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.

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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