Higher Learning Commission (HLC)

As the institution’s accreditor, HLC requires that the institution provides a quality education and “improves the quality of educational programs based on its assessment of student learning” (Criterion 3E). This criterion requires the institution to create regular and effective learning outcomes assessment processes that involve “substantial participation” of faculty and staff. HLC instructs institutions of higher education to use assessment results to guide decisions about programs and services to improve student learning. Provided below are relevant excerpts from HLC Assumed Practices and Criteria for Accreditation:

Criterion 3. Teaching and Learning for Student Success

The institution demonstrates responsibility for the quality of its educational programs, learning environments and support services, and it evaluates their effectiveness in fulfilling its mission. The rigor and quality of each educational program is consistent regardless of modality, location or other differentiating factors.

As noted in Institutional Mission (Criterion 1), an institution’s distinctive mission will inform how it demonstrates that it meets the following Core Components of Criterion 3.

3.A. Educational Programs

The institution maintains learning goals and outcomes that reflect a level of rigor commensurate with college-level work, including by program level and the content of each of its educational programs.

HLC expects that faculty participate substantially in:

1. oversight of the curriculum offered — its development, vetting and implementation; academic substance; currency; and relevance for internal and external constituencies;
2. assurance of consistency in the level and quality of instruction and in the expectations of student performance;
3. establishment of the qualifications for instructors, including instructors provided by third parties;
4. analysis of data and appropriate action on assessment of student learning and program completion. (HLC Assumed Practices B.2.b)

3.B. Exercise of Intellectual Inquiry

The institution’s educational programs engage students in collecting, analyzing and communicating information; in practicing modes of intellectual inquiry or creative work; and in developing skills adaptable to changing environments.

3.C. Sufficiency of Faculty and Staff

The institution has the faculty and staff needed for effective, high-quality programs and student services.

3.D. Support for Student Learning and Resources for Teaching

The institution provides student support services that address the needs of its student populations, as well as the teaching resources and infrastructure necessary for student success.

3.E. Assessment of Student Learning

The institution improves the quality of educational programs based on its assessment of student learning.

HLC expects that institutions use student learning assessment results and insights in strategic planning for quality improvement in Criterion 4C.

3.F. Program Review

The institution improves its curriculum based on periodic program review.

3.G. Student Success Outcomes

The institution’s student success outcomes demonstrate continuous improvement, taking into account the student populations it serves and benchmarks that reference peer institutions.

Specialized Accrediting Agencies

Many of CSU’s undergraduate degree programs have earned accreditation through specialized or professional accrediting agencies (e.g. ABET, AACSB, AAQEP). The responsibility for assessment and reporting of student achievement for specialized accreditation lies with the program or college maintaining accreditation. Assessment for AUCC can be used to support specialized accreditations, and relevant data and results generated by this assessment process will be shared with programs for their use in reporting to their accreditors. A list of CSU’s specialized accreditors can be found on the Office of Institutional Research, Planning and Effectiveness accreditation web page.

Colorado Department of Higher Education (CDHE)

The Colorado Department of Higher Education (CDHE) works with higher education institutions to maintain an articulation agreement for credit transfer, called the Guaranteed Transfer (GT) Pathways General Education Curriculum. Approved courses are expected to share content and learning outcomes so that students earning a C- or higher at one institution will be able to transfer the credit, and thus, their learning to another institution. At CSU, these courses are integrated into the AUCC and the approved courses for GT Pathways credit are designated in the Catalog listing. While there is no state requirement for learning outcomes assessment reporting, CSU is mindful of these agreements in curriculum and assessment planning.