In just a few days we’ll be off and running with the first day of classes. We’ll come face to face with the reason we are here. The Guiding Values of The Higher Learning Commission recognize the “solemn responsibility” and accountability of educators, who have the “potential to transform lives.” Indeed, the first Guiding Value they cite is Focus on Student Learning. This Guiding Value states that because the teaching mission of any institution of higher learning is primary, “A focus on student learning encompasses every aspect of students’ experience [including] the breadth, depth, currency, and relevance of the learning they are offered.” As we approach the first day of classes, I would like to ask my fellow faculty members to consider taking a little more time to discuss the following particulars that are deemed most important to HLC and about which we must write in our Assurance Argument. After each suggestion, I reference the Criteria Core Components. These are stated in full at the end of the post.
Some suggestions of items to discuss on your first day of class:
- Introduce yourself, even if most of the students are already familiar with you. Go over the education, skills, research, and experience that qualify you to stand before the students and teach the course. (3C2)
- State your office hours and make known any other means of communication. (3C5)
- Recite the Mission Statement with your students. Talk about how your course is in line with the Mission Statement. (1A)
- Tie in the Portrait Statements. These are the objectives by which the University achieves its mission. What aspects of your course specifically support these statements? (1A2)
- Talk about Academic Integrity and the standards in your course. Make sure your students understand specifically what constitutes a violation of the Academic Integrity policy. Do you have the Academic Integrity Statement quoted in your syllabus? (2E3)
- Go over your Student Learning Outcomes, making the students clear what they can expect to achieve by the end of your course. (4B1)
- Link your Student Learning Outcomes to assessment–what means or tools you will employ to prove that they are achieving these goals. (4B1)
- Point out any course content that contains aspects of human and cultural diversity. (3B4)
- Highlight any skills that can be adaptable to changing environments or a variety of job situations? Point those out (3B3)
- Have some ‘adult’ talk about assessment. Why are tests and assignments are important, what do they tell you about student learning, and how do you use the results. (4B2)
Course syllabi are important pieces of evidence for accreditation. They are the official go-to document for students, and should contain most of, if not all, the information a student will need to be successful in the course. HLC will also examine course syllabi as a go-to document to support assertions we make in our Assurance Argument:
As you prepare your syllabi, ask yourself these questions:
- Have I stated my credentials/degrees and/or experience? (3C2)
- Is the Mission of Cedarville University clearly reflected throughout my syllabus? (1A)
- Are my Student Learning Outcomes (not Course Objectives!) clearly stated and achievable within the scope and time of the course? (4B1)
- Have I included the Academic Integrity Statement? (2E3)
- Have I included a clear statement about plagiarism and the ethical use of information resources? (2E2)
- Have I presented the course clearly and completely in its content, assignments, and deadlines? (2B)
- Have I provided information for all of the support services that students might need throughout the course? (3D1)
- Have I included adequate descriptions/rubrics and rationale for my methods of student assessment? (4B2)
Criteria/Core Component References:
1A: The institution’s mission is broadly understood within the institution and guides its operations. 1A3: The institution’s academic programs, student support services, and enrollment profile are consistent with its stated mission.
1A2: The institution’s academic programs, student support services, and enrollment profile are consistent with its stated mission.
2B: The institution presents itself clearly and completely to ist students and to the public with regard to its programs, requirements, faculty and staff, costs to students, control, and accreditation relationships.
2E2: Students are offered guidance in the ethical use of information resources.
2E3: The institution has and enforces policies on academic honesty and integrity.
3B3: Every degree program offered by the institution engages students in collecting, analyzing, and communicating information; in mastering modes of inquiry or creative work; and in developing skills adaptable to changing environments.
3B4: The education offered by the institution recognizes the human and cultural diversity of the world in which students live and work.
3C2: All instructors are appropriately credentialed, including those in dual credit, contractual, and consortial programs.
3C5: Instructors are accessible for student inquiry.
3D1: The institution provides student support services suited to the needs of the student population.
4B1: The institution has clearly stated goals for student learning and effective processes for assessment of student learning and achievement ot learning goals.
4B2: The institution assesses achievement of the learning outcomes that it claims for its curricular and co-curricular programs.
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