C2-3, 2P2, 2R1, 9C1, 9R1

•  USM's educational programs connect students with external communities.

O4, 1P10, 1C3, 1P12, 2R1, 9C1, 9P1, 9R1

•  USM's resources support effective programs of engagement and service.

O5-6, 2C3, 6C1, 6P5, 8P2-3

•  Planning processes project ongoing engagement and service.

8P2-3, 8P5, 9I2

Core Component 5c. The organization demonstrates its responsiveness to those constituencies that depend on it for service.

 

•  Collaborative ventures exist with other higher learning organizations and education sectors (e.g. K-12 partnerships, articulation agreements, 2+2 programs).

O4, O7-8, 1P12, 9C1, 9P4, 9R1

•  USM's transfer policies and practices create an environment supportive of the mobility of learners.

1C3, 1P3, 9R1

•  Community leaders testify to the usefulness of USM's programs of engagement.

2R3, 9R1

•  USM's programs of engagement give evidence of building effective bridges among diverse communities.

O4, O8, 9C1, 9P1

•  USM participates in partnerships focused on shared educational and social goals.

O4,, 1C3-4, 9C1, 9P1

•  USM partnerships and contractual arrangements uphold the its integrity.

9P1-4

Core Component 5d. Internal and external constituencies value the services the organization provides.

 

•  USM's evaluation of services involves the constituencies served.

1P12, 2R3, 7C1, 8P2-3, 9R1

•  Service programs and student, faculty, and staff volunteer activities are well-received by the communities served.

2R3, 9R1, 9P2

•  USM's workforce development activities are valued by community leaders.

1P12, 2R3, 9P1

•  External constituents participate in USM's activities and co-curricular programs open to the public.

2C2, 2R1-3, 9P1, 9C1-2

•  USM provides programs to meet the continuing needs of licensed professionals in the community.

O1-2, 1P2, 1C3, 9C1, 9P2