Criterion Four. Teaching and Learning: Evaluation and Improvement
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.
Co-chairs:
Kevin Graham, co-chair
Mary Ann Danielson, co-chair
Writing Team:
Katie Christenson, Retention, Enrollment Management
Gintaras Duda, College of Arts and Sciences
Kathryn Huggett, School of Medicine (February-July 2015)
Sarah Lux, Center for Health Policy and Ethics
Karen Paschal, School of Pharmacy and Health Professions
LuAnn Schwery, Graduate School
Mark Turner, Veterans/Military/Business Office
Student Representative: Alex Peterson, Heider College of Business
Consulting Team: Campus colleagues participant list to be added.
Core Components
4.A. The institution demonstrates responsibility for the quality of its educational programs.
1. The institution maintains a practice of regular program reviews.
2. The institution evaluates all the credit that it transcripts, including what it awards for experiential
learning or other forms of prior learning, or relies on the evaluation of responsible third parties.
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.
5. The institution maintains specialized accreditation for its programs as appropriate to its educational
purposes.
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).
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.
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.
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.)
For a complete list of criteria, full descriptions and components: https://www.hlcommission.org/
We welcome input and ideas from all students, staff, and faculty, and others. You may direct comments, questions, and suggestions to Contact_Us-HLC@creighton.edu
