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A Guide to Accreditation Preparation &
Institutional Improvement: Templates for Self-
Study Design, Self-Study Report,
and Team Visit Phases
MSCHE Annual Conference
December 8, 2017
Executive Leadership Team:
Joanne Coté-Bonanno
Christine Lemesianou
Joan Besing
THE ROAD TO MIDDLE STATES REACCREDITATION
THE MSU INSTITUTIONAL STORY
1. MSU Mission & Strategic Plan
2. Told Through Assessment Results & Outcomes 3. Building the Infrastructure for the Future
4. Planning & Improvement
TWO PARALLEL PROCESSES
Self-Study With MSCHE Revised Standards
Collaborative Implementation Project (CIP)
Foci: 1. Student-focused 2. Intentional & Strategic Use of Documentation 3. Demonstrated Cycles of Outcomes & Actions 4. How MSU Priorities align with Standards
Objectives: 1. Working with the Revised Standards 2. Best Practices for Process 3. Interaction & Collaboration 4. Train the Trainers
The Revised Standards
A Higher Education Institution: has a mission (Standard I) and lives it with integrity (Standard II) to enhance the student learning experience (Standard III) and support the overall student experience (Standard IV) and that Institution: assesses its success in achieving that mission (Standard V) and engages in planning to strengthen its resources and improve as an institution (Standard VI) by means of an effective governing process (Standard VII)
ACTIVITIES & PRODUCTS
BODY RESPONSIBLE
DUE DATES
SPRING 2015 Institution initiates self-study
1. Complete design for self-study assignment a. Institutional overview statement (200-300 words) b. Intended outcomes of self-study (5-6)
Working Groups Monday, February 16
2. Complete Standard/Criteria template a. Identify stakeholders b. Identify documentation roadmap c. Identify deliverables
Working Groups Monday, March 16
3. Finalize self-study design document & Steering Committee Membership (CUE)
CUE & Executive Leadership Team
Monday, April 6
4. Plan and complete visit by MSCHE Liaison 1. CUE and Working Group members available for
meetings
Please reserve date on calendar.
Tuesday, April 28*
SUMMER 2015 Draft design approved & begin to assemble documents
1. Review approved draft design and discuss
Working Groups, CUE, Leadership Team
Monday, May 18
2. Submit final draft design Leadership Team TBD
3. Assemble documents and begin inquiry
Working Groups, Leadership Team
Monday, July 27 (status update)
Fall 2015
1. Continue inquiry and collect new data as needed Working Groups September - November
2. First annotated rough draft of self-study
Working Groups Monday, November 23
Spring 2016 Draft document prepared
1. Select Chair of Evaluation Team and set date for visit (Jan 17- April 15, 2017)
Leadership Team January 2016
2. First draft of document prepared Working Groups, CUE, Leadership Team
Monday, February 1
3. First draft of document reviewed and discussed to identify gaps and begin integration
Working Groups, CUE, Leadership Team
Monday, February 22
4. Second draft of document prepared and reviewed Working Groups, CUE, Leadership Team, Provost, President Cole
Monday, May 2nd
Summer 2016 Draft document reviewed
1. Draft of document reviewed by wider campus community and stakeholders to polish and finalize recommendations
Campus feedback, Working Groups, CUE, Leadership Team
Monday, May 30
Fall 2016 Final document prepared
1. Final document prepared, documentation roadmap completed, digital and print versions of self-study report generated
Working Groups, CUE, Leadership Team, Provost, President Cole
Monday, October 24
2. Chair of Evaluation Team conducts preliminary visit, reviews, and provides feedback
Working Groups, CUE, Leadership Team
TBD
3. Finalize arrangements for hosting Evaluation Team Visit
Leadership Team
Spring 2017 Final self-study report reviewed
1. Final self-study report completed and submitted to all Team Members
Leadership Team Monday, February 6th
2. Prepare and hold campus visit for Accreditation (before April 15
th)
TBD
3. Institutional Response to Findings May 2017
Middle States Commission of Higher Education Collaborative Implementation Project
Montclair State University
Design for Self-Study
The Design for Self-Study is a blueprint for the entire self-study process, including the final self-study report. It guides the efforts of the steering committee and working groups as they engage in discussions, inquiry and report preparation. It also guides the institution as a whole as various constituencies provide input and offer feedback throughout the multi-stage process of self-analysis.
The Design is the primary focus of the liaison’s discussions with the steering committee and other constituencies during that visit. After the visit, the steering committee will revise the Design and submit it to the liaison for formal approval.
We ask for each working group’s contributions to the design of the self-study. This process will help us
establish shared understandings of the institutional needs and priorities to be addressed through self-
study.
========================================================================================
PART I: Institutional Overview
Please provide a brief description (200-300 words) of the institution, its mission, important recent developments, anticipated directions based on planning and assessment processes, and steps taken to date to prepare for self-study. ========================================================================================
PART II: Intended Outcomes of the Self-Study
Please provide 5-6 clearly articulated intended outcomes of the self-study, some of which also take into account the specific standard assigned to your group. The intended outcomes of the self-study should be based on a clear understanding of what the institution plans to achieve through self-analysis. Stating a limited number of outcomes, in explicit and observable terms, will establish a clear direction for the self-study and will allow the institution to assess its own progress over time. Outcomes, or goal statements, should focus on ways to integrate the self-study process with other institutional planning and renewal processes, thereby ensuring that the self-study will be as useful and meaningful as possible. Examples include:
Demonstrate how the institution currently meets Middle States standards for accreditation with a focus on continuous improvement in the attainment of the institution’s vision, mission, and goals.
Document current assessment practices to identify challenges and opportunities and to make recommendations for improvement in the use of institutional assessment results.
Capitalize on the overlapping efforts of strategic planning and Middle States self-study to inform decision-making and to identify specific opportunities and challenges, including budgeting and enrollment.
Provide a concise and accurate analysis of the institution that can guide institutional planning, growth, and renewal efforts.
Engage in an inclusive and transparent self-appraisal process that actively and deliberately seeks to involve members from all areas of the institutional community.
Develop forward-looking recommendations to help the institution attain its goals in undergraduate and graduate education, research, and service for the public good.
Assess the quality and effectiveness of academic programs and administrative services, at all degree levels and in all departments, particularly in relation to the changing needs of our student body and the community we serve.
Analyze the quality and effectiveness of the institution’s processes for planning and assessment in order to make necessary adjustments to methods and measurements and ensure that the use of assessment data will lead to meaningful programmatic and institutional renewal.
MIDDLE STATES ACCREDITATION
2015-2017
Charges to the Working Groups
To perform a rigorous, honest and analytic review of Montclair State University’s success in meeting its
mission and goals, seven Working Groups have been formed and are collaborating with the Steering
Committee. Each group is responsible for focusing on their assigned accreditation standard in the
thirteenth edition of Standards for Accreditation of MSCHE. The Working Groups are designed to have
broad engagement of the individuals who contribute to and benefit from the University’s success in
meeting its mission and goals.
General Charge to all Working Groups
Develop a deep understanding of the history, mission, and the strategic plan of Montclair State
University in the context of the seven new MSCHE standards.
Understand the role of the Working Groups as participants in the MSCHE Collaborative
Implementation Project (CIP) and provide feedback on the process and documentation on activities.
Use the MSCHE report guidelines and contribute to the design of the Self-Study and the final Self-
Study report.
Carefully review the 2007 decennial review and the 2012 PRR in order to become aware of past
successes and challenges in meeting accreditation standards.
Become aware and reflect on the linkages among the new standards and be prepared to integrate
findings across standards as needed.
Develop research questions that are appropriate to the assigned standard and each criterion.
Identify sources of information, including colleagues inside and outside the University community for
feedback, guidance, information, and ideas to use as a basis for suggestions and possible
recommendations for institutional renewal and transformation.
Develop methods/strategies to use the information and data that are gathered to answer the research
questions.
Use the templates that have been provided to facilitate the development of our documentation
roadmap.
Generate written reports that clearly indicate each of the research questions developed, and the
methods and data used to answer the research questions.
Provide an analysis of the University’s successes and challenges in meeting the assigned standard in
the context of the institution’s mission and goals and draw reasonable inferences and conclusions.
Suggest future directions that will allow the institution to continue on its path of continuous growth
and improvement.
Specific Charges to Each Working Group
Standard I: Mission and Goals
The institution’s mission defines its purpose within the context of higher education, the students it serves,
and what it intends to accomplish. The institution’s stated goals are clearly linked to its mission and
specify how the institution fulfills its mission.
Charge:
Understand the mission and goals at Montclair State University.
Examine how the mission and goals guide all aspects of the University.
Examine how successful the University is in fulfilling its mission and goals.
Standard II: Ethics and Integrity
Ethics and integrity are central, indispensable, and defining hallmarks of effective higher education
institutions. In all activities, whether internal or external, an institution must be faithful to its mission,
honor its contracts and commitments, adhere to its policies, and represent itself truthfully.
Charge:
Understand how the mission of Montclair State University is enacted in all activities with integrity.
Examine how Montclair State University has clearly articulated policies, procedures and practices
that guide internal and external activities in an ethical manner.
Standard III: Design and Delivery of the Student Learning Experience
An institution provides students with learning experiences that are characterized by rigor and coherence at
all program, certificate, and degree levels, regardless of instructional modality. All learning experiences,
regardless of modality, program pace/schedule, level, and setting are consistent with higher education
expectations.
Charge:
Understand how the mission of Montclair State University is reflected in the range of programs
offered.
Examine how Montclair State University’s programs at all levels demonstrate the highest integrity in
rigor and coherence.
Standard IV: Support of the Student Learning Experience
Across all educational experiences, settings, levels, and instructional modalities, the institution recruits
and admits students whose interests, abilities, experiences, and goals are congruent with its mission and
educational offerings. The institution commits to student retention, persistence, completion, and success
through a coherent and effective support system sustained by qualified professionals, which enhances the
quality of the learning environment, contributes to the educational experience, and fosters student success.
Charge:
Understand how the mission of Montclair State University drives recruitment and admission to all
programs.
Examine how Montclair State University’s commitment to learning and student success is reflected in
effective support services.
Standard V: Educational Effectiveness Assessment
Assessment of student learning and achievement demonstrates that the institution's students have
accomplished educational goals consistent with their program of study, degree level, the institution's
mission, and appropriate expectations for institutions of higher education.
Charge:
Understand how the mission of Montclair State University is reflected in student expectations of
learning and achievement.
Examine how Montclair State University demonstrates a culture of evidence-based processes and
outcomes with regard to assessment of student learning.
Standard VI: Planning, Resources, and Institutional Improvement
The institution’s planning processes, resources, and structures are aligned with each other and are
sufficient to fulfill its mission and goals, to continuously assess and improve its programs and services,
and to respond effectively to opportunities and challenges.
Charge:
Understand how processes, resources and structures align to fulfill the mission of Montclair State
University.
Examine how Montclair State University responds and adapts to change.
Examine how Montclair State University engages in reflective practices that allow ongoing
improvement.
Standard VII: Governance, Leadership, and Administration
The institution is governed and administered in a manner that allows it to realize its stated mission and
goals in a way that effectively benefits the institution, its students, and the other constituencies it serves.
Even when supported by or affiliated with governmental, corporate, religious, educational system, or
other unaccredited organizations, the institution has education as its primary purpose, and it operates as an
academic institution with appropriate autonomy.
Charge:
Understand how the mission of Montclair State University is actualized through its governing and
administrative structures.
Examine how Montclair State University prioritizes its academic purpose and functions with
autonomy at all times.
COLLABORATIVE IMPLEMENTATION PROJECT
SELF-STUDY DESIGN OUTLINE
Institutional Overview
Model for Self-Study
Intended Outcomes of the Self-Study
Organizational Structure of the Steering Committee and Working Groups
Charges to the Working Groups
Guidelines for Reporting
Editorial Style and Format
Organization of the Final Self-Study Report
Timetable for the Self-Study
Profile of the Evaluation Team
Documentation Roadmap
Page 1 of 1
Standard #: Standard Title (limit to 10 pages)
Standard statement.
Satisfactorily Met the Standard and Criteria
Example –
Montclair State University meets the terms of Standard X and all of its criteria. In addition,
Montclair State University also meets requirement of affiliation Y.
Introduction – Restatement of the standard that is specific to MSU
Example –
Montclair State University’s mission clearly articulates its purpose within the context of higher
education, the students it serves and desired outcomes it aims to achieve. Its goals are linked to
the mission statement and provide a clear plan to guide the institution as it fulfills its mission.
(Include a link to the mission statement and strategic plan. Reference several key documents in
the documentation roadmap that support your observation of compliance achieving the standard).
Analysis of Key Issues Related to Meeting the Standard and Criteria The key priorities should be related to the research questions developed by each group.
The analysis should include the relationship(s) of the key issues to the mission of the
University and strategic plan goals/themes.
The analysis should include a discussion of the ongoing periodic assessment identified in
the standard.
The analysis of the key issues should include a description of the level of development
(i.e. initial, emerging…) of the institution.
o Provide documentation (roadmap) to support the level chosen.
As part of the analysis, include an acknowledgement of our
achievements/commendations that are relevant to the Standard and Criteria.
Identify and discuss any noted areas of innovation in relation to this standard.
As part of the analysis include information on challenges that the institution faces while
meeting the Standard and Criteria.
Summary Statement Include a statement that in meeting the requirements of Standard X we also meet
requirement for affiliation 1, 2, 3...
Include a brief summary of the findings noted above.
Provide suggestions how the institution can use the information to set the foundation for
the next strategic plan. [This is our last intended outcome in our draft self-study
document.]
Writing an Evidentiary Statement
Each statement should prepare the reader to understand the context, provide evidence that ties the context and topic together and takes a position that links the statement(s) to the standard and criteria. Therefore:
1. the statement(s) should be clear so that any reader can tell if the evidence/data are suitable to support the claim and precisely identifies the value of the evidence/data to support the merit or lack thereof
2. the statement(s) should be focused and consider the merit of a single area at a time
3. the statement must be direct in supporting the stand taken by the authors. It should be qualitative in nature and should indicate if the information provided meets the standard and criteria
4. the statement(s) may include some expansion that lead to an understanding of the impact on our compliance, our growth as an institution and support for inclusion/exclusion in the next strategic plan.
NOTE: This is a modification of a file that is found at /www.monroeccc.edu/self-study/WritingEvidenceStmnts06.pdf
Page 1 of 2
STANDARD I: MISSION AND GOALS
Standard statement.
Satisfactorily Met the Standard and Criteria
Example –
Montclair State University meets the terms of Standard X and all of its criteria. In addition, Montclair
State University also meets requirement of affiliation Y.
Introduction – Restatement of the standard that is specific to MSU
Example –
Montclair State University’s mission clearly articulates its purpose within the context of higher education,
the students it serves and desired outcomes it aims to achieve. Its goals are linked to the mission statement
and provide a clear plan to guide the institution as it fulfills its mission. (Include a link to the mission
statement and strategic plan. Reference several key documents in the documentation roadmap that support
your observation of compliance achieving the standard).
Analysis of Key Issues Related to Meeting the Standard and Criteria
COMMUNICATION AND ASSESSMENT OF THE UNIVERSITY’S MISSION AND GOALS
Mission
Advancing Institutional Growth and Transformation
Strategic Plan: Academic Excellence for a Changing World
Collaboration for Strategic Plan Development
Integration to Achieve Strategic Priorities
Assessing the Implementation of the Strategic Plan
Establishing Metrics
Tracking and Reporting Progress
CONNECTING THE MISSION TO GOALS
The Five Goals
Benchmarks for Progress: Successes and Challenges
Page 2 of 2
Connecting . . . .
Connecting . . . .
Connecting . . . .
Connecting . . . .
Meeting Challenges and Opportunities
Commitment to Student Learning and Institutional Improvement
Student Learning
Institutional Improvement
STRATEGIC INITIATIVES AND RESOURCE ALLOCATION
The Budget
Process for Resource Allocation
Operating Budget & Financial Management
External Funding
Development
Personnel
Assessing Needs
New Initiatives
Technology
Assessing Needs
New Initiatives
Facilities
Assessing Needs
New Initiatives
Summary Statement and Suggestions
Include a statement that in meeting the requirements of Standard X we also meet requirement for
affiliation 1, 2, 3...
Include a brief summary of the findings noted above.
Provide suggestions how the institution can use the information to set the foundation for the next
strategic plan. [This is our last intended outcome in our draft self-study document.]
Administrative Council Meeting Questions Data Gathering for MSCHE
WG#1 - Q#1 – How would you describe MSU’s mission and goals? Where do you find them? Guide decisions? WG#3 - Q#1 – In what ways do student experiences with the liberal arts and General Education complement their experiences in their majors? WG#4 - Q#1 – What policies, procedures, and initiatives are in place to support students’ academic experience? WG#5 - Q#1 – How do you know that what you are doing works to improve your academic and support program(s)?
Student Focus Groups for Data Gathering
Middle States Accreditation
Residence Life, Students in EOF Program, General Student Meeting, Master’s Level Graduate Students, Doctoral
Level Graduate Students, Group Class Session, Online Course Students
STUDENT FOCUS GROUP QUESTIONS
1: MISSION The Mission of Montclair State University has 5 key focus areas: 1. To offer contemporary and rigorous academic programs that help students be successful. 2. To create a campus culture that encourages the free exchange of ideas and dialogue across disciplines that can generate new knowledge. 3. To connect students to the world through internships, service-learning courses, and other cultural activities so that they can make contributions to their communities. 4. To expand opportunities for students to connect globally through courses, projects, and study abroad programs. 5. To provide students with an affordable and rewarding college experience that maintains the highest standards of excellence.
QUESTION 1 - To what extent have you experienced this as a student and what could we be doing better?
2: ETHICS
QUESTION 2 - In support of the specific point in the mission to encourage the free exchange of ideas and dialogs: do you feel the campus culture supports the free exchange of ideas? Can you provide me specific examples where you feel this is true or not true?
3: STUDENT LEARNING EXPERIENCE
Question 3A - Think of a particularly good, enriching learning experience you have had here at Montclair – Without naming the specific course or experience tell my why you thought of this one in particular e.g. why is this on the top of your list?
Question 3B - Think of a particularly bad, less than enriching learning experience you have had here at Montclair – Without naming the specific course or experience - tell my why you thought of this one in particular e.g. why is this on the top of your list?
Question 3 C - What do you think are the goals of general education?
Question 3 D - Do you believe we are meeting those goals – what could we do better or differently?
4: ASSESSMENT
QUESTION 4: In general how well do you feel the courses and programs that you are a part of are leading you to your educational goals and objectives – and what could we be doing better?
5: PLANNING, RESOURCES AND INSTITUTIONAL IMPROVEMENT
QUESTION 5A: Describe your experiences with technology on this campus both inside and outside of the classroom.
STUDENT ANSWERS SUMMARY/NOTES: Good examples
Bad examples
QUESTION 5B: Any particular ideas you have for improvement (Facilities and spaces – Classrooms, dorms, spaces for collaboration)
QUESTION 5C: There have been and continue to be significant changes to the University and the physical facilities – are there particular items/areas that you are pleased with and what other areas might help improve your overall student experience?
Standard: Reviewer Name:
Met
Needs Improvement
Missing An overview of the group’s charge,
defining the scope of its tasks and
responsibilities in relation to its assigned
Standard for Accreditation.
Documentation roadmap is complete and
addresses all criteria and their related
subcriteria.
Analytical discussion of the data
reviewed and the inquiry undertaken
Strong evidentiary statements that
demonstrate use of the assessment
results.
Linkages to the research questions are
present.
Analytical discussion of the strengths.
Analytical discussion of the challenges.
Analytical discussion of the group’s
recommendations and conclusions lead
to the larger intended outcomes of the
self-study.
Are there explicit statements that address
the related Requirements of Affiliation
(if any).
Linkages to strategic planned discussed.
.
Standard: Reviewer Name:
Potential Pitfalls Areas where present Comments Describing what the institution does without
analysis of information gleaned from ongoing
assessment processes.
Making unsupported assertions .
Using confusing or conflicting data and statistical
jargon.
EXECUTIVE SUMMARY
Montclair State University has focused its decennial Self-Study report for the Middle States Commission on
Higher Education (MSCHE) on the impact of growth and major transformations on realizing key institutional
goals as identified in the centennial Strategic Plan in 2011, “Connecting to Tomorrow.” An Executive
Leadership Team and a Steering Committee (CUE) were responsible for the preparation of the Self-Study
report. They worked closely with seven working groups (one group for each of the seven Standards) and a
Compliance Committee, who undertook extensive research from spring 2015 to fall 2016. Several drafts of the
report were reviewed by all members of these groups throughout the process. Montclair State faculty, students,
and administration also reviewed draft versions of the report between October 2016 and December 2016. The
final Self-Study report includes this narrative document and the accompanying Documentation Roadmap (DR)
that includes all the evidence. This Summary provides an overview of key findings and opportunities for
improvement that have emerged from the process.
Key Findings
Extensive inquiry and documentation demonstrates that Montclair State University meets the terms of Middle
States’ seven standards and fifteen Requirements of Affiliation. In other words, Montclair State University
adheres to an evidence-based process in its efforts to assess its effectiveness and drive its ongoing
transformation as an educational institution.
Standard I: Mission and Goals. The Mission Statement of Montclair State University provides a clear
description of its purpose within the context of higher education, the diverse students it serves, and desired
outcomes it aims to achieve. The University’s five overarching goals, as outlined in its Strategic Plan, are
linked to the Mission Statement and delineate a well-defined plan and a detailed set of measurable objectives
to guide the institution as it fulfills its mission. The continual assessment of the University’s progress towards
these goals provides ample evidence of an institutional bedrock of vision, creativity, and adaptability. These
foundational characteristics continue to enable the University to meet its immediate and distant challenges and
prepare for the next round of strategic planning through an exciting period of transformation and growth.
Standard II: Ethics and Integrity. Ethics and integrity are essential to the fabric of Montclair State University,
are reflected in all daily institutional operations, and are guided by federal, state and university policies and
procedures. The University has also committed all necessary resources to preserving the public trust and
upholding the integrity of the design, conduct, and reporting of its research. Montclair State University is a
growing institution of higher education, admitting and graduating an increasingly diverse population of
students. The University aims to provide access to opportunities that will lead students to be lifelong learners
able to reach their personal and professional goals, through an ongoing commitment to enhancing and
maintaining a respectful, inclusive campus culture.
Standard III: Design and Delivery of the Student Learning Experience. Montclair State University provides
students with rich and diverse interlocking learning experiences that include a revitalized General Education
Program that reflects stronger coherence, rigorous and innovative academic programs that are relevant and
integral to the generation of the flat global world, and a range of other high impact co-curricular activities that
offer significant opportunities for students to enrich their learning experience.
Standard IV: Support of the Student Experience. The University provides comprehensive, coherent and
effective support systems to foster student success. The student experience is enhanced in a manner that is
congruent with its mission. Students are supported from admission through graduation by initiatives that are
integrated and deployed in strategic manners to meet a student’s needs, to facilitate retention and degree
completion. The development and deployment of the services available to students are guided by the goals of
the strategic plan to ensure that students are able to connect to a successful tomorrow, connect with people and
ideas, and connect to place in the local, regional, national and international arenas.
Standard V: Educational Effectiveness Assessment. The institution continues to evolve its assessment systems,
processes, and reporting tools to enable data-driven decision-making for continuous institutional improvement.
As a result of this Self-Study, it is clear that assessment activities at Montclair State University continue to
expand in both the academic and administrative divisions and serve as the foundation for decision-making and
future growth.
Standard VI: Planning, Resources, and Institutional Improvement. Montclair State University’s planning
processes, resources and infrastructures are aligned with each other and are sufficient to fulfill its mission and
goals, to continuously assess and improve its programs and services, and to respond effectively to
opportunities and challenges. The University is committed to extending its scholarly, technical, intellectual,
professional and cultural resources for the benefit of the communities it serves, internally and externally. From
radically reducing its carbon footprint, to integrating new technology, to fostering public-private partnerships,
Montclair State is preparing for a future of sustainability.
Standard VII: Governance, Leadership, and Administration. Montclair State University has robust governance,
leadership and administrative structures and processes that allow it to support and advance its mission and
goals. The success of these structures is evident in the remarkable ongoing growth and transformation of the
institution. As a state-assisted institution, Montclair State University has maintained its autonomy focused on
the primary mission of education, which in turn benefits the students and other constituencies it serves. These
governance, leadership and administrative structures have been successful in building an institution that meets
its mission and goals by providing students with opportunities to connect to a successful tomorrow and at the
same time meeting the challenges and opportunities of tomorrow.
Opportunities for Improvement
In addition to key findings, the self-study process identified opportunities for improvement that can guide the
University into refining its mission and developing the next strategic plan that preserves a strong commitment
to providing all students with an outstanding educational experience. These opportunities are presented as
recommendations within appropriate sections of the report and are accompanied by specific action plans:
1. Track and Connect with Alumni in a More Systematic Way to Assess the Value Added of a Montclair
State University Education
2. Complete the Recertification Process for all Courses in the General Education Program
3. Enhance the Research Culture at the Undergraduate and Graduate Levels of Study
4. Track and Assess Initiatives in Academic Advising and the Interface with Admissions and Impact on
Retention and Graduation
5. Coordinate Campus-Wide Student Surveys
6. Assess all Learning Goals in the General Education Program
7. Revise GenEd199: New Student Seminar Requirement
8. Streamline Assessment Activities and Reporting to Facilitate Strategic Planning and Institutional
Improvement
9. Enhance Internal Communication Across the Institution