| 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. |
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| 1. The institution maintains a practice of regular program reviews. |
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| 2. The institution evaluates all the credit that it transcripts, including what it awards for experiential learning or other forms of prior learning. |
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| 3.The institution has policies that assure the quality of the credit it accepts in transfer. | |
| 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. |
Administrative Faculty Proposal |
| 5. The institution maintains specialized accreditation for its programs as appropriate to its educational purposes. |
Graduate Programs in Education Theological Schools Accreditation 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). |
HEDS Baccalaureate Origins Report |
| 4.B. The institution demonstrates a commitment to educational achievement and improvement through ongoing assessment of student learning. |
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| 1. The institution has clearly stated goals for student learning and effective processes for assessment of student learning and achievement of learning goals. |
Scientific Inquiry Requirement Learning Goals/Curricular Maps |
| 2. The institution assesses achievement of the learning outcomes that it claims for its curricular and co-curricular programs. | |
| 3. The institution uses the information gained from assessment to improve student learning. | |
| 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. | |
| 3. The institution uses information on student retention, persistence, and completion of programs to make improvements as warranted by the data. | |
| 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