The page cannot be found

The page cannot be found

The page you are looking for might have been removed, had its name changed, or is temporarily unavailable.

Please try the following:

  • Make sure that the Web site address displayed in the address bar of your browser is spelled and formatted correctly.
  • If you reached this page by clicking a link, contact the Web site administrator to alert them that the link is incorrectly formatted.
  • Click the Back button to try another link.

HTTP Error 404 - File or directory not found.
Internet Information Services (IIS)

Technical Information (for support personnel)

  • Go to Microsoft Product Support Services and perform a title search for the words HTTP and 404.
  • Open IIS Help, which is accessible in IIS Manager (inetmgr), and search for topics titled Web Site Setup, Common Administrative Tasks, and About Custom Error Messages.
The page cannot be found

The page cannot be found

The page you are looking for might have been removed, had its name changed, or is temporarily unavailable.

Please try the following:

  • Make sure that the Web site address displayed in the address bar of your browser is spelled and formatted correctly.
  • If you reached this page by clicking a link, contact the Web site administrator to alert them that the link is incorrectly formatted.
  • Click the Back button to try another link.

HTTP Error 404 - File or directory not found.
Internet Information Services (IIS)

Technical Information (for support personnel)

  • Go to Microsoft Product Support Services and perform a title search for the words HTTP and 404.
  • Open IIS Help, which is accessible in IIS Manager (inetmgr), and search for topics titled Web Site Setup, Common Administrative Tasks, and About Custom Error Messages.

Criterion 3 Core Components


The material on this page is taken from the Higher Learning Commission Handbook of Accreditation.

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

An organization needs to be accountable to itself and to its constituencies, to be clear about awhat it intends students to know and to do, and to find ways of learning whether, as a result of the education provided, students actually know and can do. The culture of assessment ought to extend to all education and training provided by the organization, not simply to the degree programs it offers.

  • Assessment of student learning is a process, and the process must have results foundational to the education of students.
  • The results should testify to achievement of stated goals for learning.
  • The results should enable the organization to strengthen and improve the capacity for student learning.
  • The results should have credibility with the faculty responsible for creating effective learning environments.
  • The results should have such credibility that they shape budgeting and planning priorities.

As it defines and interprets evidence related to this Core Component, an organization may wish to consider the following Examples of Evidence.

  • The organization clearly differentiates its learning goals for undergraduate, graduate, and post-baccalaureate programs by identifying the expected learning outcomes for each.
  • Assessment of student learning provides evidence at multiple levels: course, program, and institutional.
  • Assessment of student learning includes multiple direct and indirect measures of student learning.
  • Results obtained through assessment of student learning are available to appropriate constituencies, including students themselves.
  • The organization integrates into its processes for assessment of student learning and uses the data reported for purposes of external accountability (e.g., graduation rates, passage rates on licensing exams; placement rates; transfer rates).
  • The organizations assessment of student learning extends to all educational offerings, including credit and non-credit certificate programs.
  • Faculty are involved in defining expected student learning outcomes and creating the strategies to determine whether those outcomes are achieved.
  • Faculty and administrators routinely review the effectiveness of the organizations program to assess student learning.

Core Component 3b - The organization values and supports effective teaching.

As it defines and interprets evidence related to this Core Component, an organization may wish to consider the following Examples of Evidence.

  • Qualified faculty determine curricular content and strategies for instruction.
  • The organization supports professional development designed to facilitate teaching suited to varied learning environments.
  • The organization evaluates teaching and recognizes effective teaching. § The organization provides services to support improved pedagogies.
  • The organization demonstrates openness to innovative practices that enhance learning.
  • The organization supports faculty in keeping abreast of the research on teaching and learning, and of technological advances that can positively affect student learning and the delivery of instruction.
  • Faculty members actively participate in professional organizations relevant to the disciplines they teach.

Core Component 3c - The organization creates effective learning environments.

As it defines and interprets evidence related to this Core Component, an organization may wish to consider the following Examples of Evidence.

  • Assessment results inform improvements in curriculum, pedagogy, instructional resources, and student services.
  • The organization provides an environment that supports all learners and respects the diversity they bring.
  • Advising systems focus on student learning, including the mastery of skills required for academic success.
  • Student development programs support learning throughout the studentS experience regardless of the location of the student.
  • The organization employs, when appropriate, new technologies that enhance effective learning environments for students.
  • The organizations systems of quality assurance include regular review of whether its educational strategies, activities, processes, and technologies enhance student learning.

Core Component 3d -The organizationS learning resources support student learning and effective teaching.

As it defines and interprets evidence related to this Core Component, an organization may wish to consider the following Examples of Evidence.

  • The organization ensures access to the resources (e.g., research laboratories, libraries, performance spaces, clinical practice sites) necessary to support learning and teaching.
  • The organization evaluates the use of its learning resources to enhance student learning and effective teaching.
  • The organization regularly assesses the effectiveness of its learning resources to support learning and teaching.
  • The organization supports students, staff, and faculty in using technology effectively.
  • The organization provides effective staffing and support for its learning resources.
  • The organizationS systems and structures enable partnerships and innovations that enhance student learning and strengthen teaching effectiveness.
  • Budgeting priorities reflect that improvement in teaching and learning is a core value of the organization.
Last Modified: 10/03/2011 02:14:32 by content editor