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Earlham Self-Study: Chapter 7 - Criterion Four

Criterion Four. Teaching and Learning: Evaluation and Improvement

The institution demonstrates responsibility for the quality of its educational programs, learning environments, and support services, and it evaluates their effectiveness for student learning through processes designed to promote continuous improvement.
4.A. The institution demonstrates responsibility for the quality of its educational programs.
1. The institution maintains a practice of regular program reviews.

Five-Year Review Forms

Departmental Reviews

Curricular Vision Statement

CSC Charge

Department Surveys

International Education Review

GPI Report

Japan Study Review

Japan Study Summary

Border Studies Program

McNair Program Review

ITS External Review

MISO Survey

2. The institution evaluates all the credit that it transcripts, including what it awards for experiential learning or other forms of prior learning.

Academic Credits

Academic Audits

Credit Hour

CPC Sept. 2012 Minutes

Long-term, One-time proposals

Administrative Faculty Proposal

CPC August 2012 Minutes

CPC September 2012 Minutes

3.The institution has policies that assure the quality of the credit it accepts in transfer.

General Education Transfer Credits

Transfer Credit Policy

Credit from another college

4. The institution maintains and exercises authority over the prerequisites for courses, rigor of courses, expectations for student learning, access to learning resources, and faculty qualifications for all its programs, including dual credit programs. It assures that its dual credit courses or programs for high school students are equivalent in learning outcomes and levels of achievement to its higher education curriculum.

Long-Term, One-Time Form

Administrative Faculty Proposal

2012 NSSE

Academic Challenge

Art and Science Report

Liberal Arts Education

Mission Statement

Principles and Practices

Strategic Plan

Curricular Vision Statement

Learning Goals and Maps

Academic Enrichment Center

Math and Science Center

Writing Center

Career Education

Center for Integrated Learning


Stragetic Plan

Common Data Set 2012-13

HERI Faculty Survey


CPC minutes 9/5/11

CPC miinutes 8/28/12

5. The institution maintains specialized accreditation for its programs as appropriate to its educational purposes.


Graduate Programs in Education

Theological Schools Accreditation

Higher Learning Commission

Indiana Dept. of Education

Rules for Educator Preparation Accountability

Chemstry Department
6. The institution evaluates the success of its graduates. The institution assures that the degree or certificate programs it represents as preparation for advanced study or employment accomplish these purposes. For all programs, the institution looks to indicators it deems appropriate to its mission, such as employment rates, admission rates to advanced degree programs, and participation rates in fellowships, internships, and special programs (e.g., Peace Corps and Americorps).

Departmental 5-year Reviews

HEDS Alumni Survey

HEDS Senior Survey

NSSE Senior Survey

Institutional Research

HEDS Baccalaureate Origins Report

Achievements and Fellowships

Fellowships Report

Graduate School Attendance

Collegiate Results Instrument

Careers and Occupations

Extraordinary Alumni

Graduate School Prowess

Teagle Funded Assessment Reports

HEDS Senior Survey

Quake Connect

Common Data Set

Ford/Knight Projects

4.B. The institution demonstrates a commitment to educational achievement and improvement through ongoing assessment of student learning.
1. The institution has clearly stated goals for student learning and effective processes for assessment of student learning and achievement of learning goals.

General Education Goals

Curriculum Guide

First-Year Courses

Comparative Practices

Analytical Reasoning

Scientific Inquiry Requirement

Perspectives on Diversity

Arts Requirement

Wellness Requirement

Learning Goals/Curricular Maps

Program of Study

Co-curricular Learning Goals

Bonner Program


Athletics and Wellness Philosophy

Earlham Libraries Mission

Senior Capstone Requirement

Five-year Reviews

CLA Institutional Reports

CLA Longitudinal Reports

MAT Teaching Rubrics

ACA Change in Faculty

ACA Charge

2. The institution assesses achievement of the learning outcomes that it claims for its curricular and co-curricular programs.

Assessment of Outcomes

Institutional Research

IR Library

Senior Capstone Requirement

Five-year Reviews

Assessment of General Education

Teagle Funded Assessment

Assessment Data



3. The institution uses the information gained from assessment to improve student learning.

Data-driven Program Changes

Global Perspectives Inventory

Recurring Surveys


CIRP The Freshman Survey


HERI Your First College Year

HEDS Senior Survey

HEDS Alumni Survey

Data-driven Program Changes

Accreditation Survey

4. The institution's processes and methodologies to assess student learning reflect good practice, including the substantial participation of faculty and other instructional staff members.
4.C. The institution demonstrates a commitment to educational improvement through ongoing attention to retention, persistence and completion rates in its degree and certificate programs.

1. The institution has defined goals for student retention, persistence, and completion that are ambitious but attainable and appropriate to its mission, student populations, and educational offerings HERI Graduation Rate Predictor
2. The institution collects and analyzes information on student retention, persistence, and completion of its programs.

IR Library

Retention by Semesters

Graduation Rate Comparison

Retention Comparisons

SWI vs. Non-SWI Retention

Davis Retention

Undecided Major Retention

Reasons for Leaving

Graduation Rates

LOA Reasons


Peer Mentor Study

1st to 2nd Semester

1st to 3rd Semester

1st to 4th Semester

Spring vs. Fall Sports

Retention based on academic credentials

Non-returning students


LOA Probation

First-generation project

HEDS 1st to 2nd year

3. The institution uses information on student retention, persistence, and completion of programs to make improvements as warranted by the data.

First-year Experience

Art and Science Report

Prometheus Group Report

4. The institution’s processes and methodologies for collecting and analyzing information on student retention, persistence, and completion of programs reflect good practice. (Institutions are not required to use IPEDS definitions in their determination of persistence or completion rates. Institutions are encouraged to choose measures that are suitable to their student populations, but institutions are accountable for the validity of their measures.)

Earlham College • 801 National Road West • Richmond, Indiana 47374-4095