CONCORDIA UNIVERSITY YEAR SEVEN SELF-EVALUATION … · 2017-03-28 · CONCORDIA UNIVERSITY YEAR...

CONCORDIA UNIVERSITY YEAR SEVEN SELF-EVALUATION REPORT

Prepared for the Northwest Commission on Colleges and Universities

Submission Date: February 21, 2017

Site Visit: April 3-5, 2017

Table of Contents

Section Page General Information…………………………………………………………………………… 1 Institutional Overview………………………………………………………………………… 3 Basic Institutional Data Form……………………………………………………………. 5 Preface…………………………………………………………………………………………..……… 15 Standard 1: Mission and Core Themes……………………………..…………..…… 19

Eligibility Requirement 2………………………………………..……………………… 19 Eligibility Requirement 3………………………………………..……………………… 19 1.A Mission……………………………………………….…………………………………… 20 1.B Core Themes…………………………………………………….……………………… 24 1.B.2 - Lutheran……………………………………….……………………………… 24 1.B.2 - Rigor……………………………………………………….…………………… 27 1.B.2 - Servant Leadership………………..……………………………………… 30

Standard 2: Eligibility Requirements………………………………………………… 34 Eligibility Requirement 4-21…………………………………………………………… 34

Standard 2: Resources and Capacity…………………….…………………………… 41 2.A Governance……………………………………………………………………………… 41 2.B Human Resources…………………………………………………….……………… 60 2.C Education Resources………………………………………………………………… 65 2.D Student Support Resources…………………………….………………………… 91 2.E Library and Information Resources…………………………………………… 110 2.F Financial Resources……………………………………………………….………… 117 2.G Physical and Technological Infrastructure……………………………..….. 121

Standard 3: Planning and Implementation……………………………………… 126 3.A Institutional Planning……………………………………………………………… 126 Eligibility Requirement 22……………………………………………..……………… 130 Eligibility Requirement 23……………………………………………..……………… 131 3.B Core Theme Planning…………………………………………………….………… 131

Standard 4: Effectiveness and Improvement…………………………………… 135 4.A Assessment………………………………………………………………..…………… 135 4.B Improvement………………………………………………………………………….. 150

Standard 5: Mission Fulfillment, Adaptation, and Sustainability….. 159 Eligibility Requirement 24……………………………………………………………… 159 5.A Mission Fulfillment………………………………………………………….………. 159 5.B Adaptation and Sustainability…………………………………………………… 161

Conclusion…………………………………………………………………………………………… 166 Addenda………………………………………………………………………………………………. 167

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General Information

As a Christian university open to students of all faiths, our mission is to prepare leaders for the transformation of society, while remaining firmly rooted in our commitment to a Lutheran, liberal arts education. It’s an exciting time to be at Concordia University. We are motivated by our students, their development, and their success. As a result, we are now ranked among the fastest growing private universities in the nation over the past decade by the Chronicle of Higher Education (2015). For the past six consecutive years, the university was recognized on the U.S. President’s Community Service Honor Roll for its contribution of more than 251,000 service hours benefitting an estimated 10,000 people, including 5,000 youth. Additionally, we are at the forefront of creating systematic change in the education continuum through our ground-breaking 3 to PhD initiative. As outlined in our Vision 2024, we remain steadfast in our commitment to our mission, core values and to community engagement. From our vibrant, urban main campus in Portland, Oregon, to our law school in the heart of downtown Boise, Idaho, and our rapidly expanding online programs, we provide rigorous academics combined with transformative service learning experiences for

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00k1c2c2ckfsc5cefc/Vision_2024.pdf



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students seeking our undergraduate, graduate, and doctorate degrees as they further prepare to lead and serve in communities around the world. Our graduates are among the most sought after nurses, educators, financial professionals, non-profit executives, public servants, church leaders and more. Equipped with knowledge in their field, leadership skills, and a servant’s heart, Concordia graduates are called to make the world a better place.


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Institutional Overview

Concordia University is a private, Lutheran, liberal arts university with a home campus located in northeast Portland, Oregon and a branch campus law school located in downtown Boise, Idaho. Founded in 1905, Concordia is a Lutheran Christian university preparing leaders for the transformation of society. As of Fall 2016 Concordia serves more than 5,400 students in its five colleges: College of Education, College of Health & Human Services, College of Arts & Sciences, School of Management, and School of Law, integrating faith and learning through three mission-driven Core Themes: Lutheran, Rigor, and Servant Leadership. As indicated in the Fall 2015 IPEDS Employee Census, these students are supported by an instructional FTE of 258, and professional staff FTE of 342. Over the past decade, Concordia has taken an intentional, incremental approach to growing the size of its student enrollment. This growth is intentional, measured and facilitated by Concordia through the University Analytics, Research and Assessment (UARA) team. Overall headcount has increased during this period from 1,274 in Fall 2003, to 5,428 in Fall 2013, to 5,455 in Fall 2016. The primary factors have been 1) improved recruitment and strategies to enroll and retain students in under- enrolled undergraduate programs; 2) starting new undergraduate and graduate programs campus based, online and at distance teaching sites; 3) the engagement of strategic partners, particularly to grow the Master of Education online program which constitutes the major growth in FY12 and FY13; and 4) the successful launch of the School of Law at a branch campus in Boise, Idaho in Fall, 2012. The traditional undergraduate student body at Concordia currently represents 29 states, drawing students primarily from the states of Oregon and Washington which together account for 80% of the total enrollment. Fall 2016 enrollment included 47 international students from 26 countries comprised of 28 undergraduate and 19 graduate students. The traditional undergraduate student population has, for the past fifteen years, remained fairly consistent at approximately 67% female and 33% male. As of reporting year 2010, the 4-year, 5-year, and 6-year undergraduate graduation rates were 34%, 42%, and 44% respectively. The most significant enrollment growth has occurred in the graduate education program, particularly the online delivery of the Master of Education (M.Ed.) and Doctorate of Education (Ed.D.), both of which offer a variety of concentrations. The continued development of the online delivery format and support services has allowed Concordia to serve a Fall 2016 online enrollment of approximately 2,051 M.Ed. students and approximately 1,356 Ed.D. students. To provide excellence in online delivery, online M.Ed. and Ed.D. courses have a maximum 15:1 student teacher ratio. The graduate population, via all teaching platforms, is approximately 75% female and 25% male. Students in the M.Ed. and Ed.D. programs retain and persist to graduation at high rates and reviews indicate a high degree of satisfaction and attainment of course and programmatic outcomes. The Concordia School of Law, located in Boise, Idaho, is another intentional area of


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enrollment growth. The enrollment goals for the first three years of operation were between 70-90 recruited students each year with attrition forecasts built in for students enrolled in years two and three of the three-year program. The Concordia School of Law has obtained provisional approval from the American Bar Association (ABA) and is pursuing full approval by the ABA. Fall 2016, enrollment in the School of Law is 104 students, 54 first year students, 28 second year and 22 third year. At the time of this submission, 51 law students were awarded their Juris Doctor degree. Concordia School of Law graduates who took the July 2016 Idaho bar exam had a passage rate of 80%, well above the Idaho state average of 72.5% for bar exam takers in that state. Bar passage rates are an important indicium of educational success, and the bar passage rates of Concordia School of Law's students substantially exceed all current and expected future ABA requirements.


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Basic Institutional Data Form

(Form shown below and included as Exhibit 1)

Northwest Commission On Colleges and Universities

BASIC INSTITUTIONAL DATA FORM

Information and data provided in the institutional self-evaluation are usually for the academic and fiscal year preceding the year of the evaluation committee visit. The purpose of this form is to provide Commissioners and evaluators with current data for the year of the visit. After the self-evaluation report has been finalized, complete this form to ensure the information is current for the time of the evaluation committee visit. Please provide a completed copy of this form with each copy of the self-evaluation report sent to the Commission office and to each evaluator. To enable consistency of reporting, please refer to the glossary in the 2003 Accreditation Handbook for definitions of terms.

Institution: Concordia University

Address: 2811 NE Holman St.

City, State, ZIP: 97211-6099

Degree Levels Offered: Doctorate Masters Baccalaureate Associate Other

If part of a multi-institution system, name of system: Concordia University System

Type of Institution: Comprehensive Specialized Health-centered Religious-based Native/Tribal Other (specify)

Institutional control: Public City County State Federal Tribal

Private/Independent ( Non-profit For Profit)

Institutional calendar: Quarter Semester Trimester 4-1-4 Continuous Term

Other (specify)


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Specialized/Programmatic accreditation: List program or school, degree level(s) and date of last accreditation by an agency recognized by the United States Department of Education. (Add additional pages if necessary.)

Program or School

Degree Level(s)

Recognized Agency Date

Nursing Program Baccalaureate Commission on Collegiate Nursing Education (CCNE) 10/08/2014

School of Law JD American Bar Association (ABA) – Provisional ABA approval 06/06/2015

School of Management

Baccalaureate, MBA

Accreditation Council for Business Schools and Programs 11/25/2013

Social Work Program Baccalaureate

Council on Social Work Education (CSWE) 07/07/2014

Revised February 2011

Full-Time Equivalent (FTE) Enrollment (Formula used to compute FTE): When

reporting FTE enrollment, we use IPEDS methodology: For UG students, the number of

part-time UG students are multiplied by 0.392857. The rounded result is added to the

number of full-time UG students. For GR students, the part-time GR are multiplied by

0.382059, rounded and added to the number of full-time GR students.

Official Fall 2016 (most recent year) FTE Student Enrollments

Classification Current Year

Dates: Fa16 One Year Prior

Dates: Fa15 Two Years Prior

Dates: Fa14 Undergraduate 1088 1081 1147 Graduate 3705 5266 5470 Professional 102 98 94 Unclassified - - -

Total all levels 4895 6445 6711 Full-Time Unduplicated Headcount Enrollment. (Count students enrolled in

credit courses only.)

Official Fall 2016 (most recent year) Student Headcount Enrollments

Classification Current Year

Dates: Fa16 One Year Prior

Dates: Fa15 Two Years Prior

Dates: Fa14 Undergraduate 1197 1182 1257 Graduate 4154 5898 6078 Professional 104 102 100 Unclassified - - -

Total all levels 5455 7182 7435


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Numbers of Full-Time and Part-Time Instructional and Research Faculty & Staff and Numbers of Full-Time (only) Instructional and Research Faculty & Staff by Highest Degree Earned. Include only professional personnel who are primarily assigned to instruction or research.

Total Number | Number of Full Time (only) Faculty and Staff by Highest Degree Earned

Rank Full Tim

e

Part

Time

Less than

Associate

Associate

Bachelor

Masters

Specialist

Doctorate

Professor 29 29 Associate Professor 25 5 20 Assistant Professor 21 14 7

Instructor 373 Lecturer and Teaching Assistant Research Staff and Research Assistant Undesignated Rank

Mean Salaries and Mean Years of Service of Full-Time Instructional and Research Faculty and Staff. Include only full-time personnel with professional status who are primarily assigned to instruction or research.

Rank Mean Salary Mean Years of Service

Professor 80,480 14

Associate Professor 71,830 6

Assistant Professor 61,432 6

Instructor Lecturer and Teaching Assistant Research Staff and Research Assistant

Undesignated Rank


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Financial Information. Complete each item in the report using zero where there is nothing to report. Enter figures to the nearest dollar. Auxiliary and service enterprises of the institution (housing, food service, book stores, athletics, etc.) should be included. The institution’s audit materials should be an excellent reference for completing the report.

Fiscal year of the institution:

FY 2016

Reporting of income: Accrual Basis 158,026,502 Accrual Basis Reporting of expenses: Accrual Basis 158,581,122 Accrual Basis

BALANCE SHEET DATA

ASSETS

Last Completed

FY

Dates: FY 2016

One Year Prior to

Last Completed

FY

Dates: FY 2015

Two Years Prior to

Last Completed FY

Dates: FY 14

CURRENT FUNDS Unrestricted

Cash 4,898,477 13,704,439 17,119,768 Investments 1,457,583 1,452,779 1,471,401 Accounts receivable gross 7,610,411 14,189,693 11,981,984 Less allowance for bad debts (681,874) (740,000) (701,556) Inventories - - -

Prepaid expenses and deferred charges 12,949,112 15,883,678 12,556,161 Other (identify) 1,761,382 1,684,383 2,250,272 Due from (3,370,844) (3,175,692) (556,262)

Total Unrestricted 24,624,247 42,999,280 44,121,768 Restricted

Cash 1,406,660 - 1,000 Investments - - - Other (identify) 13,047,789 10,965,755 6,503,740 Due from 3,285,034 3,100,312 472,382

Total Restricted 17,739,483 14,066,067 6,977,122 TOTAL CURRENT FUNDS 42,363,730 57,065,347 51,098,890

ENDOWMENT AND SIMILAR FUNDS Cash Investments 330,128 330,127 330,127 Other (identify) 7,435,688 7,366,401 7,228,166 Due from 85,810 75,650 83,880

TOTAL ENDOWMENT AND SIMILAR FUNDS 7,851,626 7,772,178 7,642,173 PLANT FUND Unexpended - - -

Cash - - - Investments - - - Other (identify) - - -

Total unexpended - - - Investment in Plant

Land 1,517,503 1,538,503 1,538,503 Land improvements 5,924,451 3,488,213 2,382,019 Buildings 51,648,079 52,112,361 53,001,650 Equipment 3,423,129 3,901,520 2,379,764 Library resources - - -


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Other (identify) - - - Total investments in plant 62,513,162 61,040,597 59,301,936

Due from Other plant funds (identify) - - - TOTAL PLANT FUNDS 62,513,162 61,040,597 59,301,936 OTHER ASSETS (IDENTIFY) - - - TOTAL OTHER ASSETS - - - TOTAL ASSETS 112,728,518 125,878,122 118,042,999

BALANCE SHEET DATA (continued)

LIABILITIES

Last Completed

FY

Dates: FY 2016

One Year Prior to

Last Completed

FY

Dates: FY 2015

Two Years Prior to

Last Completed FY

Dates: FY 2014

CURRENT FUNDS Unrestricted

Accounts payable 3,642,162 3,748,623 2,539,925 Accrued liabilities - - - Students’ deposits 1,202,441 1,438,857 1,766,712 Deferred credits 16,030,607 27,909,408 29,949,527 Other liabilities (identify) 2,684,522 2,627,614 2,803,987 Due to - - - Fund balance 26,285,526 29,292,323 26,818,889

Total Unrestricted 49,845,258 65,016,825 63,879,040 Restricted

Accounts payable 724,889 24,202 34,355 Other (identify) - - - Due to - - - Fund balance 17,014,594 14,041,865 6,942,767

Total Restricted 17,739,483 14,066,067 6,977,122 TOTAL CURRENT FUNDS 67,584,741 79,082,892 70,856,162

ENDOWMENT AND SIMILAR FUNDS Restricted - - - Quasi-endowed - - - Due to - - - Fund balance 7,851,626 7,772,179 7,642,173

TOTAL ENDOWMENT AND SIMILAR FUNDS 7,851,626 7,772,179 7,642,173 PLANT FUND Unexpended - - -

Accounts payable - - - Notes payable - - - Bonds payable - - - Other liabilities (identify) - - - Due to - - - Fund balance - - -

Total unexpended - - - Investment in Plant

Notes payable 11,442,151 11,926,049 12,443,664 Bonds payable 25,850,000 26,495,000 27,110,000 Mortgage payable - - - Other liabilities (identify) - - -


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Due to - - - Other plant fund liabilities (identify) - - - TOTAL INVESTMENTS IN PLANT FUND - - - OTHER LIABILITIES (IDENTIFY) - - - TOTAL OTHER LIABILITIES 37,292,151 38,421,049 39,553,664 TOTAL LIABILITIES 61,576,772 74,171,756 76,639,170 FUND BALANCE 51,151,746 51,706,366 41,403,829


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CURRENT FUNDS, REVENUES, EXPENDITURES, AND OTHER CHANGES

REVENUES

Last Completed

FY

Dates: FY 2016

One Year Prior to

Last Completed

FY

Dates: FY 2015

Two Years Prior to

Last Completed FY

Dates: FY 2014

Tuition and fees 130,623,514 143,316,525 116,336,585 Federal appropriations - - - State appropriations - - - Local appropriations - - - Grants and contracts 7,825,775 9,089,707 3,201,362 Endowment income - - - Auxiliary enterprises 3,689,259 3,509,768 3,700,093 Other (identify) 15,887,954 17,223,425 3,755,922 EXPENDITURE & MANDATORY TRANSFERS Educational and General

Instruction 17,329,316 28,219,821 17,433,955 Research - - - Public services - - - Academic support 2,847,269 3,403,247 2,723,665 Student services 68,300,242 79,710,033 51,210,601 Institutional support 27,392,873 15,803,923 11,338,806 Operation and maintenance of plant 1,891,122 1,872,150 1,791,089 Scholarships and fellowships 30,307,494 24,756,387 26,201,493 Other (identify) 5,175,834 4,417,437 4,656,706 Mandatory transfers for:

Principal and interest - - - Renewal and replacements - - - Loan fund matching grants - - - Other (identify) - - -

Total Educational and General 153,244,150 158,182,998 115,356,315

Auxiliary Enterprises Expenditures 5,336,972 4,653,890 4,535,684 Mandatory transfers for:

Principal and interest - - - Renewals and replacements - - -

Total Auxiliary Enterprises 5,336,972 4,653,890 4,535,684 TOTAL EXPENDITURE & MANDATORY

TRANSFERS

158,581,122 162,836,888 119,891,999

OTHER TRANSFERS AND

ADDITIONS/DELETIONS

(identify)

- - -

EXCESS [deficiency of revenues over expenditures and mandatory transfers (net change in fund balances)]

(554,620) 10,302,537 7,101,963


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INSTITUTIONAL INDEBTEDNESS

TOTAL DEBT TO OUTSIDE PARTIES

Last Completed

FY

Dates: FY 2016

One Year Prior to

Last Completed

FY

Dates: FY 2015

Two Years Prior to

Last Completed FY

Dates: FY 2014

For Capital Outlay 37,292,151 38,423,049 39,553,664 For Operations - - -

Domestic Off-Campus Degree Programs and Academic Credit Sites: Report information for off-campus sites within the United States where degree programs and academic coursework is offered. (Add additional pages if necessary.) Degree Programs – list the names of degree programs that can be completed at the site. Academic Credit Courses – report the total number of academic credit courses offered at the site. Student Headcount – report the total number (unduplicated headcount) of students currently enrolled in programs at the site. Faculty Headcount – report the total number (unduplicated headcount) of faculty (full-time and part-time) teaching at the site.

PROGRAMS AND ACADEMIC CREDIT OFFERED AT OFF-CAMPUS SITES WITHIN THE UNITED STATES

Location of Site

Name

City, State, ZIP

Degree Programs Academic

Credit Courses

Student

Headcount

Faculty

Headcount

Boise, Idaho Concordia University School of Law Boise, ID 83702 Please see attached for Distance Education Programs

Juris Doctorate 73 104 20


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Programs and Academic Courses Offered at Sites Outside the United States. Report information for sites outside the United States where degree programs and academic credit courses are offered, including study abroad programs and educational operations on military bases. (Add additional pages if necessary.) Degree Programs – list the names of degree programs that can be completed at the site. Academic Credit Courses – report the total number of academic credit courses offered at the site. Student Headcount – report the total number (unduplicated headcount) of students currently enrolled in programs at the site. Faculty Headcount – report the total number (unduplicated headcount) of faculty (full-time and part-time) teaching at the site.

PROGRAMS AND ACADEMIC CREDIT COURSES OFFERED AT SITES OUTSIDE THE UNITED STATES

Location of Site

Name

City, State, ZIP

Degree Programs

Academic

Credit

Courses

Student

Headcount

Faculty

Headcount

International School in Shanghai, China 999 Min Yue Lu Pudong, Jin Quao Shanghai, China 201206

N/A – non program. We offer Linear Algebra and Multivariable Calculus to high school students

2 0 1


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Programs and Academic Courses Offered at Sites Outside the United States

Institution Location

Physical

Address

Degree/Certificate

Name/Level Program Name

Student

Enrollment

(Unduplicated

Headcount)

On-Site

Staff (Yes

or No)

Co-Sponsoring

Organization Concordia University Online N/A Bachelor of Science

BS Career and Technical Education 3 Yes N/A

Concordia University Online N/A Bachelor of Science

BS Early Childhood Education 40 Yes N/A

Concordia University Online N/A Bachelor of Science Homeland Security 49 Yes N/A

Concordia University Online N/A

Master of Business Administration MBA 62 Yes N/A

Concordia University Online N/A Master of Education

M.Ed. Advanced Special Education 73 Yes N/A


M.Ed. Career and Technical Education 59 Yes N/A


M.Ed. Curriculum & Instruction 1,500 Yes N/A


M.Ed. Educational Leadership 259 Yes N/A


M.Ed. Special Education (Endorsement) 130 Yes N/A


M.Ed. Special Education 30 Yes N/A


Doctorate of Education

Ed.D. Higher Education (EDHE) 368 Yes N/A



Ed.D. Educational Administration (EDMN) 106 Yes N/A



Ed.D. Prof Ldrshp, Inqry, Transformtn (EDPS) 111 Yes N/A



Ed.D. Teacher Leadership (EDTL) 253 Yes N/A



Ed.D. Transformational Leadership (EDTR) 518 Yes N/A


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Preface

Brief Update on Institutional Changes since the Last Report Academic Programs Since the 2013 Year One report was submitted to and approved by the NWCCU, Concordia has processed the following substantive change proposals with the Commission, each of which has been approved:

Doctorate of Education (Ed.D.) (campus based and online)

Master of Arts (M.A.) in Psychology (campus based)

Master of Business Administration (MBA) (added online teaching platform)

Bachelor of Science (B.S.) in Nursing (added hybrid - campus based & online - teaching platform)

Online Programs As enrollment growth has continued in online programs, primarily through the M.Ed. and Ed.D. programs, Concordia has been intentional in providing support for online students and faculty. Online courses, planned and facilitated through the specific college or school, are supported by the Center for Learning Solutions (CLS), an administrative and quality assurance unit which reports to the Chief Academic Officer. The Vice President of the Center for Learning Solutions supervises a Director of Academic Affairs, Director of Educational Technology, Director of Operations, and the Instructional Design Production Coordinator, as well as several full-time and part-time curricular and instructional designers who are deployed to CLS from one of Concordia's five academic colleges. In addition, the Vice President of the Center for Learning Solutions supervises the Learning Management System (i.e. Blackboard) staff. Center for Learning Solutions Organizational Chart. Concordia has engaged strategic Online Program Management (OPM) providers: HotChalk, Greenwood & Hall, and Orbis Education to market and recruit students to online and hybrid programs, and provide selected back office administrative services. The Commission has been informed about these strategic partnerships which comply with the Commission's Policy A6 Contractual Relationships with Organizations Not Regionally Accredited. Intercollegiate Athletics Concordia is in the process of changing its national intercollegiate athletic affiliation and membership from the National Association of Intercollegiate Athletics (NAIA) to the National Collegiate Athletic Association (NCAA). Concordia began competing as a Great Northwest Athletic Conference (GNAC) member Fall 2015 and is now eligible for GNAC

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00k8e5eoz3c5cqchfq/CLS_Org_Structure_19_Jan_2017_FINAL.PDF




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postseason play. Concordia will be eligible for NCAA postseason play beginning Fall 2017. Branch Campus School of Law The Concordia School of Law was granted provisional approval (accreditation) by the American Bar Association in June 2015. The School of Law graduates who took the July 2016 Idaho bar exam had a passage rate of 80%. Physical Plant Since 2013, Concordia has leased two major properties to support the curricular and co-curricular components of the University. First, the University has leased a 45,000 square foot facility located at 11703 NE Glenn Widing Drive in Portland. This facility houses six classrooms, a simulation center for the University's Homeland Security program, and work space for faculty and staff who primarily support Concordia's online programs. Second, the University is a master tenant (10-year lease) of an apartment complex located at 1650 NE Killingsworth St. in Portland. This apartment complex is comprised of 34 units all of which are subleased by Concordia students. Concordia hired a Resident Assistant (RA) who serves as an apartment manager and implements Concordia's policies and procedures to support the mission and core themes of the institution. 3 to PhD Concordia has collaborated with Portland Public Schools (Faubion Elementary School specifically) and Trillium Family Services to develop a public private initiative, known as 3 to PhD. This initiative is designed as a model to create safer, healthier and more educated communities from early learning through Pursuing One's Highest Dreams (PhD). The goal of the initiative is to close the opportunity gap for our community's most vulnerable children and families. 3 to PhD restores school as the heartbeat of a community and includes: wrap around services for children and families; early childhood education; health and wellness programs; STEAM (science, technology, engineering, arts, and math) educational opportunities; tutors, mentors and coaches from Concordia. Voters in the City of Portland approved a Portland Public School capital improvement bond in November 2012. The bond allocated $33 million to demolish and rebuild Faubion Elementary School. Concordia committed $15.51 million to the project. Portland Public Schools/Faubion is co-building the 3 to PhD campus, set to be complete Fall 2017, which will serve nearly 800 PK-8 children and embed Concordia's College of Education, including classrooms and offices, in the new facility. In addition, a health and wellness center will serve both the Faubion students, families and staff and Concordia students, faculty, and staff. Concordia, Portland Public Schools, and Trillium Family Services have signed a Governance Agreement to memorialize the collaboration and funding responsibilities to support and operate the 3 to PhD program. Community Service


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As part of our fulfillment of the Core Themes of Lutheran and Servant Leadership, Concordia has continued to strive to be a prominent net contributor to the surrounding communities in which our students study and live. In 2010, Washington Monthly magazine ranked Concordia University #1 nationally for student participation in community service among U.S. universities with master's degrees. On average, Concordia's faculty, staff, and students contribute more than 218,000 hours of practicum, internship, and service learning per year, serving more than 15,000 community members, 6,200 of whom are youth. For the past three years, Concordia was named to the U.S. President's Higher Education Community Service Honor Roll for exemplary service efforts and service to America's communities. Lutheran Identity In an intentional effort to advance the Lutheran Core Theme of the university, the Center for Applied Lutheran Leadership (CALL) has been expanded to include four full-time professional staff who work to enhance campus spiritual life, church relations, service to the church in the region, partnerships with the Northwest District of the Lutheran Church-Missouri Synod (LCMS), and promote a special initiative focusing on the support of faith development in high school students. Governance To facilitate university growth, between December 2014 and December 2015, Concordia engaged a consultant to advise the president regarding a reorganization of the university governance. The consultant led the institution to expand the size and scope of the President's Cabinet. At the same time, the consultant pointed out that the university had a dearth of middle management. Thus, several Vice President positions were established and departments were assigned to Cabinet leaders to align with the university's mission, core themes, and strategic plan. A Chief Operating Officer (COO) position was created to relieve the Provost of many day-to-day tactical responsibilities (previously, the provost had simultaneously served as the COO). A General Counsel position was established to advise the president and the university in general regarding legal matters. The consultant reviewed several departments and some colleges to make personnel and resource recommendations. In 2016, the president commissioned a study and white paper to further refine the administrative structure and, again, more closely align the leadership with strategic goals established by the Council of Trustees. The provost position was changed and two cabinet positions created: Chief Academic Officer, driven by a renewed emphasis on student success, and Chief Growth Officer, driven largely by institutional growth and relationships with vendors and Online Program Management (OPM) providers.


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Response to Recommendations/Issues Requested by the Commission Please find responses to recommendations 1, 3, 4 and 7 in the addenda of this Year Seven Self-Evaluation as previously requested by the Commission. NWCCU Reporting Requirements 2013-2017 per the July 31, 2013 NWCCU Y3 Report Letter

Year Month Action Content NWCCU Action

2014 Feb. Ad Hoc Report Without a Visit

1) Faculty, Enrollment, Finances of the Law School;

2) Address Y3 Recommendations 2 & 7

07.29.2014 Letter – Report accepted

2014 May 1 Financial Resources Review (FRR)

Narrative Introduction that addresses sufficiency of cash flow, reserves, enrollment management, financial stability for the entire institution (Standard 2.F.1 & 2.F.2)

07.23.2014 Letter – FRR accepted

2014 Dec. 1 Ad Hoc Report Without a Visit

1) Updated information regarding Fall 2014 Law School Enrollment and Retention

2) Status of ABA accreditation

3) Updated information regarding Recommendation 7



Address Y3 Recommendations 1, 5 & 6 07.14.2015 Letter – Report accepted


Faculty, Enrollment, Finances of the Law School



Narrative Introduction that addresses sufficiency of cash flow, reserves, enrollment management, financial stability for the entire institution (Standard 2.F. & 2.F.2)

07.01.2015 Letter – FRR accepted

2015 Oct. 15 Ad Hoc Report Without a Visit

Faculty, Enrollment, Finances of the Law School and updated information on Recommendation 7



Narrative Introduction that addresses sufficiency of cash flow, reserves, enrollment management, financial stability for the entire institution (Standard 2.F.1 & 2.F.2)

Deferred to May 2017 per NWCCU letter of 07.01.15

2016 Sept. 14 Ad Hoc Report Without a Visit

Law School and Recommendation 7 from Y3


2017 Feb Addendum to Y7 Report/Visit

Address Y3 Recommendations 1, 3, 4 & 7

Year Seven Report Addenda


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Standard 1: Mission and Core Themes

Eligibility Requirement 2

Standard: The institution is authorized to operate and award degrees as a higher education institution by the appropriate governmental organization, agency, or governing board as required by the jurisdiction in which it operates. Concordia University is authorized to operate and award degrees as a higher education institution by The State of Oregon - Higher Education Coordinating Commission (HECC), the Idaho State Board of Education, and for specific degrees by the Washington Student Achievement Council (formerly the Higher Education Coordinating Board).


Standard: The institution's mission and core themes are clearly defined and adopted by its governing board(s) consistent with its legal authorization, and are appropriate to a degree-granting institution of higher education. The institution's purpose is to serve the educational interests of its students and its principal programs lead to recognized degrees. The institution devotes all, or substantially all, of its resources to support its educational mission and core themes. Concordia's Mission and Core Themes are clearly defined and have been adopted by the Board of Regents (most recently October 3-4, 2013) and are regularly reviewed by the university’s governing board consistent with its legal authorization by the State of Oregon. Based on prior review by the NWCCU, Concordia’s Mission and Core Themes have been deemed appropriate to a degree-granting institution of higher education. As stated in the institution's Articles and Bylaws, the main purpose of the university is to serve the educational interests of its students and its principal programs lead to recognized degrees. Based on its Current Strategic Plan, Vision 2024, the annual budget process, and its annual audited financial statements, the institution continues to demonstrate that it devotes all, or substantially all, of its resources to support its educational mission and core themes. Please, see also section 1.A.1 of this self-study report.

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1.A Mission

1.A.1

Standard: The institution has a widely published mission statement—approved by its governing board—that articulates a purpose appropriate for an institution of higher learning, gives direction for its efforts, and derives from, and is generally understood by, its community. "Concordia is a Christian University preparing leaders for the transformation of society." The mission statement of Concordia University was first adopted by the Board of Regents (with minor grammatical changes since) in 1999 after a broad-based and extensive mission review process that launched the 'Vision 2010' strategic planning initiative in 2000. This process of intensive values, mission and vision review, and affirmation is repeated on a four-year cycle, reaffirming the values and mission, and recasting a revised 10-year vision every four years. As a critical early step in the most recent strategic planning cycle, Vision 2024, at their meeting of October 3-4, 2013, the Board of Regents approved the following motions after considerable discussion: "The Core Values of the University are reaffirmed," and "The Mission Statement and Core Themes of the University are reaffirmed." In this process, after reviewing extensive input from a broad-based campus review, the Regents reaffirmed that the five core values of the university remain intact and should serve as a prescriptive statement of values in action, that the mission statement remains a faithful statement of institutional identity, and that the core themes completely encompass the mission statement. In addition to the fact that the university's mission statement is broadly published and distributed in both physical (posters/eReaderboards) and electronic (screensavers) manners, visitors to the campus frequently reflect on the degree to which this mission statement is both known and operationalized by regents, directors, administrators, faculty, staff, students and alumni. It is regularly referenced in public events and in public documents beginning with student recruitment and orientation and carrying through to graduation, alumni communications, and institutional marketing and fundraising efforts. It heavily informs operational planning and execution, as well as the allocation of institutional resources (please, see relevant sections of this self-evaluation report including, but not limited to, 1A, 1B, 3A, 3B, 4A, 4B, 5A, 5B). The mission is clearly seen to be infused and operationalized throughout all aspects of the university. Again, as part of the Council of Trustees adoption of Vision 2024, upon recommendation of the president and the Strategic Planning Council, they reaffirmed the mission statement and restated that the university's three Core Themes: Lutheran, Rigor and Servant Leadership individually manifest essential elements of Concordia University's mission and collectively encompass that mission in its entirety. These core themes are further


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explicated as:

1. Lutheran. Concordia engages diverse perspectives in an environment of open discourse and academic freedom while bringing a distinctive voice and lens, rooted in the Christian faith, Lutheran understanding and heritage, and liberal arts tradition.

2. Rigor. Concordia's programs prepare students for meaningful vocations through

intellectually challenging academic engagement, research and global preparedness.

3. Servant Leadership. Concordia creates an environment in which individuals are

transformed, becoming servant leaders who are agents of positive change, through ethical, humble and rigorous leadership, with and for their communities and around the world.

In summary, the mission of Concordia University is: "Concordia is a Christian (Lutheran) University preparing (Rigor) leaders for the transformation of society (Servant Leadership)." The mission and core themes are used by the Council of Trustees as a foundational basis for setting goals and decision making.

1.A.2

Standard: The institution defines mission fulfillment in the context of its purpose, characteristics, and expectations. Guided by that definition, it articulates institutional accomplishments or outcomes that represent an acceptable threshold or extent of mission fulfillment. In their work to assure mission fulfillment, the Council of Trustees has confirmed that the entire mission is encompassed by the university's three core themes. They then worked with input from key administrators, faculty and staff to develop objectives (indicators of success) along with specific metrics and thresholds to assess and ensure performance on those objectives. Overall mission fulfillment is determined to occur when the institution meets or is making progress on a substantial number of Core Theme Objectives. In the spring of 2009 (2020 Vision), and again in the spring of 2013 (Vision 2024) the University launched iterations of its comprehensive strategic planning process which began with a broadly participatory core values and mission review process involving a wide variety of internal and external institutional stakeholders and constituents. The university’s comprehensive strategic planning process is designed around four critical strategic questions:

1. “Who are we?” In this process, we review and affirm our Core Values, and explore and affirm our identity, which is crystallized in our Mission statement and fully explicated in the university's three Core Themes.


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2. “Where do we choose to go?” In this process, we develop a broad, impressionistic Vision (desired future) of the institution, at a 10-year horizon, which is then further explicated in a set of Strategic Goals which are then used to inform operational planning and assessment, as well as resource allocation. To ensure and demonstrate that this vision is a manifestation of the university's mission and Core Themes, the Council of Trustees has adopted an intentional Mission Vision Crosswalk between our Mission (core themes) and Vision (strategic goals). Concordia University is currently operating under Vision 2024.

3. “How will we get there?” This process begins with an in-depth analysis of

Strengths, Weaknesses, Opportunities, and Threats (SWOT). This step is then followed by the identification and prioritization of Strategic Gaps, those significant environmental and institutional situations and forces which will challenge our success without intentional and concerted institutional action. We then identify and prioritize Strategic Initiatives to serve the institution in making significant progress in bridging the identified strategic gaps. These initiatives are broad, cross institutional activities which demand attention from across multiple departments. These cross departmental initiatives, when added to the departmental plans and objectives, drive the university towards its vision.

4. “How will we know we are getting there?” This process begins from the

established strategic goals which reflect the strategic gaps and strategic initiatives, and demonstrate vision attainment. These strategic goals then become the basis for demonstrating vision attainment at the highest level, and represent the starting point of departmental planning and resource allocation.

A summary of the comprehensive 22-month process, which leads the university community through this comprehensive values, mission, vision, and strategic planning process, which most recently extended from June, 2013 through April, 2015, is outlined in Concordia's Vision 2024: Process and Timeline. Concordia investigates and reports on its mission fulfillment in an annual review, analysis, and report, - 2016 Mission Fulfillment Report. The university additionally moves this descriptive statement of identity into a future-focused statement of institutional vision (a preferred future iteration of the University), which emerges from the mission. The University then completes an annual review, analysis, and report on the vision and resulting strategic goals to answer the question, “Are we on our way to where we want to be?” The university's three core themes provide our context of purpose, characteristics and expectations. Each core theme has four to seven core theme objectives which have been developed with broad institutional input, and discussed and adopted by the Board of Regents. Each core theme objective has a number of indicators of achievement, and for each the Board of Regents has established a threshold which informs mission fulfillment. A member of the President's Cabinet has been appointed by the president to oversee the advancement, attainment, and assessment of each of the core themes, and to ensure that

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these core themes are deeply considered in the strategic work of the cabinet. Greater detail on mission fulfillment and the 16 core theme objectives can be seen in section 1.B.2. With significant input from trustees, faculty, staff, students and community partners, the Strategic Planning Council further explicated a vision for Concordia University in 2024 based on the core themes. This process involved work with departments in articulating a 'likely and desired future' that included details on students, academics, faculty, staff, co-curricular, and student support programs. This 'likely and desired future' was then aggregated into a statement of the 2024 Vision, along with a set of ten Strategic Goals, several of which were continuation or modification of goals associated with the 2020 Vision. These were then recommended by the Strategic Planning Council (SPC) and adopted by the Council of Trustees (COT) in October 2014. The strategic goals of the 2024 Vision now inform and are housed within the operational planning process of the various university departments, as well as informing the resource allocation process. As marks of attainment of Vision 2024, the Board of Regents has adopted the following strategic goals for 2024:

1. Theme Attainment: Concordia will ensure high levels of attainment of the Core Themes (Lutheran, Rigor, and Servant Leadership) in the midst of a changing environment.

2. Intentional Enrollment: Concordia will serve an increasing number of qualified and diverse students who respect its values and mission.

3. Physical Presence: Concordia will continue to enhance and expand its physical campuses and collegiate and community activities as sources of institutional strength.

4. Student Success: Concordia will provide strong support for student choice, access and success.

5. Transformative Alumni: Concordia will graduate well prepared alumni who will enter meaningful vocations and serve as transformative leaders in the communities they serve.

6. Faculty and Staff Excellence: Concordia will provide for a qualified, diverse and caring faculty and staff.

7. Strategic Partnerships: Concordia will develop, expand and diversify strategic partnerships that advance its mission and vision.

8. Impactful Innovation: Concordia will be marked by and known for innovative people, programs, relationships and applications of technology.

9. Continuity and Communication: Concordia will design and implement effective and efficient operational and institutional communications systems, and ensure the strength, development and continuity of leadership at all levels.

10. Stewardship and Value: Concordia will ensure good stewardship of its resources and long-term mission viability while safeguarding a strong value for return on student investment in their education.


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The university's ten strategic goals, representing all critical dimensions of our vision, provide our context of institutional progress toward Vision 2024. Each strategic goal contains two to nine indicators of achievement each with a board-adopted threshold which indicates vision fulfillment. Each of these is viewed in light of being a decade-long goal.

1.B Core Themes

1.B.1

Standard: The institution identifies core themes that individually manifest essential elements of its mission and collectively encompass its mission. In October 2013, as part of the Vision 2024 strategic planning process, the Concordia University Board of Regents, upon recommendation of the president in the Strategic Planning Council, and after extensive consideration and discussion by faculty, staff and students, readopted the University’s mission statement and core themes as they have been defined and explicated as part of the 2020 Vision. In doing so, the Board of Regents once again affirmed that the three core themes of the University (Lutheran, Rigor, and Servant Leadership) individually manifest essential elements of its mission and collectively encompass its mission in its entirety. These core themes are further explicated as:

1. Lutheran. Concordia engages diverse perspectives in an environment of open discourse and academic freedom while bringing a distinctive voice and lens, rooted in the Christian faith, Lutheran understanding and heritage, and liberal arts tradition.

2. Rigor. Concordia's programs prepare students for meaningful vocations through

intellectually challenging academic engagement, research and global preparedness.

3. Servant Leadership. Concordia creates an environment in which individuals are

transformed, becoming servant leaders who are agents of positive change, through ethical, humble and rigorous leadership, with and for their communities and around the world.

1.B.2 - Lutheran

Standard: The institution establishes objectives for each of its core themes and identifies meaningful, assessable, and verifiable indicators of achievement that form the basis for evaluating accomplishment of the objectives of its core themes.

Core Theme Title: Lutheran Brief Description: Concordia engages diverse perspectives in an environment of open



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discourse and academic freedom while bringing a distinctive voice and lens, rooted in the Christian faith, Lutheran understanding and heritage, and liberal arts tradition. Objectives to be achieved via the Lutheran Core Theme: Specific thresholds for each of these indicators are summarized below and found in the Threshold for Lutheran Core Theme Objectives and Indicators and are summarized below: a. Grace-Filled Service. Concordia students, alumni, faculty and staff will live their lives

in service to others as a response to the graciousness of God.

i. Christian Engagement and Values General Education Core Competency (GECC). ii. Student Satisfaction Survey, 'I am called by God to be actively involved in my

communities to make them a better place.' iii. Alumni Survey, 'I am called by God to be actively involved in my communities to

make them a better place.' iv. Faculty Survey, 'I am called by God to be actively involved in my communities to

make them a better place.' v. Faculty Survey, 'To what extent do you think the Service core values inform and

delineate decisions and choices made at Concordia University?' vi. Staff Survey, 'I am called by God to be actively involved in my communities to

make them a better place.' vii. Staff Survey, 'To what extent do you think the Christian core value inform and

delineate decisions and choices made at Concordia University? b. Truth and Humility. Concordia students, alumni, faculty, and staff seek the truth with

humility, recognizing that there is truth but, due to our fallen nature, we as humans are incapable of perfectly knowing it.

i. Christian Engagement and Values General Education Core Competency. ii. Student Satisfaction Survey, 'When I proclaim the 'truth,' I am still aware that as

a human being, I do so with a limited capacity for understanding truth.' iii. Student Satisfaction Survey, 'I approach learning with great humility, opening

myself to new ideas and new understandings.' iv. Student Satisfaction Survey, 'The opinions of others are important because they

might lead me to an even greater understanding of truth.' v. Alumni Survey, 'When I proclaim the 'truth,' I am still aware that as a human

being, I do so with a limited capacity for understanding truth.' vi. Alumni Survey, 'I approach learning with great humility, opening myself to new

ideas and new understandings.'

c. Vocational Identity. Concordia students, alumni, faculty, and staff recognize that we have different roles throughout our life, and God seeks to work through us in each of these roles, or vocations.

i. Lifelong Learning and Life Skills General Education Core Competency. ii. Student Satisfaction Survey, 'I believe that God called me into certain roles,

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relationships, and occupations so that I can serve God and serve other people.' iii. Alumni Survey, 'I believe that God called me into certain roles, relationships, and

occupations so that I can serve God and serve other people.' iv. Alumni Survey, 'The Lutheran perspective at Concordia positively impacted my

educational experience and my life since graduation.' v. Faculty Survey, 'I believe that God called me into certain roles, relationships, and

occupations so that I can serve God and serve other people.' vi. Staff Survey, 'I believe that God called me into certain roles, relationships, and

occupations so that I can serve God and serve other people.' d. Lutheran Identity. Concordia students, alumni, faculty, and staff can articulate the

nature of our Lutheran identity.

i. Here I Study Quiz. ii. Student Satisfaction Survey, 'Overall, Concordia is providing me with the support

needed to ensure my success in spiritual areas.' iii. Student Satisfaction Survey, 'Concordia is having a significant impact on my

spiritual development.' iv. Student Satisfaction Survey - Lutheranism Construct. v. Alumni Survey - Lutheranism Construct. vi. Faculty Survey, 'To what extent do you think the Christian core value informs and

delineates decisions and choices made at Concordia?' vii. Faculty Survey, 'To what extent do you think Concordia has incorporated

Lutheran attributes into most learning experiences and activities sponsored by the university?'

e. Lutheran Brand. Concordia is increasingly known as a "Lutheran" University,

specifically with regards to Lutheran understanding and heritage.

i. Alumni Survey, 'Concordia had a significant impact on my spiritual development.'

ii. Faculty Survey, 'To what extent do you think Concordia has incorporated Lutheran attributes into most learning experiences and activities sponsored by the university?'

iii. Staff Survey, 'To what extent do you think Concordia has incorporated Lutheran attributes into most learning experiences and activities sponsored by the university?'

iv. Brand Perception Research - Regional/external (parents, donors, community leaders and/or business leaders, neighbors, church constituents, potential students), 'Are you aware that Concordia is a Lutheran University?'

v. Brand Perception Research - Regional/external (parents, donors, community leaders and/or business leaders, neighbors, church constituents, potential students), 'When you hear a university is a Lutheran school, does that generally give you a positive, negative or neutral impression of the school?'

Rationale for indicators - The Lutheran identity is founded on theological premises, not


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denominational organizations. While there are historical underpinnings to the Lutheran movement, it is the application of Lutheran theology to daily life that distinguishes us. Students are assessed for their ability to articulate the nature of the Lutheran identity. They are provided orientation that includes this topic for new students and assessed for understanding at the completion of orientation. Instruction is infused with this core theme (see below) and later students are assessed with instruments embedded in specific upper division general education courses and with university-level insight gained from Student Surveys and the Alumni Survey. To create an environment that reinforces this core theme across all interactions, faculty and staff are educated and must embrace the values of the Lutheran identity. To this end, faculty and staff orientation programs address the Lutheran core theme, with assessments to ensure understanding. Assessment of this core theme is also built into employee assessment practices for faculty, staff, and administrators. In addition to addressing the Lutheran core theme through student, faculty, and staff orientation, General Education Core Competencies that align to the objectives are embedded in the General Education curriculum. Assessment of student outcomes is conducted by examining artifacts from coursework and co-curricular service opportunities that include a reflective component. Core competency attainment is assessed for alignment with the Lutheran core theme throughout the undergraduate experience, providing from multiple points in their development and representing input from multiple evaluators. Graduate students are assessed with rubrics that align to program outcomes designed to measure the Lutheran core them. Departments have access to the data from these assessments each semester and use the findings to inform adjustments to curriculum and instructional methods to ensure continuous improvement in our focus on this core theme. The institution also commits to being known more broadly as a Lutheran University amongst our various constituencies. As such, the Lutheran core theme is measured utilizing the Institutional Brand Survey, which includes measures of the perception of Concordia from parents, donors, community leaders, neighbors, church constituents, and potential students. This is especially imperative, since one of our objectives is to 'be known' as a Lutheran university. It is only possible to measure this perception by casting a wide net that yields data from this broad range of constituents.

1.B.2 - Rigor

Core Theme Title: Rigor Brief Description of the rigor core theme: Concordia’s programs prepare students for meaningful vocations through intellectually challenging academic engagement, research and global preparedness. Objectives to be achieved via the Rigor Core Theme: The specific thresholds for each of these indications are located in the Threshold for Rigor Core Theme Objectives and

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Indicators and are summarized below: a. Holistic General Education. Concordia students will become informed, complete

citizens by cultivating a broad foundation in the liberal arts. i. Students are measured against seven General Education Core Competency

Rubrics. These are: 1. Christian Engagement and Values 2. Critical and Creative Thinking 3. Communication 4. Quantitative Reasoning 5. Integrative Learning 6. Intercultural Knowledge 7. Lifelong Learning and Life Skills

ii. Sample measures are as follows: 1. National Survey of Student Engagement Concordia General Education

Composite 2. National Survey of Student Engagement Concordia Academic

Challenge Engagement Indicator: Higher-Order Learning 3. National Survey of Student Engagement Academic Challenge

Engagement Indicator: Quantitative Reasoning

b. Academic Rigor. Concordia students will experience academic rigor, measured as follows:

i. Concordia University Student survey: 80% of all measured academic outcomes will be met or exceeded

ii. National Survey of Student Engagement Concordia Rigor Composite iii. National Survey of Student Engagement Academic Challenge Engagement

Indicators: Learning Strategies iv. Student Satisfaction Survey. How satisfied are you with your academic

program at Concordia University? c. Professional Preparation. Students will demonstrate professional preparedness

and/or preparedness for further graduate study as measured on the following: i. Undergraduate and graduate academic department assessment results ii. U.S. Department of Education College Scorecard iii. Staff Survey. To what extent do you think Concordia offers programs to

prepare students for meaningful vocations through intellectually challenging academic engagement, research and global preparedness?

d. Rigorous Reputation. Concordia will be regarded as a rigorous institution preparing

students for citizenship, career and/or further graduate study. Progress towards this objective is measured by:

i. Student Satisfaction Survey ii. Alumni Survey iii. Faculty Survey iv. Staff Survey



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v. Riley Research Brand Survey e. Faculty Excellence. Students will engage with expert, distinctive faculty. The following

are reviewed to help accomplish this objective: i. Faculty credentials ii. Faculty scholarship iii. National Survey of Student Engagement Experiences with Faculty

Engagement Indicators iv. Student Satisfaction Survey Faculty Excellence Composite v. Alumni Survey

Rationale for Rigor Indicators Assessing progress towards indicators for the rigor core theme requires multiple measures with inputs from several sources, including the students themselves. Relying primarily on survey instruments, Concordia has constructed a comprehensive system to assess student progress towards “preparation for meaningful vocations through intellectually challenging academic engagement, research and global engagement.” To determine progress towards the rigor core theme, the University relies on the following measures:

1. National Survey of Student Engagement (NSSE)

4. Faculty Survey

2. Law School Survey of Student Engagement (LSSSE)

5. Staff Survey

3. Student Satisfaction Survey

6. Alumni Survey

The National Survey of Student Engagement (NSSE) is used to assess the extent to which undergraduates are engaged in educational practices that have been linked to high levels of learning and development. NSSE annually collects information regarding student participation in programs and activities that Concordia provides for promoting student learning and personal development. The University faculty and administration believe results from this survey provides an important estimate regarding how our undergraduates spend time in educational pursuits and what knowledge and skills they believe are being gained from attending Concordia. The Law School Survey of Student Engagement (LSSSE) is designed by the same organization as NSSE, and it performs a similar function for law schools. It is used by the Concordia Law School to assess how well students participate in programs and assess their education. It also provides the opportunity for comparison on key indices with peer schools that also participate in the survey. Specifically, the NSSE General Education, Higher-Order Learning, and Quantitative


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Reasoning composite scores gauge attainment of the rigor theme by providing insights into student progress on five of the University’s seven core competencies: critical and creative thinking, communication, quantitative reasoning, integrative learning, and lifelong learning and life skills. These results are dispersed by the University Analytics, Research and Assessment team, then reviewed by appropriate department personnel so results can be analyzed and possible revisions to courses and programs made. The Council of Trustees also reviews these results annually each October. Additionally, the annual Alumni survey provides insights in the University’s success in meeting the core theme of rigor by including questions that ask alumni to reflect on the quality of their faculty, overall satisfaction with the program they completed at Concordia, and whether they would recommend a friend or relative attend Concordia. This satisfaction survey, as well as that administered to students, underscores the University’s belief that the most accessible means of implementing and assessing the rigor core theme is through those being served – the students – and those who were served – the alumni. As alluded to above, these measurements offer the University invaluable insights regarding progress towards achieving the rigor core theme and specifically help address core competencies one and seven (Christian engagement and values, and lifelong learning and life skills). Lastly, assessment of attaining the rigor core theme also includes examining and assessing artifacts from coursework and evaluators. Undergraduate and graduate students are assessed with rubrics that align to program outcomes designed to measure academic preparation for life and vocation. Course assignments, discussions (classroom and online), research papers, and reflective journals are all used to measure progress towards this specific core theme. Faculty examine the data from these assessments each semester and use the findings to inform adjustments to curriculum and instructional methods to ensure continuous improvement in our focus on the rigor core theme.

1.B.2 - Servant Leadership

Core Theme Title: Servant Leadership Brief Description: Concordia strives to create an environment in which individuals are transformed, becoming servant-leaders who are agents of positive change, through ethical, humble and rigorous leadership, with and for their communities and around the world. Objectives to be achieved via the Servant Leadership Core Theme: The specific thresholds for each of these indicators can be found in the Threshold for Servant Leadership Core Theme Objectives and Indicators and are summarized below: a. Service Passion. Students will develop a lifelong service ethic.

i. National Survey of Student Engagement question 12, “About how many of your courses at this institution have included a community-based project (service-learning)?”

ii. National Survey of Student Engagement question 15e, “About how many hours

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do you spend in a typical 7-day week doing community service or volunteer work?”

iii. Law School Survey of Student Engagement question 10o, “To what extent has your experience at your law school contributed to your knowledge, skills, and personal development in [c]ontributing to the welfare of your community?”

iv. Student Satisfaction Survey Question 22, “How satisfied are you with the opportunities for community service that Concordia University offers students?”

v. Student Satisfaction Survey Question 23, “Participation in service activities enriches my educational experience at Concordia University.”

vi. Alumni Survey Question 24, “Did the focus on service at Concordia positively impact your identity as a servant leader in your community, church, and the world since graduation?”

vii. Alumni Survey Questions 25 and 26, “If you have participated in community/volunteer service in the past year, approximately how many hours have you participated?”

b. Holistic Mentoring. Concordia will foster internal/external mentor-relationships to

fully develop students as servant leaders in their community, church, and the world. i. Student Satisfaction Survey Relationships Composite. 67% Students will

strongly agree or agree across four questions. ii. Student Satisfaction Survey Mentoring/Leadership Composite. 67% Students

will strongly agree or agree across two questions. iii. Alumni Survey Relationships Composite. 67% Alumni will strongly agree or

agree across five questions. c. Service Reputation. Concordia will be known by external constituents for developing

exemplary servant leaders. i. Concordia room and space usage metrics. ii. Student Satisfaction Survey Question 19, “One example of Concordia’s

community connections is partnering with Portland’s PreK-8 Faubion School to provide student teachers, volunteers, reading assistance, curriculum support, and access to Concordia’s athletic stadium.

iii. Positive and/or green response for questions 5 & 6 in Service Passion iv. External Brand Research – regional/external (parents, donors, community

leaders and/or business leaders, neighbors, church constituents, potential students) Question 6b and 7b, “Does Concordia live up to the statement: Concordia prepares leaders for the transformation of society and how important is it to you?”

v. External Brand Research - regional/external (parents, donors, community leaders and/or business leaders, neighbors, church constituents, potential students) Question 9a and 9b, “One example of Concordia’s community connections is the University’s partnership with the public school next door. Concordia supports Faubion School teachers and children with resources, volunteers, reaching coaches, tutors, and other assistance. Together they are collaborating to build a new kind of school in a low-income area that is designed


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to help foster a safer, healthier, more educated community and it’s called “3 to PhD.” To what extent have you heard about this effort?”

vi. Washington Monthly Community Service Hours Donated Rankings. Composite of Social Mobility; Research; Service.

vii. United States Presidential Ranking. viii. Higher Education Community Service Honor Roll ix. National Campus Compact Survey

d. Exemplary Service. Faculty and staff will demonstrate and model servant leadership.

i. Student Satisfaction Survey. Question 26g, “Please rate the extent to which you agree or disagree that faculty and staff at Concordia University model servant leadership.”

ii. Faculty Survey Exemplary Service Values Composite. iii. Faculty Survey Questions 38 and 39, “In the past calendar year, have you

participated in community/volunteer service? If yes (to 38), approximately how many hours of community/volunteer service did you provide in the past calendar year?”

iv. Faculty Survey Question 36C, “To what extent do you think CU … Faculty and staff model servant leadership?”

Rationale for indicators – Participation in service is deeply embedded in the curricular and co-curricular activities at Concordia. Students are involved in a variety of activities that reinforce the importance of service beginning in their first semester at the University, and continuing throughout the time that they are students here. Concordia University has been recognized on the President’s Higher Education Community Service Honor Roll for the past seven years for this commitment, which contributes more than 250,000 service hours in the community through practicum, internships and service learning projects. These programs serve an estimated 10,000 people, including 5,000 youth. Additionally, Concordia University has regularly been ranked in the top 10 universities for student participation in community service among U.S. universities with master's programs, according to Washington Monthly’s national universities ranking. It is our intent that Concordia students not only participate in required and voluntary service opportunities, but that they “become transformed” -- making the transition from thinking of service as “the right thing to do” to seeing it as an integral part of their identity as leaders in their field as well as in local and global communities post-graduation. For this reason, assessment strategies are focused on assessing not only how many service hours are completed, but what that means to our students, alumni, faculty, staff and our external constituents and partners at large. Assessing student “transformation” in not only knowledge and skills, but attitudes and perceptions, requires multiple data points with inputs from several sources, including the students themselves. Thus, we are committed collecting data to build a comprehensive system that aids us in assessing our students’ development as servant leaders. Assessment of student outcomes will be conducted by examining artifacts from coursework and co-curricular service opportunities that include a reflective component.


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There are a series of courses in the undergraduate curriculum that include a service component with follow-up discussions and reflection assignments that will aid the student in articulating the value of the service they have performed, and how it impacts their growth as leaders. These reflections will be assessed using rubrics developed by the faculty that incorporate the listed undergraduate Desired Student Outcomes. Student outcomes will be assessed in this manner at the beginning, approximate middle, and end of their undergraduate studies, providing data from multiple points in their development and representing input from at least three evaluators. Graduate students will also be assessed with rubrics that align to program outcomes designed to measure Servant Leadership. Course assignments, discussions (classroom and online), research papers, and reflective journals will be used as artifacts in these assessments. Faculty will examine the data from these assessments each semester and use the findings to inform adjustments to curriculum and instructional methods to ensure continuous improvement in our focus on this core theme. Recent implementation of service learning software “GivePulse” has improved this assessment. Surveys will also be used to assess student development as servant leaders. These surveys will include the biennial National Survey of Student Engagement (NSSE) as a measure of student engagement and provider of nationally normed data, our Student Life Annual Survey which measures student satisfaction with the breadth of their experience at Concordia, and a biennial Institutional Brand Survey, which includes measures of the perception of Concordia’s success with “preparing leaders for the transformation of society.” This survey gathers data from parents, donors, community leaders, neighbors, church constituents, and potential students to provide a comprehensive view of our success in addressing this Core Theme. Additionally, an annual Alumni survey will include questions related to how the focus on service at Concordia has impacted students’ identity as servant leaders post-graduation. These objectives and assessment strategies cover the University theme, Servant Leadership. The most accessible means of implementing and assessing this core theme is through the curriculum, co-curriculum, alumni, and external constituencies. The proposed measurements will offer the University feedback for planning purposes and resource distribution while ensuring progress on the stated core theme.


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Standard 2: Eligibility Requirements


Standard: The institution's programs and services are predominantly concerned with higher education. The institution has sufficient organizational and operational independence to be held accountable and responsible for meeting the Commission's standards and eligibility requirements. Concordia’s programs and services are primarily and predominantly concerned with higher education. This focus is clearly articulated in the university’s budget, organization chart, articles, bylaws, mission, strategic plan and published documents of the University. The University is governed by a Board of Regents and supported by a Foundation Board of Directors. These two boards meet and operate in synchrony, and together form the Council of Trustees (COT), which has consistently demonstrated sufficient organizational and operational independence to be held accountable and responsible for meeting the Commission's standards and eligibility requirements.


Standard: The institution is governed and administered with respect for the individual in a nondiscriminatory manner while responding to the educational needs and legitimate claims of the constituencies it serves as determined by its charter, its mission, and its core themes. The institution has adopted and follows clear, fair and legal non-discrimination policies for students and employees. These policies are published widely and consistently. Public notice of non-discrimination policies is published annually, and non-discrimination policies can be found throughout the university’s publications: Student Handbook [p. 13] Faculty Handbook [p. 15] Staff Handbook [pp. 32-33]


Standard: The institution establishes and adheres to ethical standards in all of its operations and relationships. Supplementary to the diversity statement and notice of non-discrimination/equal opportunity addressed in Eligibility Requirement Five, specific language and guidelines regarding ethical conduct, conflict of interest, sexual and other unlawful harassment, copyright, gift acceptance, personal appearance, and drug and alcohol use, are found in the Staff Handbook and Faculty Handbook. In regard to sexual misconduct

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kuh7e5edzkzhzffi/2.A.22_2_StudentHandbook.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kdfyhdf4cqcychfo/Faculty_Handbook_2016-17.pdf

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including harassment, stalking, bullying, and intimidation (Title IX related offenses), Concordia follows an investigation and adjudication process explained in the Student Handbook. Additionally, Concordia publishes its Statement of Academic Freedom widely and consistently. Concordia conducts its business lawfully, ethically and morally as expressed in its articles, bylaws, various handbooks and publications, all of which are aimed to illustrate consistency with its values as a Christian Liberal Arts University.


Standard: The institution has a functioning governing board responsible for the quality and integrity of the institution and for each unit within a multiple-unit institution to ensure that the institution's mission and core themes are being achieved. The governing board has at least five voting members, a majority of whom have no contractual or employment relationship or personal financial interest with the institution. The Concordia University Board of Regents derives its authority from the Oregon Nonprofit Act, a registered corporation in the State of Oregon, and The Lutheran Church-Missouri Synod. The Board of Regents consists of 17 members: four elected nationally, four elected regionally, eight selected at large by the board itself, and one appointed. Except for the appointment, members may serve up to three consecutive three-year terms. Board members serve without remuneration and have no contractual, employment, or personal financial interest in the institution. Concordia University is supported by the Concordia University Foundation, which is governed by a Board of Directors. The Concordia University Foundation manages the assets of an endowment in support of Concordia, and serves as the fundraising and constituent relations arm of the institution. The Board of Regents and the Board of Directors meet and operate in synchrony, and together form the Council of Trustees.


Standard: The institution has a functioning governing board responsible for the quality and integrity of the institution and for each unit within a multiple-unit institution to ensure that the institution's mission and core themes are being achieved. The governing board has at least five voting members, a majority of whom have no contractual or employment relationship or personal financial interest with the institution. The University is led by a full-time president who is appointed by the Board of Regents. The president has served the institution for 32 years and continues to serve as the institution’s Chief Executive Officer. The president also serves as the Chief Executive Officer of the Concordia University Foundation. The chair of the institution’s governing board is elected by the board. The president is not eligible to serve as the chair of the governing board.




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Standard: In addition to a chief executive officer, the institution employs a sufficient number of qualified administrators who provide effective leadership and management for the institution's major support and operational functions and work collaboratively across institutional functions and units to foster fulfillment of the institution's mission and achievement of its core themes. In addition to the President/CEO, each major area of the university employs a qualified administrator who provides effective leadership and management to support operational functions and foster the fulfillment of Concordia’s mission and core values. This team works toward fulfilling its mission as the President’s Cabinet to achieve coordination, collaboration, and sound processes for the university in the areas of academics, finance, advancement, community outreach and strategic planning. Each member of the executive administrative team also serves on various committees that foster fulfillment of mission and achievement of the core themes.


Standard: Consistent with its mission and core themes, the institution employs and regularly evaluates the performance of appropriately qualified faculty sufficient in number to achieve its educational objectives, establish and oversee academic policies, and ensure the integrity and continuity of its academic programs wherever offered and however delivered. Consistent with its mission and core values, the university employs a full-time faculty with appropriate educational qualifications and scholarly credentials. All teaching faculty members employed by the university are assigned to a specific college or school. The university has established policies, articulated in the Faculty Handbook, guiding full and part time faculty hiring, contracting, rank, and evaluation. See 2.A.19 and 2.B.6.


Standard: The institution provides one or more educational programs which include appropriate content and rigor consistent with its mission and core themes. The educational program(s) culminate in achievement of clearly identified student learning outcomes, and lead to collegiate-level degree(s) with degree designation consistent with program content in recognized fields of study. All Concordia educational programs include appropriate content and rigor consistent with its mission and core themes as described in the NWCCU Year Three Report. The educational programs culminate in achievement of clearly identified student learning outcomes, and lead to either undergraduate or graduate degrees with degree designation consistent with program content in recognized fields of study in higher education. See


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responses to standards 2, 3, and 4.


Standard: The institution's baccalaureate degree programs and/or academic or transfer associate degree programs require a substantial and coherent component of general education as a prerequisite to or an essential element of the programs offered. All other associate degree programs (e.g., applied, specialized, or technical) and programs of study of either 30 semester or 45 quarter credits or more for which certificates are granted contain a recognizable core of related instruction or general education with identified outcomes in the areas of communication, computation, and human relations that align with and support program goals or intended outcomes. Bachelor and graduate degree programs also require a planned program of major specialization or concentration. Baccalaureate degree programs require 44 semester credits of a coherent component of general education as a prerequisite to, or an essential element of, the programs offered. All other associate or Bachelor of Science degree programs (e.g., applied, specialized, or technical) and programs of study require 35 semester credits of general education with identified outcomes in the areas of communication, computation, and human relations that align with and support program goals or intended outcomes. Concordia’s bachelor and graduate degree programs require a planned program of major specialization or concentration. Graduate degree programs each include a foundational core of classes of varying amount, depending on the degree, which support a strand concentration.


Standard: Consistent with its mission and core themes, the institution maintains and/or provides access to library and information resources with an appropriate level of currency, depth, and breadth to support the institution's programs and services wherever offered and however delivered. The university maintains a library which includes hard copy and electronic learning resources appropriate to its mission. The collection is augmented using the ORBIS Cascade Alliance. The branch campus law school in Boise, Idaho operates a law library under the leadership of a qualified law library director. Concordia University library materials are available for student access in a variety of formats, regardless of location.


Standard: The institution provides the physical and technological infrastructure necessary to achieve its mission and core themes. Concordia provides the physical and technological infrastructure necessary to empower the university, its students, faculty and staff to achieve the mission, core values and core


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themes regardless of teaching platform. Concordia’s physical facilities are accessible, safe, secure, and sufficient in quantity and quality to ensure the healthy learning and working environments that support the University’s programs, and services. The technological infrastructure is well-developed, functional, up-to-date, stable, and adequate to support the functions, programs, and services delivered by the university.


Standard: The institution maintains an atmosphere in which intellectual freedom and independence exist. Faculty and students are free to examine and test all knowledge appropriate to their discipline or area of major study as judged by the academic/educational community in general. The university, through its published policies and procedures, maintains an environment where academic freedom and scholarship exist. Specifically, the university supports academic freedom for faculty and students as detailed in Here I Work [p. 13] and Here I Study [p. 7]. The university ascribes to the position that the practice of academic freedom is vital to our academic mission and congruent with our Lutheran Heritage. The Academic Freedom Policy can be found in the Faculty Handbook [FH 2.671a, p. 54].


Standard: The institution publishes its student admission policy which specifies the characteristics and qualifications appropriate for its programs, and it adheres to that policy in its admissions procedures and practices. Concordia University admits students according to appropriate, consistent, published admission policies which are recommended by the faculty for approval by the Board of Regents. Admission policies are frequently reviewed as are web pages, procedures, and practices to insure adherence and clarity of the published requirements in procedure and practice.


Standard: The institution publishes in a catalog and/or on a website current and accurate information regarding: its mission and core themes; admission requirements and procedures; grading policy; information on academic programs and courses; names, titles and academic credentials of administrators and faculty; rules and regulations for student conduct; rights and responsibilities of students; tuition, fees, and other program costs; refund policies and procedures; opportunities and requirements for financial aid; and the academic calendar. Concordia publishes an Academic Catalog, online and updated annually, containing the following: university mission, core values, core themes; admission requirements and process for admission; grading policy; explanation and description of academic programs

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00krh7ekhfzkzhzffm/2.A.27_4_Here_I_Work.pdf


https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00k1hgfozezkzhzffr/2.A.27_3_Here_I_Study.pdf





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and courses; names, titles and academic credentials of administrators and faculty; rights and responsibilities of students; tuition, fees and all related program costs; refund policies and procedures; opportunities and requirements for financial aid; and the academic calendar. Rules and regulations for student conduct are published in Student Handbooks online and in print (as needed).


Standard: The institution demonstrates financial stability with sufficient cash flow and, as appropriate, reserves to support its programs and services. Financial planning reflects available funds, realistic development of financial resources, and appropriate risk management to ensure short-term solvency and long-term financial sustainability. The university demonstrates and documents a stable funding base to carry out its stated mission, core values, core themes, goals and objectives within a balanced budget. Revenue is derived primarily from tuition and secondarily from contributions and ancillary operations such as facility rental. A complete description of the university’s financial stability and planning is detailed in Standards 2.F.1 and 2.F.2.


Standard: For each year of operation, the institution undergoes an external financial audit, in a reasonable timeframe, by professionally qualified personnel in accordance with generally accepted auditing standards. Results from the audit, including findings and management letter recommendations, are considered in a timely, appropriate, and comprehensive manner by the administration and governing board. Concordia University and the Concordia University Foundation are both audited annually by Moss Adams - an external and reputable auditing firm. The unqualified opinion on the university’s most recent financial statement is included in the audit.


Standard: The institution accurately discloses to the Commission all information the Commission may require to carry out its evaluation and accreditation functions. Concordia University accurately discloses to the Commission all required information as requested by the Commission to carry out NWCCU evaluation and accreditation.


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Standard: The institution accepts the standards and related policies of the Commission and agrees to comply with these standards and policies as currently stated or as modified in accordance with Commission policy. Further, the institution agrees that the Commission may, at its discretion, make known the nature of any action, positive or negative, regarding the institution's status with the Commission to any agency or members of the public requesting such information. The university has offered educational programs since 1905 and has consistently maintained its accreditation status with the Commission since 1962. As a member of the NWCCU, the university accepts the policies and standards of the Commission and agrees to comply with these Standards and policies as currently stated or as modified in accordance with Commission policy. Concordia also agrees that the Commission may make known the nature of any action, positive or negative, regarding the University’s status with the Commission to any agency or to members of the public who request such information.


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Standard 2: Resources and Capacity

2.A Governance

2.A.1 Governance

Standard: The institution demonstrates an effective and widely understood system of governance with clearly defined authority, roles, and responsibilities. Its decision-making structures and processes make provision for the consideration of the views of faculty, staff, administrators, and students on matters in which they have a direct and reasonable interest. Concordia University’s system of governance is clearly defined to facilitate accomplishment of the institution’s mission and goals. This governance system is comprised of several entities and individuals each with a specific role and responsibilities. These roles and responsibilities are understood by constituent groups and individuals and are clearly articulated in the below guiding documents for the university: Faculty Handbook Bylaws Handbook of The Lutheran Church-Missouri Synod Board of Regents Policy Manual (includes the Articles of Incorporation) Student Handbook Student-Athlete Handbook These documents are regularly reviewed by the groups responsible for each. Further, Concordia University has a Cabinet-appointed Policy Committee, which reviews, approves and/or makes recommendations to the Cabinet on university-wide policies. The Board of Regents is ultimately responsible for approving, establishing and assessing the institution’s mission, core themes, vision and strategic plan. All work of the Board of Regents, as well as the governance, administrative and operational activities of the entire campus, is completed in alignment with those institutional commitments. The strategic planning process is iterative with regular review and annual assessment by the Board of Regents. The governance and policy roles and responsibilities of the faculty are clearly articulated in all faculty handbooks. Motivated by challenges in faculty governance resulting from the growth of the university and its faculty, and based on faculty study and review, during the 2011-2012 academic year, the faculty reviewed and the Board of Regents adopted, a revised structure for the faculty governance role. This new structure is described in all faculty handbooks. The strategic planning process is designed with structural and process involvement of faculty, staff, administrators, students, and external constituents. Review of input from



https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00k7eozcf4c0hizffy/Exhibit_01_Handbook_of_The_Lutheran_Church-Missouri_Synod.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kqhlzcf4c0hizffe/BOR_Policy_Manual_revised_December_2%2C_2011.pdf


https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00khzffgzlf4c0hdfs/SA_Handbook_Fall_2016_For_Website.pdf

http://commons.cu-portland.edu/policies/

http://commons.cu-portland.edu/policies/


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regents, directors, faculty, staff, and students at the end of the previous strategic planning cycle Vision 2024 process and timeline was utilized to modify the strategic planning process in order to ensure better attainment of its desired attributes. Vision 2024 Planning Cycle. The president and appropriate members of his Cabinet meet monthly with the leadership team of the Associated Students of Concordia University (ASCU) to discuss issues of interest and import to students.

2.A.2 Governance

Standard: In a multi-unit governance system, the division of authority and responsibility between the system and the institution is clearly delineated. System policies, regulations, and procedures concerning the institution are clearly defined and equitably administered. Concordia University is not a part of a multi-unit governance system. The Board of Regents is vested with the university's governance responsibilities. The Board of Regents holds the following responsibilities:

1. Develop governance policies and procedures 2. Engage in strategic planning 3. Give academic program approval 4. Provide budget and fiscal oversight 5. Elect and evaluate the president 6. Provide oversight for improvement and preservation of assets 7. Operate as an Agent for The Lutheran Church-Missouri Synod 8. Assume responsibility for the welfare of the faculty and staff

2.A.3 Governance

Standard: The institution monitors its compliance with the Commission’s Standards for Accreditation, including the impact of collective bargaining agreements, legislative actions, and external mandates. The university’s Chief Academic Officer (CAO) currently serves as the Accreditation Liaison Officer and monitors the university’s compliance with the Commission’s Standards for Accreditation. As such, the CAO is positioned to ensure compliance as well as assess and respond to the impact of external forces on that compliance.


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Governing Board

2.A.4 Governing Board

Standard: The institution has a functioning governing board consisting of at least five voting members, a majority of whom have no contractual, employment, or financial interest in the institution. If the institution is governed by a hierarchical structure of multiple boards, the roles, responsibilities, and authority of each board—as they relate to the institution—are clearly defined, widely communicated, and broadly understood. The Board of Regents (BOR) is the governing board of the institution and comprises persons the majority of whom have no contractual, employment, or financial interest in the institution. The BOR is comprised of four classes of members: eight elected members, eight members appointed by the Board of Regents, the president of the Northwest District of The Lutheran Church-Missouri Synod or his designate as an ex officio member with voting privilege, a representative appointed by the president of the Lutheran Church-Missouri Synod, and the president of the university as an ex officio member with no voting privileges. Four of the eighteen voting members (one ordained pastor, one commissioned minister, and two lay persons) are elected on a triennial basis by the national church body during the national convention. Another four members (one ordained pastor, one commissioned minister, and two lay persons) are elected at a triennial convention of The Northwest District of The Lutheran Church-Missouri Synod (LCMS). Eight voting members are lay members of a Lutheran Church-Missouri Synod congregation appointed by the Board of Regents at a regularly scheduled board meeting following procedures outlined in the Board of Regents Policy Manual. The final voting member is appointed by the Lutheran Church-Missouri Synod on a triennial basis. Concordia University is not a part of a multi-unit governance system. The Board of Regents is vested with the university’s governance responsibilities. Concordia University is one of ten member universities comprising the Concordia University System (CUS) of The Lutheran Church–Missouri Synod, and is owned and operated by this national church body, which was organized in 1847. The CUS is governed by a national board which delegates the governance and operations for each member university to a local Board of Regents. The division of authority and responsibility between the Board of Regents, The Lutheran Church-Missouri Synod (LCMS), and the synod’s Board for University Education is clearly delineated. The duties, responsibilities, ethical and board conduct requirements, organizational structure, and operating procedures of the Board of Regents are clearly defined, published and regularly reviewed by the board. Specifically, the Board of Regents is a policy-based board which is responsible for defining and fulfilling the mission of the institution within the broad assignment of The Lutheran Church-Missouri Synod. In so doing, the Board of Regents:

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1. Develops governance policies and procedures 2. Engages in strategic planning 3. Gives academic program approval 4. Provides budget and fiscal oversight 5. Elects and evaluates the president 6. Provides oversight for improvement and preservation of assets 7. Operates as an Agent for The Lutheran Church-Missouri Synod he LCMS 8. Assumes responsibility for the welfare of the faculty and staff


Standard: The board acts only as a committee of the whole; no member or subcommittee of the board acts on behalf of the board except by formal delegation of authority by the governing board as a whole. The Board of Regents acts as a committee of the whole and no member, sub-committee, or task force acts in place of the board except as allowed in the articles of incorporation and bylaws and by formally delegated authority. The Executive Committee of the Board (Chair, Vice Chair, and Secretary) is elected on an annual basis per the Board of Regents Policy Manual. The Concordia President is an ex officio member of the Board, reports directly to the Chair, and has full responsibility for the operation of the university.


Standard: The board establishes, reviews regularly, revises as necessary, and exercises broad oversight of institutional policies, including those regarding its own organization and operation. Board of Regents policies, regulations, and procedures are clearly defined and equitably and consistently administered. Actions, authority and responsibilities of the board and university administrative leadership are described in the Board of Regents Policy Manual and regularly clarified in board minutes and other related board documents. The specific roles of the board and university administrators are mutually understood and effectively carried out. The Board of Regents is responsible for and exercises broad-based oversight of all university activities. Following the annual communication and action calendar, the board regularly reviews the mission of the institution, academic programs, institutional policies, the administration and the operating budget. The board regularly evaluates the institution, the guiding documents and its own policy manual to ensure that the institution is responsible, efficient and effective in carrying out its mission.







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Standard: The board selects and evaluates regularly a chief executive officer who is accountable for the operation of the institution. It delegates authority and responsibility to the CEO to implement and administer board-approved policies related to the operation of the institution. The Board of Regents selects the president and delegates to him the responsibility to implement and advance the mission and vision of the university and administer institutional policies consistent with the values and mission of the institution. The Board evaluates the president and the institution on an annual basis over two regularly scheduled meetings in October and February. The president is an ex officio member of the Board of Regents (without vote) and attends all board meetings. Board policies can be found in the Board of Regents Policy Manual.


Standard: The board regularly evaluates its performance to ensure its duties and responsibilities are fulfilled in an effective and efficient manner. The Board of Regents engages in regular self-assessment (Self-Assessment Instrument) and has completed an in-depth review of board organization and effectiveness which gave rise to a significant modification of delegated responsibilities, the implementation of a consent agenda, and elevation of board activities and engagement to a much more strategic level. This process has also led to the development of joint Board of Regent – Board of Directors (Concordia University Foundation) meetings. These meetings are held under the honorific title of Council of Trustees (COT) and are organized around a descriptive agreement as well as a formal Memorandum of Understanding of the two boards. An annual communication and action calendar guides the agenda for these meetings. In addition, the Council of Trustees has appointed a board governance committee which regularly reviews the effectiveness of the boards and recommends modifications to structure and activities to improve effectiveness. A recent example of the work of this committee is the recent creation of the Academic Affairs Committee of the Council of Trustees.


https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00k5epc0hcztc5cefi/COT_Self_Assessment.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00k5epc0hcztc5cefi/COT_Self_Assessment.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kfzrhdfpclhrcefb/CU_Council_of_Trustees_Concept_Paper.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00k3clhdfpclhrcefz/COT_Memorandum_of_Understanding.pdf



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Leadership and Management

2.A.9 Leadership and Management

Standard: The institution has an effective system of leadership, staffed by qualified administrators, with appropriate levels of responsibility and accountability, who are charged with planning, organizing, and managing the institution and assessing its achievements and effectiveness. The President's Cabinet represents the chief administrative leadership of the university and includes top level leadership for all major administrative and strategic functions of the entire university and Concordia University Foundation. A current administrative organizational chart is included here, along with the curriculum vitae for the cabinet members. In addition, in November of 2015 the President's Cabinet launched a new campus-wide leadership team known as the Campus Management Team (CMT). The following functions were set for this group:

1. Enhance leadership and management effectiveness across the university 2. Facilitate informed and timely university-wide communications 3. Participate in and inform university-wide planning and budgeting activities 4. Facilitate interdepartmental matrix activities, communication and coordination 5. Build ownership in decision making across the university 6. Provide an opportunity to inform and celebrate

The Campus Management Team (CMT) is composed of those dean, vice president and director level positions who exercise personnel and budget oversight for their college or department, and report directly to a member of the President's Cabinet. These managers collectively represent the entire operation of the university. This group now meets every-other month around timely combinations of the following agenda items:

1. Departmental planning and budgeting, including quarterly budget updates 2. University updates (strategic initiatives, major occurrences, COT actions, etc.) 3. Strategic planning activities 4. Celebrations of progress and accomplishments 5. Update on activities and recommendations of campus committees (e.g. policies,

space, system solutions) 6. Management and leadership development opportunities

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kkhfzhzwcjzhzffd/2.A.9_1_CU_Org_Chart_2016-09-20.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kkhfzhzwcjzhzffd/2.A.9_1_CU_Org_Chart_2016-09-20.pdf

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Standard: The institution employs an appropriately qualified chief executive officer with full-time responsibility to the institution. The chief executive officer may serve as an ex officio member of the governing board, but may not serve as its chair. Dr. Charles E. Schlimpert has served full-time as President and Chief Executive Officer of Concordia University since 1983. As such, he is the longest seated president of an Oregon college or university. As Chief Executive Officer, he serves as an ex officio member and executive officer of the Board of Regents of the university as well as the Board of Directors of the Concordia University Foundation, but does not, and cannot serve as chair.


Standard: The institution employs a sufficient number of qualified administrators who provide effective leadership and management for the institution’s major support and operational functions and work collaboratively across institutional functions and units to foster fulfillment of the institution’s mission and accomplishment of its core theme objectives. Concordia University is led by qualified administrators who serve under the direction of the president. Each administrator provides effective leadership for one of the institution’s major divisions: Community Engagement, Enrollment Growth, Foundation, Visioning, Innovation, Operations, Finance, Academics, Athletics, Student Success (Affairs), Library, Human Resources, as well as the deans of the university’s five colleges (Arts and Sciences, Health and Human Services, Education, Management, and Law). All leaders and their units work collaboratively across functional areas to foster achievement of the university’s core themes and mission. The President's Cabinet represents the chief administrative leadership of the university and includes top level leadership for all major administrative and strategic functions of the entire university and Concordia University Foundation (see relevant curriculum vitae for the cabinet members). The University’s five colleges and their key functions follow directly below: College of Arts and Sciences (CAS) The College of Arts and Sciences is divided into five undergraduate departments and three graduate programs. The departments are headed by a chair, appointed by the dean for 2 years. Each graduate program is headed by a program director, appointed by the dean. In addition, the college operates the Academic Resource Center (ARC) and the Shakespeare Authorship Research Center (SARC). Both entities are headed by a director, appointed by the Dean of CAS. A current CAS Organizational Chart is included here. The department chairs and program directors form the CAS Cabinet that meets monthly

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kyc5cpzwcjzhzffa/2.A.10_1_Chuck_Schlimpert_Resume.pdf

http://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kfznzhzwcjzhzffy/2.A.9_2_Cabinet_Resumes.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kscmz6cycjzhzffu/2.A.11_4_CAS_Department_Chair_Job_Description_082015.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kgfgz6cycjzhzfff/2.A.11_3_CAS_org_chart_2016-August.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kgfgz6cycjzhzfff/2.A.11_3_CAS_org_chart_2016-August.pdf


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during fall and spring semesters. The Cabinet discusses curricular issues that impact the college along with organizational and strategic planning for CAS. In addition, the college holds monthly plenary meetings during fall and spring semesters. Generally, the agenda for plenary meetings are shaped by discussions in Cabinet meetings. See sample agendas for both the Cabinet and plenary meetings along with a schedule of college meetings for AY16-17. All agendas and meeting minutes are archived and available for review. In addition, the college holds a planning retreat (retreat agenda) either in the fall before school starts or at the end of the academic year. College of Education (COE) The College of Education is divided into four academic departments: Undergraduate Studies, Master of Arts in Teaching (MAT) programs, Master of Education programs, and Doctoral Studies. Each department is headed by a Program Director. In addition, the M.Ed. program has an Associate Program Director and Chairs that head licensure endorsements (Preliminary Administration License, Professional Administration License, Reading Interventionist, etc.). The college also operates a Placement department, which is responsible for placing education students in clinical experiences. The Placement department is headed by the Director of Placement. Finally, a Program Evaluation Chair is responsible for guiding the COE in program assessment and evaluation. A COE Organizational Chart is included here, as well as job descriptions of the COE administrative team. College of Health and Human Services (CHHS) The College of Health and Human Services offers four undergraduate majors and the University Physical Activity Courses (PAC). The CHHS is managed by the dean. The operation and management of the College are supported by two staff program coordinators, a Director of Nursing, Director of Physical Activity Courses, an Exercise and Sports Science Department Chair, a Healthcare Administration Department Chair, a Social Work Department Chair, and a Social Work Practicum Director. In addition, a strong FT and PT faculty serve the different programs. School of Law (SOL) In January 2016, Concordia University promoted Dean Silak to Vice President of Community Engagement effective July 1, 2016. Following a national search and the two-thirds majority vote of the law faculty, Concordia University appointed Elena Langan as the new Dean of Concordia School of Law. Dean Langan began her new role in January 2017. Dean Langan formerly served as Associate Dean for Academic Affairs and Professor of Law at Nova Southeastern University’s (NSU) Shepard Broad College of Law in Fort Lauderdale, Florida. Previously, she had served as the director of NSU’s first year lawyering skills and values program and was appointed as Interim Dean during the 2013-2014 academic year. Prior to joining NSU in 2007, Dean Langan practiced law for 25 years, primarily in Miami-Dade County, Florida.

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00k5cqchfgz6cmzfff/CAS_Cabinet_AGENDA_-_October_2016.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kxhgf_z0cjzhzffv/2.A.11_6_CAS_Plenary_AGENDA_-_September_2016.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00k7e4cbz0cjzhzffg/2.A.11_7_CAS_meeting_schedule_-_AY16-17.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kvhmhcz0cjzhzfff/2.A.11_8_CAS_retreat_AGENDA_-_August_2016.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kgfjfdz0c5cqchfa/Visio-COE_Org_Chart_2017.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kgfjfdz0c5cqchfa/Visio-COE_Org_Chart_2017.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00k_zif4cycjzhzffx/2.A.11_16_COE_Job_Descriptions.pdf


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Since Concordia University founded Concordia School of Law, there have been intentional efforts to strengthen synergy between administration, faculty, and staff on the main campus in Portland, Oregon and on the law school campus in Boise. As an example, from its inception, the dean of Concordia School of Law has been a member of the University’s Academic Council where the deans share ideas about curriculum, faculty governance, new programs, student affairs, and enrollment. The deans also problem solve and discuss operational solutions to challenges at their respective schools or colleges, fostering collaboration between them. The SOL Organizational Chart indicates the administrators who provide effective leadership and management of Concordia School of Law’s major support and operational functions. These individuals work collaboratively across institutional functions and units reporting to the President’s Cabinet. School of Management (SOM) The School of Management offers three undergraduate majors and one graduate master’s level degree in business. The SOM is managed by the dean. The operation and management of the School are supported by three staff members, a SOM faculty chair, and broad faculty contributions within their functional area of expertise and to the overall School and range of programs.

Policies and Procedures

2.A.12 Academics

Standard: Academic policies—including those related to teaching, service, scholarship, research, and artistic creation—are clearly communicated to students and faculty and to administrators and staff with responsibilities related to these areas. Academic policies including those related to teaching, service, scholarship, research and artistic creation are included in the Faculty Handbook, Student Handbook, Academic Catalog, and other publications which are available in print and online. Specifically, for full-time and adjunct faculty members, Concordia’s Teaching Excellence Program, (see section 2.B.6) and Concordia’s Academic Freedom Policy (see section 2.A. 27-29) articulate these policies. The Academic Freedom Policy is stated in the University's Faculty Handbook [FH 2.671a, p. 54].

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kthphdf4chfscefi/2017_Organizational_Chart_law_school.pdf


https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kezlfkhfzkzhzfft/2.A.27_5_StudentHandbook.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00knz3cpzezrhxchfa/2016-2017_Academic_Catalog.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kqhphfz3c0hizffm/C-TEP.pdf




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2.A.13 Academics

Standard: Policies regarding access to and use of library and information resources—regardless of format, location, and delivery method—are documented, published, and enforced. Library Resources: The Concordia University Library access and use policies are documented and published in the Guide to Services on the University Libraries’ web site. Access and use policies for the Concordia University School of Law are documented and published on the School of Law Library Policies & Services page. Policies are regularly reviewed and enforced by librarians and library staff. Policies and practices regarding fines and other internal controls are utilized regularly and effectively. Information Technology Resources: Concordia’s Information and Technology Services documents and publishes policies regarding access and use on the University’s Intranet on the Information and Technology Services page. They cover personal security, network security and storage, acceptable use, and reporting procedures for both wired and wireless networks. These policies are in force for students regardless of location and access and are maintained and enforced by the Chief Information Officer, Chief Operations Officer and Chief Academic Officer. See IT Acceptable Use Policy and IT Policy Links.

2.A.14 Academics

Standard: The institution develops, publishes widely, and follows an effective and clearly stated transfer-of-credit policy that maintains the integrity of its programs while facilitating efficient mobility of students between institutions in completing their educational programs. Concordia's Transfer of Credit policy is published in the Academic Catalog (Undergraduate - p. 18; Graduate - p. 152) and clearly states transfer policies while providing for the effective and efficient transfer of credit between Concordia and other institutions of higher learning to allow students to complete their educational programs in a dynamic and concise manner. Concordia continues to provide clear pathways for transfer students and has worked with other institutions to develop transfer equivalency guides and cooperative education programs. Associated Web Links: Programs of Study Transfer Equivalency Guides Block Transfer and Course-by-Course Evaluation Information Cooperative Education Programs Law School Transfer Guidelines Law School ABA Required Disclosures

http://www.cu-portland.edu/academics/libraries/guide-services

http://www.cu-portland.edu/academics/libraries/guide-services

http://law.cu-portland.edu/library/information-and-hours/policies-services

http://kb.cu-portland.edu/ITS+Policies

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00krc5cpz1hgfgzffi/Exhibit_2_a_13_IT_Policy_Links.pdf




http://catalog.cu-portland.edu/programs-study/

http://www.cu-portland.edu/admission/admission-requirements/transfer-students/transfer-equivalency-guides

http://www.cu-portland.edu/admission/admission-requirements/transfer-students

http://catalog.cu-portland.edu/undergraduate/cooperative-education-programs/

http://law.cu-portland.edu/admission-financial-aid/transfer-and-visiting-students

http://law.cu-portland.edu/admission-financial-aid/aba-required-disclosures


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2.A.15 Students

Standard: Policies and procedures regarding students' rights and responsibilities, including academic honesty, appeals, grievances, and accommodations for persons with disabilities, are clearly stated, readily available, and administered in a fair and consistent manner. All policies related to student rights, grievances, academic integrity, appeals and ADA accommodations are clearly stated in the Student Handbook (pp. 12-18, p. 25) and the Academic Catalog (Undergraduate - p. 25; Graduate - p. 146). The policies clearly state step-by-step how a student can access a process and who within the university is responsible for adjudicating the process. Concordia's Academic Integrity Policy is posted in all classrooms and included on course syllabi. Additionally, prior to the start of each academic year, the ADA officer sends the most current ADA accommodations policy to the Office of Academics for dissemination to all faculty for inclusion in their course syllabi.

2.A.16 Students

Standard: The institution adopts and adheres to admission and placement policies that guide the enrollment of students in courses and programs through an evaluation of prerequisite knowledge, skills, and abilities to assure a reasonable probability of student success at a level commensurate with the institution's expectations. Its policy regarding continuation in and termination from its educational programs, including its appeals process and readmission policy, are clearly defined, widely published, and administered in a fair and timely manner. Concordia University's faculty have adopted policy related to admission and placement standards that guide the enrollment of students in courses and programs through an evaluation of prerequisite knowledge, skills, and abilities to assure a reasonable probability of satisfactory academic progress. Admission standards and processes are administered under the leadership of the Chief Admission Officer. Transfer policies are set by the faculty and administered by the Chief Admission Officer and University Registrar. Procedures related to the administration of academic progress, dismissal and appeal for readmission after dismissal, are administered by Scholastic Standards Committee. Readmission for continuing students, not related to dismissal, is administered by the Chief Admission Officer. The following list of links includes specific information on the admission policies, appeal and dismissal policies and readmission. These policies are clearly defined, available online and included in the academic catalog and program handbooks. Associated Web Links: Honors Program Admission Criteria Nursing Admission Requirements

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00k1h1cmztcjznzffh/CU_Portland_Student_Handbook_2016-2017.pdf


http://www.cu-portland.edu/admission/undergraduate/honors/honors-program-admission-criteria

http://www.cu-portland.edu/admission/admission-requirements/nursing-students


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International Students Degree Completion Requirements Undergraduate Admission Criteria/Academic Preparation Placement of Students in Math Classes and Probation Dismissal and Appeal Process Graduate Admissions and Deadlines, International, Readmission CAS Admissions Standards to Programs and Majors Post-Bac DCE Certificate-this is a suspended program Law Application Requirements, International Testing Requirements for Undergraduate COE, Non-Native English Speakers Deadlines for MAT and M.Ed. MAT Admission Requirements and Testing M.Ed. Admission MAEF Admission M.Ed. CTE Admission Certificates Admission MAIDS Admission-suspended program MA PSY Admission MA TESOL Admission MBA Admission Undergraduate Transfer Policy Graduate Transfer Policy by program and Readmission Undergraduate Readmission Policy

2.A.17 Students

Standard: The institution maintains and publishes policies that clearly state its relationship to co-curricular activities and the roles and responsibilities of students and the institution for those activities, including student publications and other student media, if offered. Policies and procedures for co-curricular involvement are stated in Student Handbooks, provided below, and the Academic Catalog. Student Handbook Student-Athlete Handbook Boise Law Student Handbook The Concordia Policy Advisory Committee, which consists of representation from multiple academic and administrative divisions, reviews these policies (Concordia Policy Advisory Committee Charter). The Community Life Committee of the faculty, which consists of faculty, students, and Student Affairs staff, meets monthly to discuss the student experience at the university and recommend policy review.

http://www.cu-portland.edu/admission/undergraduate/admission-requirements/international-students

http://www.cu-portland.edu/admission/admission-requirements/degree-completion

http://catalog.cu-portland.edu/undergraduate/undergraduate-education/admission/

http://catalog.cu-portland.edu/undergraduate/academic-information-policies-alphabetical/


http://catalog.cu-portland.edu/graduate/graduate-education/admission-application-deadlines/

http://catalog.cu-portland.edu/undergraduate/theology-arts-sciences/

http://catalog.cu-portland.edu/undergraduate/education/postbachelors-dce-certificate/

http://catalog.cu-portland.edu/graduate/law-graduate-degree/juris-doctor/

http://catalog.cu-portland.edu/undergraduate/education/bachelor-arts-education/

http://catalog.cu-portland.edu/graduate/education-graduate-degrees/

http://catalog.cu-portland.edu/graduate/education-graduate-degrees/master-arts-teaching/

http://catalog.cu-portland.edu/graduate/education-graduate-degrees/master-education/

http://catalog.cu-portland.edu/graduate/education-graduate-degrees/master-arts-education-foundations/

http://catalog.cu-portland.edu/graduate/education-graduate-degrees/master-education-career-technical-education/

http://catalog.cu-portland.edu/graduate/education-graduate-degrees/certificates/

http://catalog.cu-portland.edu/graduate/theology-arts-sciences-graduate-degrees/master-arts-international-development-service/

http://catalog.cu-portland.edu/graduate/theology-arts-sciences-graduate-degrees/master-arts-psychology-community-psychology/

http://catalog.cu-portland.edu/graduate/theology-arts-sciences-graduate-degrees/master-arts-teaching-english-second-language/

http://catalog.cu-portland.edu/graduate/management-graduate-degree/master-business-administration/

http://catalog.cu-portland.edu/undergraduate/undergraduate-education/transfer-credit-policy/

http://catalog.cu-portland.edu/graduate/academic-information-policies-alphabetical/




https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00k1h1cmztcjznzffh/CU_Portland_Student_Handbook_2016-2017.pdf

http://sidearm.sites.s3.amazonaws.com/gocugo.com/documents/2016/8/31/SA_Handbook_Fall_2016_For_Website.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kscycmztcjznzffk/Boise_Law_Student_Handbook_2016-2017.pdf

http://commons.cu-portland.edu/policies/CPAC_Charter.pdf

http://commons.cu-portland.edu/policies/CPAC_Charter.pdf


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2.A.18 Human Resources

Standard: The institution maintains and publishes its human resources policies and procedures and regularly reviews them to ensure they are consistent, fair, and equitably applied to its employees and students. The university maintains and publishes its human resources policies and procedures and regularly reviews them to ensure they are consistent, fair, and equitably applied to its employees and students. Human resources policies and procedures are maintained and published in the Faculty Handbook, Staff Handbook, and Student Handbook. These are reviewed by the Chief Academic Officer, Chief Financial Officer, and VP of Human Resources. These administrators work with both the Staff Welfare Committee, the Faculty Welfare Policies Committee, and the Associated Students of Concordia University (ASCU) to discuss changes and help determine that policies are consistent, fair, and equitably applied to faculty, staff and students.


Standard: Employees are apprised of their conditions of employment, work assignments, rights and responsibilities, and criteria and procedures for evaluation, retention, promotion, and termination. Employees are apprised of their conditions of employment and work assignments in job descriptions, which are written and maintained by the employee's supervisor in cooperation with the human resources department. Since Concordia's Year Three Self-Evaluation, the human resources department has deliberately focused on improving the consistency of performance evaluations and the standardization of job descriptions. The human resource department is currently reviewing, revising, and updating all job descriptions. To date, approximately 74 job descriptions have been updated. The rights and responsibilities, criteria and procedures for evaluation, retention, promotion and termination are articulated in the Faculty Handbook (FH 2.10-2.625, pp. 24-50) and the Staff Handbook (pp. 5-6, 12-13) each of which are available on the university's intranet. A faculty taskforce is currently updating the Faculty Handbook and a human resource taskforce is updating the Employee Handbook.


Standard: The institution ensures the security and appropriate confidentiality of human resources records. The security and appropriate confidentiality of human resource records are supervised and maintained by the VP of Human Resources and Office of the Chief Academic Officer. Records are kept either in locked files or network and password protected files only available to HR, CFO, and the Office of the Chief Academic Officer. Payroll records are stored electronically and accessible through the Banner system, which is backed up daily



https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kgfdz6chfjfgzfft/StudentHandbook.pdf




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by the Concordia IT team. Back-up records are maintained at our branch campus in Boise, ID.

2.A.21 Institutional Integrity

Standard: The institution represents itself clearly, accurately, and consistently through its announcements, statements, and publications. It communicates its academic intentions, programs, and services to students and to the public and demonstrates that its academic programs can be completed in a timely fashion. It regularly reviews its publications to assure integrity in all representations about its mission, programs, and services. Concordia clearly, accurately and consistently represents itself to students, employees, constituents, donors, neighbors and the general public. Information regarding academic programs, goals, and student services are published and maintained in the following University publications: Faculty Handbook Staff Handbook Student Handbook Board of Regents Policy Manual Academic Catalog Archives of Concordia in the mass media are compiled, reviewed and archived by the Strategic Communications and Partnerships Coordinator. Should an inaccuracy be transmitted, the university media relations contact(s) monitor and provide an accurate and appropriate correction, or act to resolve the inaccuracy in an expedient manner. Program completion is described in the university catalogs and on the Concordia website. In addition, admission counselors and academic advisors regularly reiterate academic intentions, programs, services and demonstrate program completion cycles. As appropriate to their area of responsibility, publications are regularly reviewed by the Marketing Department, Office of the President, Office of the Chief Academic Officer, Student Affairs, Athletics, Office of Admission, faculty and staff committees. Concordia abides by the following Statement for Approval of Published Materials to assure integrity in all representations about its mission, programs, and services: The Marketing and Communication Department at Concordia University reviews all materials for publication for mission fit, appropriate content, voice, tone, messaging and brand continuity. Materials are primarily written by the Marketing and Communication Department and sent to department and program heads for editing and approval. Once finalized, these approved messages and materials are then produced and distributed. Materials that are not written by the Marketing and Communication Department are proofed and edited by Marketing and Communications before publication of material by the author.






http://www.cu-portland.edu/statement-approval-published-materials


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Standard: The institution advocates, subscribes to, and exemplifies high ethical standards in managing and operating the institution, including its dealings with the public, the Commission, and external organizations, and in the fair and equitable treatment of students, faculty, administrators, staff, and other constituencies. It ensures complaints and grievances are addressed in a fair and timely manner. Concordia University advocates, subscribes to, and exemplifies high ethical standards in managing and operating the institution, including its dealings with the public, the Commission, and external organizations, and in the fair and equitable treatment of students, faculty, administrators, staff, and other constituencies. It ensures complaints and grievances are addressed in a fair and timely manner.

Annual audits of the university’s financial statement and the financial statement of the Concordia University Foundation are conducted by the independent auditing firm of Moss Adams, LLP. The audit includes an ethics interview with chief administrative officers and staff. The university and the University Foundation adhere to Generally Accepted Accounting Principles. A well-documented and maintained communication and document record of compliance with the following standards is maintained:

1. Bylaws of The Lutheran Church-Missouri Synod 2. Standards of the Concordia University System 3. Association of Lutheran Development Executives (ALDE) 4. Donor Bill of Right’s 5. Certified Fund Raising Executives (CFRE) International 6. Association of Fundraising Professionals (AFP) 7. Willamette Valley Development Officers (WVDO) 8. American Council on Gift Annuities (ACGA) 9. Northwest Commission on Colleges and Universities (NWCCU) standards and

policies 10. Accreditation Council for Business Schools and Programs (ACBSP) 11. NCAA II policies and guidelines 12. Guidelines of the Council on Social Work Education (CSWE) 13. The United States Department of Education and Title IV Funding 14. Title IX gender equity, non-discrimination statements for both employees and

students 15. State of Oregon Bureau of Labor and Industry 16. State of Idaho Department of Labor 17. Idaho State Board of Education 18. Idaho State Bar 19. American Bar Association 20. Washington State Student Achievement Council 21. State of Oregon Teachers Standards and Practices Commission


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22. Secretary of State Offices in Oregon, Washington and Idaho 23. Equal Employment Opportunity Commission 24. The laws of the United States of America in general, and in particular, the laws

of the States Oregon, Washington and Idaho, as we regularly conduct business in these states.

Concordia ensures that complaints and grievances are addressed in a fair and timely manner. Grievance processes are followed and administered consistently and are widely published in print and online throughout the university's publications (below). These processes are regularly reviewed by Staff and Students and Concordia's legal counsel. Student Handbook (pp. 16-17) Faculty Handbook (pp. 62-63) Board of Regents Policy Manual (p. 42; p. 47) Academic Catalog (p. 28; p. 148)


Standard: The institution adheres to a clearly defined policy that prohibits conflict of interest on the part of members of the governing board, administration, faculty, and staff. Even when supported by or affiliated with social, political, corporate, or religious organizations, the institution has education as its primary purpose and operates as an academic institution with appropriate autonomy. If it requires its constituencies to conform to specific codes of conduct or seeks to instill specific beliefs or world views, it gives clear prior notice of such codes and/or policies in its publications. Concordia University has a clearly defined Conflict of Interest Policy that prohibits conflict of interest on the part of members of the University’s governing board, the Board of Regents. The Conflict of Interest policy states that Concordia University is fully committed to conducting its responsibilities in a manner reflecting the highest degree of integrity and honesty. The success of the University in conducting it affairs is the sum of the efforts of each individual in executing his or her responsibilities with good judgment and in an ethical manner. All full-time faculty members at the University are required to review and sign the Conflict of Interest statement every year, indicating they comply with the University’s Conflict of Interest Standards and Procedures. Concordia has education as its primary purpose and operates as an academic institution with appropriate autonomy as seen in section 2 of the CU Bylaws. The Code of Conduct states that Concordia provides “the Concordia Experience” to all its students, including attention to intellectual, creative, spiritual, physical, emotional, social and ethical development delivered through nurturing and respectful relationships, rich curricular offerings and vibrant community engagement. See the Academic Integrity Policy as provided in the Faculty Handbook [FH 3.11, pp. 69-72].





https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kfzohczuhvhxchfu/Conflict_of_Interest_Policy__.pdf




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Recognition of the religious tenets of the university are included in the Academic Freedom Policy in the Faculty Handbook [FH 2.671a, p. 54].


Standard: The institution maintains clearly defined policies with respect to ownership, copyright, control, compensation, and revenue derived from the creation and production of intellectual property. Concordia University maintains a clearly defined Intellectual Property Policy [Exhibit 2], which is housed on Concordia’s intranet for easy access for faculty and staff.


Standard: The institution accurately represents its current accreditation status and avoids speculation on future accreditation actions or status. It uses the terms "Accreditation" and "Candidacy" (and related terms) only when such status is conferred by an accrediting agency recognized by the U.S. Department of Education. The institution accurately represents its current accreditation status and avoids speculation on future accreditation actions or status. It uses the terms “Accreditation” and “Candidacy” (and related terms) only when such status is conferred by an accrediting agency recognized by the U.S. Department of Education. Further, all university publications consistently and accurately represent current accreditation actions or status, and any accreditation communication and actions are accurately recorded and filed.


Standard: If the institution enters into contractual agreements with external entities for products or services performed on its behalf, the scope of work for those products or services—with clearly defined roles and responsibilities—is stipulated in a written and approved agreement that contains provisions to maintain the integrity of the institution. In such cases, the institution ensures the scope of the agreement is consistent with the mission and goals of the institution, adheres to institutional policies and procedures, and complies with the Commission’s Standards for Accreditation. Concordia has contracted with several Online Program Management service providers (OPMs), an auditing firm, food service, and various software programs and information systems. All activities performed by the service provider must and do follow university, Accreditation and the United States Department of Education policies and guidelines. In particular with respect to OPMs, each contract includes verbatim and/or by reference that the OPM commits to carefully complying with NWCCU policy A6 Contractual Relationships with Organizations Not Regionally Accredited. Policy A6 is included in all


https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kthizezohdfscefw/INTELLECTUAL_PROPERTY_POLICY.pdf


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OPM contracts and is referred to and reviewed on a regular basis. Concordia contracts with the following OPMs to assist in the marketing, student recruitment, and student support for certain online and hybrid programs: HotChalk Greenwood & Hall Orbis Education

2.A.27 Academic Freedom

Standard: The institution publishes and adheres to policies, approved by its governing board, regarding academic freedom and responsibility that protect its constituencies from inappropriate internal and external influences, pressures, and harassment. Academic freedom is supported at Concordia through policy set and monitored by the University and the Board of Regents, as articulated by the Academic Freedom Policy as stated in the university's Faculty Handbook [FH 2.671a, p. 54]. The Concordia Academic Freedom policy complies with Commission standards, as demonstrated by consistently positive evaluations by NWCCU evaluators. The Concordia Academic Freedom Policy is limited and the limitations are consistently and widely published.


Standard: Within the context of its mission, core themes, and values, the institution defines and actively promotes an environment that supports independent thought in the pursuit and dissemination of knowledge. It affirms the freedom of faculty, staff, administrators, and students to share their scholarship and reasoned conclusions with others. While the institution and individuals within the institution may hold to a particular personal, social, or religious philosophy, its constituencies are intellectually free to examine thought, reason, and perspectives of truth. Moreover, they allow others the freedom to do the same. Concordia University embraces and encourages academic freedom and independent thought and research amongst faculty, staff, and students. The values that provide the foundation for academic freedom are deeply embedded in the culture of Concordia University, as evidenced in the Core Theme “Lutheran” which by definition “engages diverse perspectives in an environment of open discourse and academic freedom while bringing a distinctive voice and lens, rooted in the Christian faith, Lutheran understanding and heritage, and liberal arts tradition.” While Concordia is a Lutheran institution, rooted in Christian faith, it welcomes the perspectives of students, staff, faculty, administrators, and community members from all faiths and backgrounds to openly discuss scholarship as part of the curricular and co-curricular experience. This is

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kvcjzrhlz0cqchfc/Appendix_F_CU-Hotchalk_Contract_Exhibit_A__.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00krcmzrhlz0cqchfb/Concordia-Greenwood_and_Hall_Services_Agreement.doc.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kffgzrhlz0cqchfm/Orbis_Education-Concordia_University_Services.pdf



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integrated into the policies set forth for faculty, staff, and students in their respective handbooks, as well as through orientation materials such as the Here I Study and Here I Work pamphlets, which define and describes a Lutheran, Liberal Arts education. As a faith based institution, and a community whose mission statement encompasses the core theme of “Lutheran,” the university has embraced an academic freedom policy that includes a commitment for affirmation and accommodation of the explicit positions of its Lutheran heritage and tradition. Concordia’s Academic Freedom Policy is published in the Faculty Handbook [FH 2.671a, p. 54].


Standard: Individuals with teaching responsibilities present scholarship fairly, accurately, and objectively. Derivative scholarship acknowledges the source of intellectual property, and personal views, beliefs, and opinions are identified as such. Concordia University faculty hold themselves and their students to the standards they have set for academic freedom in part through the Academic Integrity Policy located in the Faculty Handbook [FH 3.11, pp. 69-72]. This policy has been under a review and revision process during 2016-2017. The status of the Academic Integrity Policy review and revision process can be seen in the Status Report on Updates to Concordia University’s Faculty Handbook, Academic Integrity Policy, and Faculty and Research Integrity Policy [pp. 2–3]. The university faculty seek to hold themselves to high levels of integrity in research and professional practice. To this end the faculty have been working with the administration on the development of a Faculty and Research Integrity Policy. The development can be seen in the Status Report on Updates to Concordia University’s Faculty Handbook, Academic Integrity Policy, and Faculty and Research Integrity Policy [pp. 3–4]. While maintaining these standards, faculty commit to engaging in scholarship as co-collaborators and role models with students, resulting in a growing number of undergraduate students reporting that they have engaged in research with a professor during their studies at Concordia. Further, because of their close working relationships with faculty, the college deans are relied on to ensure high standards of quality in research, creative endeavors, and scholarship. Faculty present scholarship fairly, accurately, and objectively, acknowledging both sources of intellectual property for derivative scholarship, as well as distinguishing scholarship from personal views, beliefs and opinions. The Faculty Handbook articulates these expectations related to scholarship. The Faculty Handbook is under a review and revision process during AY 2016-2017. The development can be seen in the Status Report on Updates to Concordia University’s Faculty Handbook, Academic Integrity Policy, Faculty and Research Integrity Policy [pp. 1–2].






https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kvhuc5cyc5cqchfc/Status_Report_-_Updates_to_CU_Faculty_Handbook%2C_Academic_Integrity_Policy%2C_and_Faculty_and_Research_Integrity_Policy_2.pdf




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2.A.30 Finance

Standard: The institution has clearly defined policies, approved by its governing board, regarding oversight and management of financial resource-including financial planning, board approval and monitoring of operating and capital budgets, reserves, investments, fundraising, cash management, debt management, and transfers and borrowings between funds. The University Board of Regents has clearly defined policies for review and oversight of the University operations (see section 4 of the Board of Regents Policy Manual). The board has established a Finance Committee that serves to oversee fundraising, investment management, capital projects, and all related financial components. This committee consists of seven members who meet monthly. The committee reports to the full Board of Regents on a quarterly basis. This committee also serves as the University Audit Committee and meets twice yearly with the external auditors preceding the audit and at audit conclusion. For purposes of annual budgeting the Board policy requires that the university operating budget be constructed to provide a minimum operating margin equal to 3% of gross revenue. The Board may modify this with specific action or resolution. For ongoing assessment, the university prepares full financial statements on a quarterly basis and is assessed on three primary ratios. The measures employed are the coverage ratio which measures operating performance, the debt to equity ratio which measures the appropriate level of debt compared to the university’s net assets and a liquidity ratio which measures the ongoing capacity of the university to meet current obligations. While every new project or program will have unique characteristics, and should provide long term value to the university, the overriding policy of the Regents requires that these financial standards be maintained.

2.B Human Resources

2.B.1

Standard: The institution employs a sufficient number of qualified personnel to maintain its support and operations functions. Criteria, qualifications, and procedures for selection of personnel are clearly and publicly stated. Job descriptions accurately reflect duties, responsibilities, and authority of the position. The Board of Regents, university administrators, Faculty Welfare Policies Committee, Staff Welfare Policies Committee, and VP of HR regularly discuss what constitutes a sufficient number of qualified personnel to maintain and support university functions. On an annual basis, after reviewing existing staffing levels and staffing requests, the Chief Academic Officer (CAO) and the Chief Financial Officer (CFO) evaluate the requests in



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relation to achieving the goals established by the Board of Regents and establish recommendations. The CAO presents the recommendations along with similar recommendations for Concordia University’s other operating units to the president’s cabinet for review and prioritization. Based on this process, the CFO submits a preliminary budget recommendation to the Finance Committee of the Board of Regents for review. This process may be repeated until the Finance Committee is prepared to recommend a fiscal year budget to the full Board of Regents for approval. Criteria and qualifications for personnel selection are clearly and widely published in job/position descriptions. The human resources department is currently engaged in the process of updating all job descriptions to accurately reflect duties, responsibilities, outcomes, authority, and accountability for each position. This project is approximately 40% complete. The record of job descriptions is documented and maintained in databases in the HR office and the Office of the CAO. Associated Documents: Job Evaluation Form Hiring Flow Chart

2.B.2

Standard: Administrators and staff are evaluated regularly with regard to performance of work duties and responsibilities. With the addition of a Vice President of HR in 2015, the Human Resources department has been able to sharpen its focus to apply consistent annual performance evaluation for all administrative departments, using a shared Performance Evaluation Form. Performance evaluations in the administrative departments of Admissions, Foundation, IT, Athletics, President’s office, and Physical Plant Services are conducted on a regular basis and in a consistent manner. Twenty-seven percent of the additional administrative staff received a performance evaluation for 2015. Fifty-three percent more of the administrative staff received a performance evaluation for 2016. The VP of HR is currently creating an automated, user-friendly, performance evaluation system that will provide reminders for the evaluation process, and will ensure effective monitoring and analysis of the evaluation process. This new system is expected to rollout in 2017. Full-time faculty are evaluated annually through the Concordia Teaching Excellence Program (CTEP). This evaluation process is administered consistently across academic colleges. Part-time faculty are assessed by the appropriate college in accordance with the institutional policies regarding adjunct instruction found in the Faculty Handbook. Additionally, performance evaluations for the administrative departments of Admissions, Foundation, IT, Athletics, Office of the President, Human Resources, and Physical Plant Services are conducted on a regular basis in a consistent manner.

http://hr.cu-portland.edu/file/view/Job%20Evaluation%20Form%20Final.pdf/577864391/Job%20Evaluation%20Form%20Final.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00k1hcz3cefscychfp/HR_Process_20160830.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00krc6edzrhxcychfx/PDF_of_the_Fall_2015_Performance_Evaluation_Form_in_SurveyMonkey.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00krc6edzrhxcychfx/PDF_of_the_Fall_2015_Performance_Evaluation_Form_in_SurveyMonkey.pdf





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2.B.3

Standard: The institution provides faculty, staff, administrators, and other employees with appropriate opportunities and support for professional growth and development to enhance their effectiveness in fulfilling their roles, duties, and responsibilities. Most budget areas include funds for professional development and growth. The Office of the Chief Academic Officer provides budgeted funds for faculty to pursue a terminal degree. The Office of the Chief Academic Officer also supports and provides funding every year for faculty research grants and other non-terminal degree professional development activities. All colleges and departments regularly provide release time to attend conferences, participate in community engagement and service opportunities. In 2015/2016, the Human Resource department also initiated supervisor training workshops. The Human Resource department created and delivered approximately four (4) workshops on a broad range of supervisor issues, including recruitment, interviewing, and on-boarding employees. Full Time Faculty Research Grant Guidelines Adjunct Faculty Research Grant Guidelines Faculty Sabbatical Policy

2.B.4

Standard: Consistent with its mission, core themes, programs, services, and characteristics, the institution employs appropriately qualified faculty sufficient in number to achieve its educational objectives, establish and oversee academic policies, and assure the integrity and continuity of its academic programs, wherever offered and however delivered. Faculty qualifications, experience, expertise and credentials are clearly stipulated in the Faculty Handbook [FH 2.40, p. 33], position searches, and the full-time faculty and adjunct faculty job descriptions, and are consistent with regionally accredited peer institutions of higher learning. Sufficient numbers of faculty are employed to achieve educational objectives as shown in the Basic Institutional Data Form [Exhibit 1, p. 2]. The student-to-teacher ratio at Concordia is 18:1. Online courses are limited to an optimum number of 15 students per course and may enroll a maximum of 18 students per course/section. Graduate online courses are capped at a maximum of 15 students per course section. The Faculty is organized and operates under an Executive Committee of the Faculty led by a faculty elected Chair. Academic issues and policies that assure the integrity and continuity of Concordia’s academic programs are discussed and recommended by the faculty’s Academic Policies Committee. Co-curricular and Concordia community life policies are discussed and recommended by the Community Life Committee. The Faculty

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kezcfdzcfscychff/CU_Faculty_Research_Grant_Guidelines--Revised_Jan_2017.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00k_zffdzcfscychfc/CU_Adjunct_Faculty_Research_Grant_Guidelines--Revised_Jan_2017.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00k3chfdzcfscychfp/Sabbatical_Policy_Faculty_handbook_2.62_-_CURRENT.pdf


https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00ktckfdz3cqcychfe/FAC%23%23%23_-_Full_Time_Faculty_-_TEMPLATE.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kxc0hafqhcznzffo/Faculty_Position_Description_-_Adjunct_Faculty_%28Onground_and_Online%29.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kffqhgf_zhzxhgfq/Basic_Institutional_Data_Form_2016.pdf


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Welfare Policies Committee is charged with advocacy for the faculty and the Staff Welfare Policies Committee with advocacy for the staff.

2.B.5

Standard: Faculty responsibilities and workloads are commensurate with the institution’s expectations for teaching, service, scholarship, research, and/or artistic creation. Faculty responsibilities and workload are consistent and every attempt is made to be equitable according to teaching load expectations described in the Faculty Handbook and in faculty contracts. Expectations for teaching, service, scholarship, and/or artistic creation are overseen by the Chief Academic Officer and reviewed annually between the dean and each faculty member using the Concordia University Teaching Excellence Program (CTEP) which includes summative and formative assessment.

2.B.6

Standard: All faculty are evaluated in a regular, systematic, substantive, and collegial manner at least once within every five-year period of service. The evaluation process specifies the timeline and criteria by which faculty are evaluated; utilizes multiple indices of effectiveness, each of which is directly related to the faculty member's roles and responsibilities, including evidence of teaching effectiveness for faculty with teaching responsibilities; contains a provision to address concerns that may emerge between regularly scheduled evaluations; and provides for administrative access to all primary evaluation data. Where areas for improvement are identified, the institution works with the faculty member to develop and implement a plan to address identified areas of concern. All full time faculty at Concordia University are evaluated through CTEP: Concordia Teaching Excellence Program. This program was developed by the Faculty Welfare Policies Committee (FWPC) and approved by the faculty and Concordia Board of Regents in 1993. The evaluation is designed to improve the teaching and learning experience at the university. CTEP involves both formative and summative elements. These two elements are split between review processes:

1. Primary Assessment - periodic major summative assessment 2. Secondary Assessment - annual review

The CTEP utilizes a variety of data sources for the primary assessment process, including: self-assessment and reflection, peer review, student course evaluations and administrative review (course reviews and peer reviews are archived in a secured cabinet or password protected file and can be reviewed upon request). The specific level, emphasis and source of this data varies between colleges and programs. A detailed description can be found in the Faculty Handbook [FH 2.415-2.416, pp. 35-40]. The CTEP process evaluates five


https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kmhshfz3c0hizffl/SAMPLE_16-17_FT_Addendum.pdf


https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kgz3cpz0cbztcefq/CAS_2B6_-_Primary_Assessment.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kkhgfoz0cbztcefe/CAS_2B6_-_CTEP_Assessment_Form_2016.pdf



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key areas of performance:

1. Classroom teaching 2. Development of appropriate relationships with students 3. Institutional service 4. Research & scholarship 5. Service to the church and community

The CTEP Secondary Assessment takes place annually, generally in the spring at the end of the academic year. A faculty member completes the CTEP Secondary Assessment form listing goals and objectives from the previous year and a list for the next academic year (individual assessment forms are archived in a secured cabinet or password protected file and can be reviewed upon request). The dean of each college schedules a block of time to review the form with each full-time faculty member in their respective college. Classroom observations and student course evaluations are included in the reflection. Completed assessment forms are archived by individual colleges. The annual review provides an opportunity for each full-time faculty member to engage in reflective discussion with their respective dean. A more extensive summative review of faculty performance is conducted through a Primary Assessment. This type of assessment is triggered by the following situations:

1. Eligibility to move from an annual contract to an initial 3-year contract 2. When a faculty member becomes eligible for rank advancement, or 3. Difficulties in the performance of one or more areas of job responsibilities or

function Faculty going through a Primary Assessment are assessed by a faculty team consisting of the department chair/program director (or in some cases the dean) and two faculty peers. One of the faculty peers is appointed by the department chair and the other is selected by the faculty member being reviewed. The faculty member prepares a reflective, self-assessment portfolio documenting professional achievements. The assessment team reviews the documentation, interviews the faculty member, and develops recommendations which are sent to the dean. The dean forwards recommendations to the Chief Academic Officer. An action plan is developed for areas that may need improvement. Action plans are monitored by the respective department chair/program director. As stated in the Faculty Handbook [Section 2.11, p. 26], adjunct faculty members are supervised and evaluated by the department chair/program director (or designee). Adjunct faculty are temporary employees hired on a semester-by-semester (as needed) basis. Classroom/online course observations and student course evaluations are used by the department chair/program director to help assess adjunct faculty performance and decide whether to ask an individual back to teach in any subsequent semester. CONCORDIA SCHOOL OF LAW


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In addition to the CTEP, the School of Law faculty are evaluated through the Faculty Evaluation and Retention Committee's (FERC) promotion and tenure and progress panel processes. FERC, a faculty committee comprised of members of Faculty as appropriate by rank, oversees the annual faculty evaluation process as well as the promotion and tenure process. When a faculty member submits an application for tenure and/or promotion, all members of FERC, as appropriate by rank, undertake an evaluation of the faculty member that results in a comprehensive report. Alternatively, for untenured faculty who have not yet applied for tenure and/or promotion, an annual progress panel report is produced by two assigned members of FERC. Progress panel assignments rotate annually, with one progress panel member remaining for continuity and one member rotating off. The purpose of the briefer progress panel report is to identify positive developments and constructive areas for improvement each year, in an effort to provide a transparent tenure and promotion process. Concordia School of Law has endeavored to create a teaching culture where all faculty are encouraged to continually grow and improve. Concordia School of Law conducts regular teaching workshops that are motivated by the idea that great teachers become students of their own teaching. The promotion and tenure policy of Concordia Law requires and recognizes faculty contributions to the community, including pro bono work. Section 2.17 B.3. of the policy provides that '[t]o be considered either for promotion to rank of Associate Professor or Professor, and/or for a grant of tenure, a candidate must show substantial service both within and outside of the School of Law.' With regard to service outside of Concordia Law, the policy further provides that '[s]ervice outside of the School of Law enhances one of the core values of the University of servant leadership.' While service to the community is a factor considered in tenure and promotion decisions, there is no set number of hours required annually. See: Concordia Law Faculty Handbook [Sections 2.17 and 2.20]

2.C Education Resources

2.C.1

Standard: The institution provides programs, wherever offered and however delivered, with appropriate content and rigor that are consistent with its mission; culminate in achievement of clearly identified student learning outcomes; and lead to collegiate-level degrees or certificates with designators consistent with program content in recognized fields of study. Concordia University has clearly defined programs with outcomes that align to standards for rigor in corresponding graduate programs and career fields where students apply their learning. These programs are outlined in detail in the Academic Catalog and program

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kxcthlz0cbztcefy/LAW_Faculty_Handbook_2016-17.pdf



http://www.cu-portland.edu/academics


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pages on Concordia’s website. Further, Concordia has taken special care to ensure that the programs and courses offered campus based, in hybrid format, and online are built and assessed by the same program outcomes to maintain consistency across all delivery modes and emphasize the three core themes of Lutheran, Rigor, and Servant Leadership. More specifically, the curriculum development process at Concordia requires all courses to have clearly articulated and measurable student learning outcomes. (See the Faculty Handbook [FH 3.242-3.244b, pp. 80-85], CAPC-UAPC Matrix, and 2.C.5 for more information on Concordia's curriculum development and supervision process.) The outcomes are incorporated into each course prospectus housed on the shared campus drive. Temporary access to course syllabi and prospectuses is available via this Dropbox location. A prospectus goes through review and approval within the respective college/university Academic Policy Committee and Executive Committee of the Faculty (ECF) prior to the course being taught. The university has adopted 10 strategic goals (Vision 2024 Initiatives) as part of its Vision 2024. Each major or program within any of the five colleges identifies specific goals supporting the three core themes of the university (Lutheran, Rigor and Servant Leaders), and specifically addresses strategic goals/initiatives within Vision 2024 (See example - CAS Department Goals Combined).

2.C.2

Standard: The institution identifies and publishes expected course, program, and degree learning outcomes. Expected student learning outcomes for courses, wherever offered and however delivered, are provided in written form to enrolled students. The curriculum development process at Concordia requires all courses to have clearly articulated and measurable student learning outcomes. The outcomes are incorporated into each course prospectus and syllabus which are housed on the shared campus drive. See Dropbox location for temporary access to course syllabi and prospectuses. A prospectus moves through review and approval within the respective college/university Academic Policy Committees and Executive Committee of the Faculty (ECF). Ultimately, learning outcomes for all programs within the University schools and colleges are published on the Concordia website. Further, course, program, and degree requirements are published in the Academic Catalog. Alignment to program outcomes and to University Core Themes are expectations for all syllabuses. See Sample Syllabus with General Education Desired Student Outcomes.






https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kpcbz6cjzkzhzffp/2.C.5_2_CAPC-UAPC_Matrix.pdf

https://www.dropbox.com/sh/f5jpiakuuwevvu9/AAB4k46FxfcezKCAB7Vsn7pla?dl=0


https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00klf_zxhizkzhzffd/2.C.1_1_Vision2024-Initiatives.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00ktcjzxhizkzhzfft/2.C.1_2_Vision2024.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kbfjfyhizkzhzffl/2.C.1_3_CAS_department_goals_COMBINED.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kbfjfyhizkzhzffl/2.C.1_3_CAS_department_goals_COMBINED.pdf




https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kpz6cwhshizuhgfa/Sample_Syllabus_with_General_Education_Desired_Student_Outcom....pdf




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2.C.3

Standard: Credit and degrees, wherever offered and however delivered, are based on documented student achievement and awarded in a manner consistent with institutional policies that reflect generally accepted learning outcomes, norms, or equivalencies in higher education. Concordia follows generally accepted practices for the awarding of credit at the undergraduate and graduate level. These practices are monitored by the Colleges and the Academia & Student Success office, as well as the Academic Policies Committee of the faculty, the Registrar, and the Chief Academic Officer, where all curricular modifications are reviewed and approved. Additionally, Concordia has an undergraduate grade inflation policy in place, intended to ensure that grading is consistent across its Colleges. This policy is included in the Faculty Handbook [FH 2.34, pp. 31-32] and is communicated to faculty (full-time and adjunct) in faculty orientation sessions during the first term when an instructor teaches for Concordia. Faculty duties are also provided in the Faculty Handbook [FH 2.10, p. 24]. The School of Law Juris Doctor degree program is designed to comply with all American Bar Association Program of Legal Education Standards (ABA Standards 301-316), which are considered the industry best practice for law school curriculum design. Concordia School of Law’s required first-year curriculum is outlined in its Course of Study. Additionally, graduation requirements are published in the Law School Student Handbook [pp. 32-35] and online on the School of Law website.

2.C.4

Standard: Degree programs, wherever offered and however delivered, demonstrate a coherent design with appropriate breadth, depth, sequencing of courses, and synthesis of learning. Admission and graduation requirements are clearly defined and widely published. All of Concordia’s degree programs are designed to align to Concordia’s mission and the professional standards of the relevant field. Each degree program has a page on the Concordia website where degree requirements are clearly laid out in a coherent design intended to prepare the student for success in his/her chosen field of study. See Concordia's Academic Catalog for evidence of the availability of this information for current and prospective students. In sum, Concordia admission and graduation requirements are clearly defined and widely published. (Associated web links and documents provided below.) Also, see the responses, and provided links, to standards 2.C.1, 2.C.2, 2.C.11, 2.C.12 in this report for details on the degree programs offered.


http://law.cu-portland.edu/sites/default/files/pdf/Course%20of%20Study%2006-07-16.pdf

http://law.cu-portland.edu/sites/default/files/pdf/Course%20of%20Study%2006-07-16.pdf



http://law.cu-portland.edu/academics/graduation-requirements



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Associated Web Links: Undergraduate Admission Requirements Freshman Admission Requirements Undergraduate Admission Requirements for Degree Completion Undergraduate Admission Requirements for Degree Completion Undergraduate Admission Requirements for International Students Undergraduate Admission Requirements for International Students Transfer Admission Requirements Graduate Admission & Application Deadlines MA in Teaching Admission Requirements MA in Teaching Admission Requirements Master of Education Admission Requirements Master of Education and Certificate Admission Requirements Certificate Admission Requirements Doctorate of Education Admission Requirements Doctorate of Education Admission Requirements MA in Psychology Admission Requirements MA in Psychology Admission Requirements MA in TESOL Admission Requirements MA in TESOL Admission Requirements Master of Business Administration Admission Requirements Master of Business Administration Admission Requirements School of Law Admission Requirements School of Law Admission Requirements Graduate Letter of Recommendation Policy Associated Documents: Bachelor of Science in Social Work Admission Checklist Bachelor of Science in ECE Transfer Admission Checklist Doctorate of Education Application Checklist Freshman Nursing Program Sheet Healthcare Administration Admission Checklist Healthcare Administration Program Sheet Homeland Security Transfer Admission Checklist Honor Program Sheet Initial Admin Program Sheet (example for M.Ed. Programs) Long Term Care Administration Program Sheet Long Term Care Administration Admission Checklist MA in Psychology Application Checklist MA TESOL Program Overview and Application Checklist Master of Arts in Teaching Application Checklist Master of Business Administration Application Checklist Master of Education Application Checklist Parents Sheet


http://www.cu-portland.edu/admission/admission-requirements/freshmen



http://catalog.cu-portland.edu/undergraduate/undergraduate-education/international-student-admission/

http://www.cu-portland.edu/admission/admission-requirements/international-students/freshmen-transfer-students




http://www.cu-portland.edu/admission/admission-requirements/graduate-students/master-arts-teaching-admission-checklist


http://www.cu-portland.edu/admission/admission-requirements/graduate-students/med-admission-checklist


http://www.cu-portland.edu/admission/admission-requirements/graduate-students/docorate-education-admission-checklist



http://www.cu-portland.edu/admission/admission-requirements/graduate-students/ma-psychology-admission-checklist


http://www.cu-portland.edu/admission/admission-requirements/graduate-students/master-arts-teaching-english-second-language-tesol


http://www.cu-portland.edu/admission/admission-requirements/graduate-students/mba-admission-checklist


http://law.cu-portland.edu/admission-financial-aid

http://catalog.cu-portland.edu/graduate/graduate-education/

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kvc0hxcjzkzhzfft/2.C.4_1_Bachelor_of_Science_in_Social_Work_Admission_Checklist.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00krcqcycjzkzhzffy/2.C.4_2_BS_ECE_Transfer_Admission_Checklist.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kgfvcycjzkzhzffv/2.C.4_3_Ed.D._Application_Checklist.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kwcycycjzkzhzffl/2.C.4_4_Freshman_Nursing_Program_Sheet.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00klf4cycjzkzhzffm/2.C.4_5_HCA_Admission_Checklist.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kyhph1cjzkzhzffu/2.C.4_6_HCA_Program_Sheet.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kqhvh1cjzkzhzffs/2.C.4_7_HLS_Transfer_Admission_Checklist.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00k7eyh1cjzkzhzffm/2.C.4_8_Honor_Program_Sheet.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00krhuc2cjzkzhzffo/2.C.4_9_Initial_Admin_Program_Sheet.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kqz0c2cjzkzhzffo/2.C.4_10_Long_Term_Care_Administration_Program_Sheet.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kmz3c2cjzkzhzffn/2.C.4_12_LTCA_Admission_Checklist.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kkz1hucjzkzhzffd/2.C.4_14_MA_in_Psy._Application_Checklist.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00klzffvcjzkzhzffe/2.C.4_14_MA_TESOL_Program_Overview_and_Application_Checklist.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00khzifvcjzkzhzffd/2.C.4_15_MAT_Application_Checklist.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kmzezwcjzkzhzffz/2.C.4_16_MBA_Application_Checklist.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kizhzwcjzkzhzffy/2.C.4_17_MED_Application_Checklist.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kyclhxcjzkzhzffe/2.C.4_18_Parents_Sheet.pdf


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Transfer Admission Checklist Transfer Nursing Program Sheet Transfer Pre-Requisite Nursing Admission Checklist

2.C.5

Standard: Faculty, through well-defined structures and processes with clearly defined authority and responsibilities, exercise a major role in the design, approval, implementation, and revision of the curriculum, and have an active role in the selection of new faculty. Faculty with teaching responsibilities take collective responsibility for fostering and assessing student achievement of clearly identified learning outcomes. Faculty at Concordia University function through well-defined structures and processes with clearly defined authority and responsibilities to exercise a major role in making changes to academic programs, including the design, approval, implementation, and revision of the curriculum, and have an active role in the selection of new faculty. Faculty with teaching responsibilities take collective responsibility for fostering and assessing student achievement of clearly identified learning outcomes. Specifically, the curriculum development and supervision process at Concordia requires all courses to move through a clearly defined approval process outlined on the CAPC-UAPC Matrix and articulated in the Faculty Handbook [FH 3.242 - 3.244b, pp. 80-84]. Prior to AY 2016, Concordia operated one Academic Policies Committee (APC) for all curriculum and program review across the university. Beginning in AY 2016, the faculty modified its governance model and approved adding an “academic policies committee” within each college providing more faculty involvement in curricular discussions. Additionally, faculty hold the following responsibilities regarding the design, implementation and revision of curriculum:

1. Faculty recommend policy to the Board of Regents through the President regarding:

a. Rules and regulations for the admission, transfer, dismissal, or withdrawal of students.

b. The standards of scholarship to be maintained by the students, determine criteria for their promotion, graduation, or failure.

c. Act on recommendations in the matter of granting certificates, diplomas, and such academic or honorary degrees as may be lawfully conferred by the institution.

d. Policies, standards and programs for the out-of-class life and activity of its students so that the co-curricular and off campus activities of the student contribute to the attainment of the educational objectives of the institution.

e. Policies that are conducive to the cultivation of a Christian deportment on the part of all students, will stimulate creation of a cultured and academically challenging atmosphere.

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kbzrhxcjzkzhzffk/2.C.4_19_Transfer_Admission_Checklist.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00k4cthxcjzkzhzffv/2.C.4_20_Transfer_Nursing_Program_Sheet.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00k0cwhxcjzkzhzffu/2.C.4_21_Transfer_Pre-requisite_Nursing_Admission_Checklist.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00k0hcz6cbz1hxchfy/Changes_to_Academic_Programs.pdf





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f. Policies, standards and regulations that will contribute to the maintenance of wholesome conditions for faculty service and welfare

2. Faculty also

a. Develop and construct curricula implementing the recognized and established

purposes of the institution and designed to attain the objectives of preparation for professional church workers and other Christian leaders.

b. Pursue the improvement of teaching and learning and the evaluation of their effectiveness in every segment of the institution and its curriculum.

c. Conform its placement policies to the provisions for the distribution of candidates and workers through the Board of Assignments of the Synod.

d. Receive reports as appropriate from all university entities such as administration, classified staff, student government, and the CU Foundation.

e. Make recommendations regarding the university budget to the President prior to its submission to the Board of Regents.

f. Review and recommend any modifications of the Faculty Handbook, and work with the Chief Academic Officer in maintaining a regularly updated Faculty Handbook.

As mentioned above, the faculty performs these functions primarily through the following committees:

1. College Academic Program Committee (CAPC) 2. University Academic Policies Committee (UAPC)

Within each college or school, all curricular items, including proposed courses, course changes, proposed new programs and program changes, are submitted to the College Academic Policies Committee (CAPC). Composition of that committee varies by college or school. The chair of the CAPC is elected by the college faculty at the fall college plenary meeting. Any curricular/program items approved by the CAPC are sent to the University Academic Policies Committee (UAPC). If proposed changes are program specific, submission to the UAPC is for reporting purposes only. If the proposed changes impact the general education requirements or establish/discontinue a program, major, minor or certificate, the UAPC reviews and votes on the proposal (CAPC-UAPC Matrix) before submitting it to the Executive Committee of the Faculty (ECF). In all cases, the faculty has collective responsibility in the design, approval, implementation and revision of the curriculum. Faculty Selection The faculty selection process actively engages each department within a given college/school. When a full-time faculty position is approved for hire, the department directly involved develops a position description that is publicly posted on job boards by Human Resources. A search committee is selected by the dean, or department/program chair/program director, in consultation with the respective dean. Generally, the



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committee is composed of several members of the department/program and at least one faculty member outside the department/program or college. The committee reviews applicants based on the position description and recommends the top two or three individuals to come to campus for face-to-face interviews. In the case of a full-time remote faculty position, the candidate is interviewed via video conferencing. Each applicant meets with a wide range of administrative and staff personnel to determine institutional fit, in addition to the college plenary faculty. The faculty search committee reviews all input and makes a recommendation to the dean. The full-time faculty is actively engaged in the selection process for all full-time faculty and staff positions within a college. Filling adjunct faculty positions is the responsibility of the chair or program director. Positions to be filled are advertised through HR. In the case of a campus based adjunct position, the department chair or program director reviews applicants and interviews a finalist(s). A recommendation is sent to the dean who in turn interviews the potential adjunct instructor for institutional fit. The dean makes the final hiring decision that is communicated to HR. In the case of a remote teaching adjunct, the department chair, program director, or designee reviews applicants and interviews a finalist. A recommendation is made to the appropriate dean or designee and a final interview is conducted. The final interview results in a decision regarding institutional fit. The dean or designee makes the final hiring decision that is communicated to HR. The hiring process for part time instructors is more dynamic than full time positions since teaching vacancies can arise quickly and/or unexpectedly due to the addition of course sections (enrollment demands) or an existing adjunct instructor deciding not to teach a course(s). For online courses, the university maintains a pool of instructors who have been approved and are ready to teach when a course is available. Teaching Responsibilities In all colleges/schools, full-time and adjunct instructors have the responsibility to teach their respective course(s) so students achieve the designated student outcomes. Course outcomes are developed as part of the curricular approval process managed by the faculty through the respective CAPCs and ECF. Outcomes are stated in the approved course prospectus. All prospectuses are archived on the university shared drive and available for full-time and adjunct faculty. All syllabi are collected each semester and archived at the same location for review. See Dropbox location for temporary access to course syllabi and prospectuses. Faculty develop assessment rubrics that are incorporated into each course syllabus and directly related to achieving the defined student outcomes stated in the course prospectus. In addition, some colleges/schools have developed assessments related to specific standards for their professional governing organization. The College of Education faculty have identified 6-8 critical assessments for each program. These critical assessments align with program goals and professional standards, are scored through faculty-developed rubrics, and are documented in Taskstream. Data from critical assessments are reviewed and analyzed by members of the COE faculty, who make recommendations for curriculum modifications based on data collected.



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In the School of Law, the dean and Faculty have primary responsibility and authority for planning, implementing, and administering the program of legal education, including curriculum; methods of instruction and evaluation; admissions policies and procedures; and academic standards. Concordia Law’s Faculty Handbook provides: “Within the general policies established by the University and the Board of Regents, the dean and the Faculty shall have responsibility for formulating and administering the educational program of the school, including such matters as the curriculum, methods of instruction, admissions, and the academic standards for retention, advancement, and graduation of students.” Section 2.2. Student Achievement Our approach to our Core Competency General Education assessment includes regular review of our Core Competency assessment processes to ensure they are appraising authentic student achievements and are yielding meaningful results, (specifically provided to and reviewed by faculty), which lead to specific, tangible improvements in the General Education learning of our undergraduate students. Before each fall term, the faculty from the College of Arts and Sciences (wherein the majority of General Education courses reside) review the Core Competency assessment results from the prior year. Faculty from College of Health and Human Services are also involved as they teach one additional section of Core Competency General Education. Faculty review the results from the prior year within the context of many years of longitudinal data (Fall 2013 to Spring 2016 CU General Education Core Competency Results Summary). Faculty then make two sets of recommendations. First, they recommend enhancements and changes to Core Competency assessment processes to gain increases in participation, more authentic student artifacts of achievement, increase clarity and actionable nature of results, as well as deeper rubric-level reporting, and to apply more stringent statistical analysis. This effort by faculty is with the goal of ensuring that assessments appraise authentic achievements and yield meaningful results that lead to improvement. Second, they recommend specific actions for improvement of both the student experience in, and the student achievement of, General Education Core Competencies at Concordia. The current cycle for evaluating the General Education requirements has led to five action items. (See 2016-17 Action Items to Improve Gen Eds). This example also shows the integration of our review of assessment processes to ensure they appraise authentic achievements/data with meaningful results leading to improvement. In addition to the Core Competency assessments, the College of Arts & Sciences administered the CLA+ to 99 freshmen during Fall 2016 (CLA+ Institutional Report). This assessment instrument provides norm-based data to examine how Concordia students compare with their peers across the country. The CLA+ will be administered to seniors next academic year. The goal is to administer this assessment instrument each year to inbound freshmen in the fall and graduating seniors in the spring.

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kpz9edzkzkzhzffu/2.C.5_5_2016_2017_LAW_Faculty_Handbook.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00k0hfz9edz3c0hgfp/2.C.5_1_Fall_2016_CC_Results_for_Improvement_SUMMARY_%281%29.pdf



https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kpcbz0cwh1cqchfp/2.C.5_2016-17_Action_Items_To_Improve_Gen_Eds.pdf


https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00ktc5cycwh1cqchfy/CLA%2B_Institution_Report.pdf


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Academic and Operational Departments Concordia follows an annual cycle of Assessment Results Improvement. Within this cycle, each academic and operational department embark upon a regular review of its assessment processes to ensure they appraise authentic achievements and yield meaningful result that lead to improvement. Each summer (or early fall), each department revisits their departmental assessment plan (Tree) from the prior year; updates the assessment plans/instruments/data collection/analysis for the upcoming year. Throughout the year, each department sets forth to actualize the data collection and analysis, and provides a twice-yearly reporting of meaningful results for allocation and improvement. In December, mid-point results are viewed, in context with historic results from prior years. New budget allocation requests for the following fiscal year are made grounded in these assessment results. At the end of each academic/fiscal year, final results are viewed, in context with historic results from prior years. Here, departmental recommendations for change are documented for the following academic year. Similar to the processes for the Mission and Vision Reports, at both of these stages, each department considers,

1) changes to the assessment plan/instruments/collection/analysis in order to ensure increasingly authentic achievements yielding meaningful results that lead to improvement, and,

2) recommendations for improvement which are documented, prioritized, then, appropriately, actualized.

For evidence of both 1 and 2, please see Example 2015-16 Recommendations for Improvement Based on Assessment Results. For additional details and evidence see 4.A.2.

2.C.6

Standard: Faculty with teaching responsibilities, in partnership with library and information resources personnel, ensure that the use of library and information resources is integrated into the learning process. The Library staff at the main campus and the law campus are very proactive in collaborating with Concordia Faculty to ensure that the use of library resources is integrated into courses, both campus based and remote, and that the library is actively engaged and available to faculty and students to support their learning needs. Library faculty serve on faculty committees and actively participate in faculty governance and campus events. Librarians provide regular classes to students, meet with faculty individually, and also join faculty in the classroom on request to support general library literacy needs and specific course projects and assignments. Concordia Library instruction Stats 2009-10 and 2015-16 and Librarian Faculty Engagement provide documentation for the library instruction courses provided for students in 2009 and 2015 and faculty/librarian engagement. The Library also provides Research Guides, tutorials and handouts for specific areas of study and citation formats. See the documents

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00krhlz9edz3c0hgfj/2.C.5_3_Annual_Assessment_Results_Improvement_Cycle_%282%29.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kefnh7e4clhlzffs/Departmental_Recommendations_only_for_Improvement_in_2016-17_grounded_in_2015-16_Assessment_Results.pdf


https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kqclhaf_zifgzffu/Exhibit_2.C_6_Concordia_University_Library_Instruction_Stats_2009-10_and_2015-16.pdf


https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00k9eozlfdzifgzffd/Exhibit_2.C.6_Librarian_Faculty_Engagement_.pdf



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below for examples of how these guides are used both as instruction tools in the classroom when librarians give research workshops, and as on-demand resources to support students' personal learning and reference needs: Community Psychology Research Guide Handout Nursing 2015 PICO Search_Term_Worksheet Concordia University Research Guides See the response to Standard 2.E.3 for more detail on the services that the Concordia Library provides in support of faculty and student learning.

2.C.7

Standard: Credit for prior experiential learning, if granted, is: a) guided by approved policies and procedures; b) awarded only at the undergraduate level to enrolled students; c) limited to a maximum of 25% of the credits needed for a degree; d) awarded only for documented student achievement equivalent to expected learning achievement for courses within the institution’s regular curricular offerings; and e) granted only upon the recommendation of appropriately qualified teaching faculty. Credit granted for prior experiential learning is so identified on students’ transcripts and may not duplicate other credit awarded to the student in fulfillment of degree requirements. The institution makes no assurances regarding the number of credits to be awarded prior to the completion of the institution’s review process. Due to low demand from students, currently the granting of PLA credit at Concordia University is suspended and under review to determine if there is sufficient need to continue. Credit for prior experiential learning, if granted, is guided by approved policies and procedures and awarded only at the undergraduate level to enrolled students, limited to a maximum of 25% of the credits needed for a degree and awarded only for documented student achievement equivalent to expected learning achievement for courses within the institution’s regular curricular offerings; and granted only upon the recommendation of appropriately qualified teaching faculty. Credit granted for prior experiential learning is so identified on students’ transcripts and may not duplicate other credit awarded to the student in fulfillment of degree requirements. The institution makes no assurances regarding the number of credits to be awarded prior to the completion of the institution’s review process. Faculty Handbook, Prior Learning Assessment [FH 3.261, pp. 98-99] Faculty Handbook, Development and Approval of Standardized PLA Credit Assignments for Formal, Non-Accredited Educational Offerings [FH 3.262, p. 99] PLA Info Sheet

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kffnhrcbzifgzfff/exhibit_2_C_6__handout_Community_Psychology_.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kbfqhrcbzifgzffe/Exhibit_2_C_6_nursing_2015PICO-search_term_worksheet.pdf

http://libguides.cu-portland.edu/cu



https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kffscefoz1hvhgfe/PLA-Info-Sheet.pdf


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2.C.8

Standard: The final judgment in accepting transfer credit is the responsibility of the receiving institution. Transfer credit is accepted according to procedures which provide adequate safeguards to ensure high academic quality, relevance to the students’ programs, and integrity of the receiving institution’s degrees. In accepting transfer credit, the receiving institution ensures that the credit accepted is appropriate for its programs and comparable in nature, content, academic quality, and level to credit it offers. Where patterns of student enrollment between institutions are identified, the institution develops articulation agreements between the institutions. For students pursuing a first bachelor’s degree, the Office of Admissions awards transfer credit according to the guidelines discussed in the Undergraduate Transfer of Credit Policy. The Office of Admission and the Registrar reserve the right to accept or reject credits earned at other institutions of higher education. In general, it is university policy to accept credits earned at institutions fully accredited by their regional accrediting association for colleges and universities, provided that such credits have been earned through university level courses appropriate to the student’s degree program at Concordia University. Associated Web Links: Block Transfer Agreements Articulation Agreements/Transfer Equivalency Guides Graduate Level: Transfer of Credit Transfer students for the School of Law are admitted by the Admission Committee. The Associate Dean of Academics determines the number of credits accepted and the curriculum required to graduate from the School of Law pursuant to published standards. Associated Web Links: Transfer and Visiting Students: Committed to your success Transfer of Credit Policies – ABA Standard 509(c)(3) and Articulation Agreements



http://www.cu-portland.edu/admission/undergraduate/admission-requirements/transfer-admission-requirements/block-transfer

http://www.cu-portland.edu/admission/admission-requirements/transfer-students/transfer-equivalency-guides

http://catalog.cu-portland.edu/graduate/academic-information-policies-alphabetical/

http://law.cu-portland.edu/admission-financial-aid/transfer-and-visiting-students




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Undergraduate Programs

2.C.9

Standard: The General Education component of undergraduate programs (if offered) demonstrates an integrated course of study that helps students develop the breadth and depth of intellect to become more effective learners and to prepare them for a productive life of work, citizenship, and personal fulfillment. Baccalaureate degree programs and transfer associate degree programs include a recognizable core of general education that represents an integration of basic knowledge and methodology of the humanities and fine arts, mathematical and natural sciences, and social sciences. Applied undergraduate degree and certificate programs of thirty (30) semester credits or forty-five (45) quarter credits in length contain a recognizable core of related instruction or general education with identified outcomes in the areas of communication, computation, and human relations that align with and support program goals or intended outcomes. Concordia University offers a broad-based general education curriculum for all undergraduate students. The general education requirements are grouped into four categories reflecting the broad nature of the liberal arts:

CATEGORY BA DEGREE BS DEGREE

Freshman Foundation (composition, humanities, fitness, math, science)

15 credit hours 15 credit hours

Spiritual Formation 6 credit hours 6 credit hours

Intercultural Experiences (diversity studies, foreign language, cultural experience)

5-11 credit hours 5 credit hours

Studies in Arts & Sciences (natural science, fine arts, psychology, writing)


TOTAL REQUIRED CREDITS 44-50 hours 35 hours

Since the Spring 2013 accreditation visit, the university has revised its general education curriculum by reducing the number of required religion courses and adding a foreign language requirement and intercultural experience (General Education Curriculum Revisions). Students transferring to Concordia with an associate’s degree (e.g. AAOT) meet all general education requirements except REL 401 Faith for Life (REL 401 Syllabus) and HUM 351 Challenges of Global Diversity (HUM 351 Syllabus). Both courses provide the university an opportunity to engage transfer students who have not taken any prior general education courses at Concordia with the foundation of what the faculty believes is essential to the “Concordia Experience.” The new general education

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kdfbfnhdf_z1hdfm/CAS_2C9_-_Revision_of_Gen_Ed_Curriculum__120312_FINAL.pdf



https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kfzlfqhdf_z1hdfv/CAS_2C10_-_HUM_351_syllabus.pdf





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requirements applied to freshmen matriculating to Concordia starting AY17 (Fall 2016). The College of Arts & Sciences has established a General Education Task Force to annually review the general education requirements. As of Fall 2015, the university assesses general education outcomes according to the “7 Core Competencies”. The competencies are modeled on the 16 “VALUE Rubrics” from the Association of American Colleges & Universities (AAC&U). The Core Competencies are:

1. Christian Engagement & Values 2. Critical & Creative Thinking 3. Communication 4. Quantitative Reasoning 5. Integrative Learning (synthesis) 6. Intercultural Knowledge 7. Lifelong Learning & Life Skills

The Core Competencies are assessed in each general education course each semester General Education Core Competency Matrix [Exhibit 3]. The first round of assessment under the 7 Core Competencies was conducted in Fall 2015. Results are continuously reviewed by the faculty and lead to faculty determined results/data informed actions for improvement of both the student experience in, and the student achievement of, General Education Core Competencies at Concordia (See Fall of 2016 College of Arts and Sciences Faculty Recommendations and Actions for Core Competencies). Faculty-led actions for improvement are contained in 2016-17 Action Items to Improve Gen Eds. In addition, the university offers the Collegiate Learning Assessment (CLA+) to inbound freshmen and graduating seniors in the undergraduate program. The nationally-normed 90-minute proctored exam assesses critical-thinking, problem-solving and written-communication skills providing an opportunity for a pre- and post-assessment experience for students in the undergraduate program. The CLA+ was first offered to graduating seniors in Spring 2016. Freshmen were first offered the assessment tool in Fall 2016. The test will provide valuable data over time on general education curricular impact on Concordia students.

2.C.10

Standard: The institution demonstrates that the General Education components of its baccalaureate degree programs (if offered) and transfer associate degree programs (if offered) have identifiable and assessable learning outcomes that are stated in relation to the institution’s mission and learning outcomes for those programs. The mission of Concordia University Portland is to prepare leaders for the “transformation of society.” The foundation of the curriculum is the general education

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00ktcefnhdf_z1hdfc/CAS_2C9_-_7_Core_Competencies.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00ktcefnhdf_z1hdfc/CAS_2C9_-_7_Core_Competencies.pdf

https://www.aacu.org/value-rubrics

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kpchfnhdf_z1hdfb/CAS_2C9_-_CC_grid_-_gen_eds.pdf



https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00k6egzohdf_z1hdfr/CAS_2C9_-_CC_stats_15-16.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00k6egzohdf_z1hdfr/CAS_2C9_-_CC_stats_15-16.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kifjfnhdf_z1hdfz/CAS_2C9_-_CC_results_13-16.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kvhiz9edz3c0hgfk/2.C.5_2-2016-17_Faculty_recommendations_improvement_based_on_Core_Competency_Results.pdf






https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kphmhczif_z1hdfz/CAS_2C9_-_CLA%2B_flyer_F16.pdf


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requirements. Concordia has three core themes that frame the mission of the university and interface with the requirements:

1. Lutheran – provides diverse perspectives in an environment of open discourse and academic freedom while bringing a distinctive voice and lens, rooted in the Christian faith, Lutheran understanding and heritage, and liberal arts tradition

2. Rigor – programs prepare students for meaningful vocations through

intellectually challenging academic engagement, research and global preparedness

3. Servant leaders – provides an environment where individuals are transformed,

becoming servant-leaders who are agents of positive change, through ethical, humble and rigorous leadership, with and for their communities and around the world.

The undergraduate freshman general education requirements (44-50 credit hours) are divided into four categories:

1. Freshman Foundation – 15 credit hours 2. Spiritual Formation – 6 credit hours 3. Intercultural Experiences – 5 to 11 credit hours (5 for B.S.) 4. Studies in Arts & Sciences – 18 credit hours (9 for B.S.)

The credit hours listed above are for undergraduate freshmen. The exceptions for a B.S. degree are noted in parenthesis above. Transfer students in B.S. degrees are required to take six credit hours in “Arts & Sciences” rather than nine. The Lutheran theme is directly connected to the required courses taught in “Spiritual Formation.” Students are required to take a lower-level Old or New Testament introduction course. These courses provide exposure to the Christian foundation of the university and the framework for the “Lutheran lens.” An upper level religion course, REL 401 Faith for Life, is viewed as a spiritual capstone experience in student spiritual formation and connects faith to service. Both the required lower and upper level religion courses require students to participate in a major service project. The general education curriculum requires several upper level intercultural experiences to help broaden student cultural competency. REL 371 World Religions provides exposure to faith systems outside Christianity. The upper level humanities requirement, HUM 351 Challenges of Global Diversity, focuses on global diversity. Before graduation, all B.A. students are required to complete a 40-hour, non-credit intercultural experience (connected to REL 401). The “intercultural experiences” are designed to take students out of their comfort zone and place them in situations that deepen cultural literacy and service within other cultures. The “Spiritual Formation” and “Intercultural Experiences” portion of the general education requirements are directly linked to the “Lutheran” and “Servant Leaders” core themes of the university.

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kjzifqhdf_z1hdfw/CAS_2C10_-_Gen_eds-BA_and_BS_-_F17.pdf


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The rest of the general education requirements are designed to provide the other essential skills/competencies for students to succeed in their selected major. Courses are selected from the general liberal arts and collectively impact the “whole” learner with broad exposure to critical-thinking, problem-solving and communication. The “rigor” core theme is at the heart of the assessment process for the 7 Core Competencies:


The faculty assess the student achievement of these seven Core Competencies primarily through the general education curriculum. The assessment rubric is modeled after the 16 “VALUE Rubrics” of the Association of American Colleges & Universities (AAC&U). Concordia also participates in the National Survey of Student Engagement (NSSE) and the Collegiate Learning Assessment (CLA+) to help evaluate curricular alignment with the institutional mission and three core themes.

2.C.11

Standard: The related instruction components of applied degree and certificate programs (if offered) have identifiable and assessable learning outcomes that align with and support program goals or intended outcomes. Related instruction components may be embedded within program curricula or taught in blocks of specialized instruction, but each approach must have clearly identified content and be taught or monitored by teaching faculty who are appropriately qualified in those areas. The University offers certificate programs in two of its colleges as highlighted below. The College of Arts and Sciences offers one certificate program: TESOL (Teaching English to Speakers of Other Languages). The program provides training in teaching English as a second or foreign language and bridges theory and practice. The intensive three-week program focuses on current techniques and strategies for teaching English as well as opportunities to teach and tutor international students on the Concordia campus. The certificate includes five core courses and access to specialized electives. The program is modeled on “Standards for Short-Term TEFL/TESL Certificate Programs” produced by TESOL International Association. It is supervised by a full-time Director of International Studies. Additional faculty in the program all have prior experience teaching English as a Second Language (ESL). The College of Education offers six certificate programs as listed below.

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kkhdfqhdf_z1hdfa/CAS_2C10_-_7_Core_Competencies.pdf



http://www.cu-portland.edu/academics/colleges/college-arts-sciences/certificate-teaching-english-speakers-other-languages



http://www.tesol.org/advance-the-field/standards/standards-for-short-term-tefl-tesl-certificate-programs



http://www.cu-portland.edu/linda-rountree


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1. Initial Administrative Licensure Certificate 2. Continuing Administrative Licensure Certificate 3. Health and Physical Education Certificate 4. Practices and Specialized Services in Special Education Certificate 5. Reading Interventionist Certificate 6. Teaching English Language Learners Certificate

These COE certificate programs require a minimum of 15 semester hours. Candidates who successfully complete the certificate programs are eligible for an add-on endorsement through Oregon’s TSPC. Within each certificate program, learning objectives align with professional standards. Critical assessments that align with professional standards have been developed for each certificate program. Faculty with content area expertise monitor content specific programs. For example, the Chair of Administrative programs monitors our Initial Administrative Licensure (IAL) and Continuing Administrative Licensure (CAL) programs and the Chair of the Reading Interventionist endorsement monitors the Reading Interventionist certificate program.

Graduate Programs

2.C.12

Standard: Graduate programs are consistent with the institution’s mission; are in keeping with the expectations of their respective disciplines and professions; and are described through nomenclature that is appropriate to the levels of graduate and professional degrees offered. They differ from undergraduate programs by requiring greater depth of study and increased demands on student intellectual or creative capacities; knowledge of the literature of the field; and ongoing student engagement in research, scholarship, creative expression, and/or appropriate high-level professional practice. Graduate degrees are offered by Concordia’s College of Arts and Sciences, School of Management, College of Education, and School of Law. As evidenced in the Academic Catalog and the Program Handbooks (provided below), Concordia graduate programs are required to be consistent with Concordia University’s mission, core themes, the expectations of respective disciplines, student learning, research, and/or scholarly work and service as well as the program’s connection to the institution’s strategic priorities. Each graduate program must differentiate itself from an undergraduate experience by how the topic of library resources is addressed and the credentials of instructors. Colleges must work with the university to demonstrate sustained adequacy of resources to deliver a quality graduate experience. Each graduate program must demonstrate clear goals and outcomes appropriate to graduate studies.

https://next-catalog.cu-portland.edu/graduate/education-graduate-degrees/certificates/


http://www.cu-portland.edu/academics/colleges/college-education/graduate-programs/master-education/authorization-levels-8






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Graduate Program Handbooks: MAT Student Handbook M.Ed. Student Handbook MA Psychology Program Handbook Ed.D. Program Handbook MBA Student Handbook School of Law Student Handbook

2.C.13

Standard: Graduate admission and retention policies ensure that student qualifications and expectations are compatible with the institution’s mission and the program’s requirements. Transfer of credit is evaluated according to clearly defined policies by faculty with a major commitment to graduate education or by a representative body of faculty responsible for the degree program at the receiving institution. Graduate admission and retention policies ensure that student qualifications and expectations are compatible with the institution’s mission and the various program’s requirements and support the university’s mission statement and core values. Graduate academic admission standards are confirmed by faculty and administered by a central Office of Admission. Graduate admission requirements ensure that students meet university standards as well as state and/or national agency or accreditation admission guidelines that may be present for various programs. The admission process provides a holistic evaluation of candidates in multiple areas that support the university’s core themes and mission. This includes reviewing a candidate’s potential for academic success by using evaluation tools such as the academic record, letter of intent, and in some cases, an interview or an example of scholarly writing. A candidate’s vision and goals are also reflected in a letter of intent to assure that individual expectations are aligned with program objectives. Resulting from these policies, small class sizes, and proactive student support personnel, candidates who do matriculate exhibit a better than average (80%) program success rate. The following documents and hyperlinks to web pages provide additional information: Attachments: Ed.D. Application Checklist MA in Psy. Application Checklist MA TESOL Program Overview and Application Checklist MAT Application Checklist MBA Application Checklist

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kjzhzkzkzkzhzffl/2.C.12_14_MAT_Handbook_2016.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kwh7eqhxcwhxchfh/CUP-MED-Student-Handbook-2016.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kmzcfqhlzkzhzffe/2.C.13_4_2016-17_MA_Psychology_Program_Handbook.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kmhmhmhrcwhxchfs/CUP-EDD-Student-Handbook-2016.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00knh7eqhlzkzhzffu/2.C.13_2_MBA_Student_Handbook.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00khfoz6chfjfgzfff/Student_Handbook_2016-2017.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kfzhzrhlzkzhzffx/2.C.13_6_Ed.D._Application_Checklist.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kbzkzrhlzkzhzffw/2.C.13_7_MA_in_Psy._Application_Checklist.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kwcwhshlzkzhzffp/2.C.13_8_MA_TESOL_Program_Overview_and_Application_Checklist.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kxcqclhlzkzhzffy/2.C.13_9_MAT_Application_Checklist.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kjfnhmhlzkzhzffq/2.C.13_10_MBA_Application_Checklist.pdf


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MED Application Checklist Associated Web Links: MA in Teaching Admission Requirements - Website Master of Education and Certificate Admission Requirements - Website Doctorate of Education Admission Requirements - Website MA in Psychology Admission Requirements - Website MA in Teaching English to Speakers of Other Languages Admission Requirements - Website Master of Business Administration Admission Requirements - Website School of Law Admission Requirements - Website Graduate Letter of Recommendation Policy MA in Psychology: Community Psychology Website MA in TESOL Website MAT Website M.Ed. Website Ed.D. Website MBA Website School of Law Website Policies and procedures are maintained by the individual colleges offering graduate programs and are detailed below: MAT Student Handbook M.Ed. Student Handbook MA Psychology Program Handbook Ed.D. Program Handbook MBA Student Handbook School of Law Student Handbook

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http://www.cu-portland.edu/academics/colleges/college-arts-sciences/master-arts-psychology

http://www.cu-portland.edu/academics/colleges/college-arts-sciences/teaching-english-speakers-other-languages-tesol

http://www.cu-portland.edu/academics/colleges/college-education/graduate-programs/master-arts-teaching-mat

http://www.cu-portland.edu/academics/colleges/college-education/graduate-programs/master-education

http://www.cu-portland.edu/academics/colleges/college-education/graduate-programs/doctorate-education-edd

http://www.cu-portland.edu/academics/colleges/school-management/master-business-administration-mba

http://law.cu-portland.edu/








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2.C.14

Standard: Graduate credit may be granted for internships, field experiences, and clinical practices that are an integral part of the graduate degree program. Credit toward graduate degrees may not be granted for experiential learning that occurred prior to matriculation into the graduate degree program. Unless the institution structures the graduate learning experience, monitors that learning, and assesses learning achievements, graduate credit is not granted for learning experiences external to the students’ formal graduate programs. Graduate credit is granted to students through a number of clinical experiences. Specific policies, procedures and standards are maintained by the colleges that grant this credit and are detailed below. College of Arts and Sciences (CAS) All academic credit received in the MA IDS program must be earned within the program. No credit for prior experience is granted. Field experiences are an integral part of the curriculum. Students are required to take two semesters at two separate international sites. Courses are location-specific (MAIDS Brochure F16) and taught by Concordia faculty or university approved instructors. (Note: this program is currently suspended.) A two-semester internship is part of the capstone experience for MA Psychology students. The Internship is an opportunity for students to apply their knowledge and skills to real-world application via a community internship. Students complete internships at a diverse range of social institutions such as non-profits, government agencies, healthcare settings, schools, religious communities, and other programs creatively working toward social justice. Students work hand-in-hand with a local community organization or agency to provide program conceptualization and development, research planning and implementation, consulting, program evaluation, and related work on important social issues. To be eligible for an Internship site placement, students must have successfully completed the following:

1. Required coursework:

PSY 519 Social Research Methods PSY 551 Professional Development Seminar I PSY 552 Professional Development Seminar II PSY 560 Program Evaluation

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PSY 570 Advanced Community Psychology PSY 571 Ethics & Professional Issues PSY 580 Human Diversity & Global Perspectives PSY 581 Theories of Prevention & Intervention

2. Approval of the Internship & Thesis Readiness form, the details of which are

discussed during a prospective internship student’s Annual Review of Progress meeting with the program director and faculty. Students will receive an Annual Review of Progress Feedback form indicating the program faculty’s decision on a student’s readiness for internship and thesis.

Assessment of a student’s readiness for a community internship is based on academic performance, input from program and department faculty, and the student’s evaluation of their work and development in the program contained in the Internship & Thesis Readiness form. Graduate credit is not available for experiential learning occurring prior to matriculation in our MA Psychology program, nor is graduate credit available for learning experiences external to the MA Psychology program. For additional information, please see the MA Psychology Program Internship & Thesis Handbook, and the MA Psychology webpage. College of Education (COE) Concordia University M.Ed. and MAT programs adhere to the guidelines of Teacher Standards and Practices Commission (TSPC), Oregon’s state licensing body. In accordance with TSPC’s guidelines, all clinical experiences are coordinated and facilitated by Concordia University’s Placement Office. See the specific Oregon Administrative Rules and program-specific placement policies below. CAL Practicum Application 16-17 EDSP 598 & 599 Practicum Handbook 2016-17 EDCI 599 Practicum Application EDEL 537 Practicum Handbook 2016-2017 EDRD 550 Mentor Checklist 2016 EDRD 550 Reading Practicum Handbook 16-17 ESOL Lesson Observation Form 2016-17 ESOL Supervisor Checklist 16-17 Lesson Observation – Mentor 16-17 M.Ed. 599 Practicum Handbook 2016-17 MAT Info Booklet Summer 2016 Mid-Practicum Progress Report 16-17

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Preliminary Admin (IAL) Practicum Handbook 2016-2017 PRO-AL Practicum Handbook 16-17 DRAFT Reading Mentor Teacher Final Evaluation Pilot Reading Practicum Application 16-17 Reading Supervisor Final Evaluation Pilot Supervisor Lesson Observation Form 2016-2017 During Phase IV of the CU Doctoral Program each candidate is responsible for directing an independent social science field study. This research field experience is where candidates perform independent research. The field experience is summarized in Chapter 4 and 5 of the dissertation. Under the guidance of the Faculty Chair and dissertation committee, research field experience is completed during EDDR 698 (EDDR 698 Syllabus), followed by: the writing of Chapter Four (Data Analysis and Results) and Chapter Five (Conclusions and Discussion); completion of any revisions or updates to the proposal; and completion of the full dissertation, which is then defended before the dissertation committee. The dissertation is a scholarly document, or presentation, intended to demonstrate the research competence of the author and to produce greater understanding resulting from a comprehensive, logical, and ethical investigation. The dissertation is an expression of a high level of critical thought and is expected to be a substantive contribution to the theory or practice of its discipline or field of study. School of Law (SOL) Enrollment in the externship program is available every semester (fall, spring, and summer) in a diversity of practice settings. Students may enroll in 2-6 credits and the credits count toward the 6-credit experiential learning requirement. The Director of Experiential Learning develops externship opportunities each semester. The positions are posted in the Symplicity database during the prior semester. Students make an appointment with the Career Service Office to prepare their materials and apply for these positions. Externship host organizations interview applicants and select the extern. The Director also intentionally recruits externship opportunities for part-time students in lower credit options (2-3 credits) where students can work fewer hours each week and/or perform most of their work remotely. Students are eligible to participate after completion of 28 credits. Students who are enrolled in three or more field credits also contemporaneously participate in a class, regularly scheduled tutorials, or other means of guided reflection, which adds depth and reflection to the field work. The Law School currently offers two law clinics – the Criminal Law Clinic and the Housing Clinic – both of which are available during the fall and spring semesters. The Criminal Law Clinic is a four-credit hybrid law clinic course in partnership with the Boise City Attorney’s Office that focuses primarily on criminal prosecution of misdemeanors and infractions. Students are eligible to participate in the Criminal Law Clinic after completion of 60 credits in order to obtain a legal intern license to practice law pursuant to Idaho Bar Commission Rule 226. Students apply to participate in the Criminal Law Clinic, and the

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Director of Clinical Education and the Boise City Attorney’s Office interview applicants and select the clinic participants. The Housing Clinic is an in-house law clinic course offered for three, four or five credits that focuses primarily on eviction defense, habitability and security deposits. Students are eligible to participate in the Housing Clinic after completion of 28 credits. Students apply to participate in the Housing Clinic, and the Director of Clinical Education interviews applicants and selects the clinic participants. Although it is preferred that clinic participants secure their legal intern license, the Director makes this opportunity available to students with less than 60 credits as well as part-time students who require a lower credit option or flexible work schedule. School of Management (SOM) Graduate credits towards the MBA degree may be awarded for approved and monitored internship experiences undertaken by a student while enrolled in the Concordia MBA program. The MBA internship program is managed by an SOM faculty. Students pursuing an internship must meet a minimum grade-point requirement, and must be sufficiently advanced in the program before they may undertake an internship experience. Accepted students work with the MBA internship faculty to define specific learning objectives, scope of work, and definition of deliverables, including work samples, final reflective paper, and supervisory feedback. Internships are guided by the attached MBA internship information guide.

2.C.15

Standard: Graduate programs intended to prepare students for research, professional practice, scholarship, or artistic creation are characterized by a high level of expertise, originality, and critical analysis. Programs intended to prepare students for artistic creation are directed toward developing personal expressions of original concepts, interpretations, imagination, thoughts, or feelings. Graduate programs intended to prepare students for research or scholarship are directed toward advancing the frontiers of knowledge by constructing and/or revising theories and creating or applying knowledge. Graduate programs intended to prepare students for professional practice are directed toward developing high levels of knowledge and performance skills directly related to effective practice within the profession. The university’s graduate programs differ in emphasis depending on whether a specific program is designed to provide knowledge and expertise for specific professional practice or offered to promote research and advanced scholarship. This distinction is illustrated by the summaries from the various schools and colleges

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below. College of Arts and Sciences (CAS) The MA Psychology program training approach frames individual behavior within the wider institutional and social context, focusing on psychological and sociological theory and applied research to social challenges. Students receive theoretical and applied training in social and community-based research, and learn to analyze and evaluate the broad social factors that influence individual well-being, allowing community systems to better support social programs. The capstone of the MA Psychology program is the completion and defense of a master’s thesis. The master's thesis is evidence of the student's ability to carry out an original, independent, empirical investigation and both write and present the results in a clear and systematic manner. This provides the opportunity for a selective study with a specific focus, and offers the student an opportunity to concentrate on an academic area of interest, to conduct meaningful original research and inquiry, and to produce knowledge in that area. For additional information, please see the MA Psychology Program Internship & Thesis Handbook (2016-17), and the MA Psychology webpage. College of Education (COE) The MAT program is designed to equip candidates with the initial knowledge and skills necessary to obtain a preliminary teaching license and meet the many challenges of today’s P-12 classrooms. These goals are accomplished through the major themes of the program: a concentration on pedagogy (the actual skills in developing and delivering engaging learning activities) the psychology of learning, and hands-on, collaborative experiences. While the program is foundational to the early success of the classroom teacher, accomplished candidates know they must continue their learning over a lifetime if they hope to become skilled, resilient, quality educators. The M.Ed. programs were designed to provide the already experienced practitioner with the additional knowledge and skills necessary to enhance their teaching practices and, when applicable, pursue supplementary licenses, endorsements, or authorization levels. With this goal in mind, the College has continued to add programs and concentrations that address both the needs of the profession (e.g., certificate programs and concentrations such as STEAM, the Inclusive Classroom, Educational Technology Leadership) and the needs of the professional educator who knows that the need for lifelong learning and enhancing one’s practice is the one constant in an ever-changing educational world. All licensure and endorsement programs offered by the College of Education meet or exceed TSPC and licensure requirements. The Ed.D program is a skill-based course of study. Developing skills is a continual,



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iterative, spiral-shaped process that builds over time and that is sharpened through practice and effective feedback. Concordia's doctoral professors accept candidates where they are and move them steadily toward proficiency. We recognize that scholars are developed, not born with full abilities. The program develops skills in critical thinking, critical stance, professional discourse, collaboration, technical and academic writing, bias, synthesis, problem-formulation, problem-surfacing, problem-solving, logical argumentation, and decision making. School of Law (SOL) Concordia School of Law promotes a rigorous curriculum that adheres to guidelines from the ABA and provides preparation for professional practice in law. The first year includes typical first-year doctrinal subjects, Civil Procedure, Contracts, Criminal Law, Criminal Procedure, and Torts. In addition, the first year includes a “Foundations of Justice” course that ties doctrinal law to ethical, moral, and constitutional precepts. In addition, the first-year study requires all students pass a six-credit, two--semester Legal Research & Writing (LRW) program. These courses are taught in small sections, 12-17 students, to facilitate individual feedback, attention, and student success. After the first year, students must pass Constitutional Law I and II, Evidence, Property, Business Organizations, Professional Responsibility, and Torts II to graduate. In addition, students must pass six credits in courses from a menu of courses that provide experiential learning and one course from a menu of Advanced Legal Writing courses. For a chart listing the course of study, see Course of Study. The primary emphasis on preparing students for the bar is rigorous instruction in their regular courses. Analysis of Concordia’s graduates’ performance on the bar shows that the best predictors of bar passage are grades earned in law school, indicating that the knowledge, skills, and values in Concordia School of Law’s courses are well-aligned with the bar examination. In addition to its regular curriculum, Concordia School of Law provides a course, Bar Exam Planning, meant to orient students to the demands of bar study. During the bar preparation period itself, the Associate Dean of Academics and the Assistant Dean of Students monitors students’ performance and encourages them. The school provides study space reserved for bar takers. Faculty are also available to provide extra help in particular topics on which students have questions. The success of Concordia School of Law graduates demonstrates the quality of the bar preparation program. On the most recent bar examination in July 2016, Concordia School of Law’s graduates passed at an 80% rate in Idaho and Concordia School of Law out-of-state takers also passed, one in California and one in Washington State. These results are especially impressive because Idaho has, at this writing, the highest passing score of any Uniform Bar Examination state and because Concordia’s students have predictors entering law school much lower than schools achieving similar or lower bar

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passage rates. Although Concordia Law is pleased to have such a high bar passage rate, the school has identified some areas for improvement. The school has hired a full-time academic support person, filling a vacant slot, who will provide help for bar takers for the February 2017 and subsequent bars. Some bar takers were concerned about the nature of bar exam questions, which are only one half-hour and which emphasize quick recall and application of legal doctrine, rather than the deeper analysis emphasized by examinations in Concordia School of Law courses. Accordingly, Concordia School of Law has developed a special course on taking the bar that will develop students’ skills answering shorter, simpler essays. In addition, Concordia School of Law academic support will provide free grading of students' practice bar-exam answers. School of Management (SOM) The School of Management’s Master of Business Administration (MBA) program is intentionally designed to prepare students for professional careers in a range of industries including public, private, and non-profit. The program design reflects a balance of rigorous theoretical development within business education and also professional and applied competency development. MBA faculty are qualified on the basis of meeting both academic and professional qualifications. The composition of our MBA faculty in recent years has consistently met the ACBSP accreditation standard of a minimum of 70% of the faculty holding terminal degrees in the field. Further, 90% of the MBA courses are taught by faculty with a minimum of 10 years professional/industry experience.

Continuing Education and Non-Credit

2.C.16 - 2.C.19

Standard 2.C.16: Credit and non-credit continuing education programs and other special programs are compatible with the institution’s mission and goals. Standard 2.C.17: The institution maintains direct and sole responsibility for the academic quality of all aspects of its continuing education and special learning programs and courses. Continuing education and/or special learning activities, programs, or courses offered for academic credit are approved by the appropriate institutional body, monitored through established procedures with clearly defined roles and responsibilities, and assessed with regard to student achievement. Faculty representing the disciplines and fields of work are appropriately involved in the planning and evaluation of the institution’s continuing education and special learning activities.


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Standard 2.C.18: The granting of credit or Continuing Education Units (CEUs) for continuing education courses and special learning activities is: a) guided by generally accepted norms; b) based on institutional mission and policy; c) consistent across the institution, wherever offered and however delivered; d) appropriate to the objectives of the course; and e) determined by student achievement of identified learning outcomes. Standard 2.C.19: The institution maintains records which describe the number of courses and nature of learning provided through non-credit instruction. Concordia University Office of the Registrar and the School of Law both maintain records which describe the number of courses and nature of learning provided through any non-credit instruction. Additionally, the Faculty Handbook [FH 3.46, p. 108] addresses CEU credits, and the Office of the Chief Academic Officer records the approvals of CEU courses to verify compliance with these standards. The College of Education and School of Law participate in facilitating continuing education for students. The following sections outline how these programs are facilitated in alignment with standards 2.C.16 - 2.C.19. College of Education (COE) The College of Education offers non-credit Continuing Education Units (CEUs) in two areas:

1. Conscious Discipline conferences and institutes – provides positive discipline strategies in educational settings.

2. Continuing Education for clinical experience supervisors – provides training for clinical experience supervisors in their work supporting candidates in their practicum and student teaching experiences.

The CEUs offered in the above areas were reviewed and approved by Concordia University’s Academic Policy Committee. A qualified member of the COE faculty oversees the processes for obtaining CEUs and assures requirements are met prior to submitting to the Office of the Registrar. Concordia University Office of the Registrar awards the CEUs and maintains records which describe the nature of learning provided through any non-credit instruction.



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School of Law (SOL) Consistent with many other law schools accredited by NWCCU, the Concordia School of Law sponsors continuing legal education (CLE) programs. They are compatible with Concordia’s mission and goals because they connect students to the legal community and allow the School of Law to serve the local legal community by using our faculty and facility. The granting of credit for such programs is controlled by State Bar Associations. The school has received no notice of any state bar association denying credit for the school’s programs. While Concordia Law does not grant academic credit for CLE events - the Idaho State Bar accredits CLE activities for Idaho State Bar members – the School of Law has hosted a number of CLE events. See list of continuing legal education (CLE) events Concordia Law has hosted since 2010.

2.D Student Support Resources

2.D.1

Standard: Consistent with the nature of its educational programs and methods of delivery, the institution creates effective learning environments with appropriate programs and services to support student learning needs. A supportive and student-centered learning environment is created through faculty who are committed to transformational teaching and learning, and a student affairs staff who provide additional support to student academic pursuits. Excellence in teaching is evidenced through the course evaluation process where students assess their instructors and courses electronically at the conclusion of each course. Results of the course evaluations are then shared with the course instructor, as well as the dean of the appropriate College so adjustments to instruction and curriculum can occur. See sample course evaluation form. Support for academics is offered in a variety of formats highlighted directly below. The Academic Resource Center (ARC), in its third year, has provided learning support in two strands. Strand One is the Writing Center. The center serves both campus based and online students, equipping them to become scholar-writers. The center has varied hours, adjusting them as data indicates need. For example, Fall 2016 the ARC added an on call Saturday option for online students who need timely weekend assistance. Faculty have begun requiring entire classes to visit the center for certain written assignments. The ARC has tracked Writing Center use data for the past 2-3 years and use has increased both on campus and online. The Director of ARC is in the process of creating a feedback survey to replace the individual feedback forms previously utilized. Strand Two consists of

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content tutors, available by individual appointment. As of this writing, there have been 14 requests for AY 2016-2017. In 2015-2016, there were a total of 200 requests for tutors and in 2014-2015 there were 220 tutor requests. A new survey for feedback is being designed. The Student Affairs department emphasizes supplying the information and support students need to accomplish their college goals while reducing barriers that may inhibit their success. Concordia has a centralized Academic Advising Center where undergraduate students are supported by professional advisors who personally and intentionally track each student’s degree progression and build relationships that provide an environment for troubleshooting. Student Affairs also works to inundate freshman with the tools they need to persist through college by way of the Concordia Commitment Program – a first year experience course, with the option to continue on through graduation as a career transition course. The freshman course, LDR 198, supports student success through invested Student Affairs-based faculty, dedicated staff/faculty mentors for the entire freshman class, and success-proven curriculum. Student Affairs supports graduate school and career goals with meaningful planning received in the upper division Commitment Courses, Life After College Week and other career programs, and through career coaching meetings. Concurrently, Student Affairs identifies risk factors that inhibit students from finishing their college degree at CU, and then provides support and services for students with academic struggles, with disabilities, and who have experienced harassment, discrimination or assault as a member of a protected class. Fully online programs utilize an intrusive model of advising for student success. The model focuses on getting to the heart of whatever issue might be hindering student success and then taking action to resolve the issue. Student services representatives follow student success through daily reports on course attendance and interaction. Students who are missing from courses or are inactive in their courses are contacted to provide support and intervention measures. Students who are struggling are provided with appropriate referrals to writing support, technology support, ADA support, financial aid support, or other as indicated. Student services advisors are available to students as needed and are proactive in reaching out to students to support them toward achievement of educational goals. Online students can work directly with the student services representative or can seek assistance through [email protected]. This address creates a ticket in a system that is monitored during evening and weekend hours. This allows the student to receive help or feedback in a timely manner and to have one point of contact for all university questions. Our goal is to teach students to be capable and independent, within a supportive environment, thus impacting a student’s identification to Concordia University, and persistence to college graduation. The items below summarize Student Affairs support initiatives.

mailto:[email protected]


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1. Advising Center: Provides individual academic advising to students, including personalized graduation roadmaps, academic success coaching, registration sessions, advocacy and wellness support. Academic Advising _SA Assessment 15/16 [p. 8]

2. Concordia Commitment Program: Concordia’s first year experience

program (with option to extend all four years as a college and graduate school transition program) that provides a success route for the first semester of the first year. The emphasis is on accessing university resources and support. Concordia Commitment Program_SA Assessment 15/16 [pp. 12-13]

3. Counseling Center: Counseling (and Testing) Services promotes and

enhances the overall health and academic success of students through a variety of professional mental health services, prevention, education, and training. These services are critical to wellness, retention, and overall student success. Counseling Center_SA Assessment 15/16 [pp. 18-19]

4. Disability Support Services: CU’s DSS office is composed of a staff and testing center committed to creating equal degree accessibility for students with disabilities through accommodations and ongoing movement towards university wide universal design. Disability Support Services_SA Assessment 15/16 [pp. 10-11]

5. Residence Life: Residence Life - Approximately 500 full-time students live

and learn in Concordia’s residence halls, living not only in quality housing, but supported by key engagement, leadership and retention programs within the halls. Residence Life_SA Assessment 15/16 [pp. 16-17]

6. Health Services: Student Health Services is proactive in providing prompt,

accurate and informative care to all Portland campus students seeking a variety of health services, including basic triage care, health counseling and education, assessment and over the counter medication for minor illness and conditions, and much more. These services are vital to wellness, retention, and overall student success. Health Services_SA Assessment15/16 [pp. 19-20]

7. Office of Service Leadership: The Office of Service Leadership strives to be

integral to the university’s pursuit of developing Servant Leaders. This is a key co-curricular endeavor for the university, supporting students through transformative service experiences that increase a student’s commitment to finishing their college degree and using it to impact the world around them. If our students can communicate and demonstrate a “Commitment to Service” for their current and future lives while engaged in the Concordia Community, it is that much more likely that that same commitment will continue beyond Concordia. Office of Service Leadership_SA Assessment 15/16 [pp. 23-26]

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8. Office of Multicultural Services: The Office of Multicultural Services (OMS) provides several key programmatic efforts to sustain student success and retention rates. The OMS includes a Multicultural Center, staff to support and advocate for students, a student leadership program, celebration and educational events, and the CU Connect Peer Mentoring Program. Office of Multicultural Services_SA Assessment15/16 [pp. 26-27]

9. Student Activities and Orientation Program: Activities oversees ASCU

(Associated Students of Concordia University) which, in turn, implements numerous activities on-campus and in the Portland area, runs intramural sports, certifies and funds numerous clubs and organizations, and has two main representative leadership bodies (senate and executive council). Activities also plans and implements New Student Orientation for the Portland campus. Higher education research notes the more a student is involved, engaged, and connected on-campus, the more successful they will be as a student leading to greater satisfaction with their overall college experience. Student Activities and Orientation Program_SA Assessment15/16 [pp. 17-18]

Concordia School of Law offers a varied program of academic support services designed to enhance student learning. The goal of the program is to give students the knowledge and skills necessary to pass the bar and successfully become lawyers. The School of Law’s academic support program and its curriculum are well integrated, allowing Faculty and the Director of Student Academic Success to identify students in need of assistance and provide tailored assistance to the student, focusing primarily on first-year students and those taking the bar. General First-Year Programs: Concordia School of Law’s academic support curriculum includes the following first-year programs for all students:

1. Law School Success Skills: This non-credit course, offered in the fall semester and taught by the Director of Student Academic Success, empowers first-year students to learn effectively in the law school environment. Taking a holistic approach to the needs of first-year students, the course also covers wellness topics, such as managing stress and coping with depression.

2. Student Outreach: As part of its academic support curriculum, Concordia School

of Law has a first-year assessment group comprised of faculty members who teach first-year courses, the Director of Student Academic Success, the Assistant Dean of Career Services and Student Affairs, and the Associate Dean of Academics. Beginning in the third week of the semester, this group meets at least twice a month to identify performance issues with students early and to work with the students, individually, to address those issues.

3. Feedback on Mandatory Midterms: All first-year law courses require graded

midterms, or in the case of LRW I, at least one significant assignment before the







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final through which the faculty member provides detailed feedback regarding the students’ performance (though many first-year and upper-level courses provide other avenues of providing students with feedback as well). If a student is performing poorly, Concordia School of Law Faculty, along with the Director of Student Academic Success proactively reach out to the student and attempt to remedy the problem.

Targeted Second-Semester Program: Concordia School of Law’s academic support curriculum includes a targeted second-semester course for students who are having general academic challenges or challenges with writing. The course, Foundations of Legal Analysis (FLA), is graded for credit, and taken in lieu of another second-semester course with similar intensity and workload.

Pre-Bar Support: Concordia School of Law developed a one credit course titled, "Bar Exam Planning," which is taught by the Director of Student Academic Success, the Assistant Director of Career Services, or an adjunct professor, and offers students an opportunity to prepare for their bar studies. In addition, Concordia School of Law has developed a one-credit course, “Writing for the Bar Exam,” to address the concern of some bar takers that the nature of bar exam questions, which are only one half-hour and which emphasize quick recall and application of legal doctrine, posed different challenges from the deeper analysis emphasized by examinations in Concordia School of Law’s courses. In addition, Concordia School of Law’s academic support provides free grading of students practice bar-exam answers.

Other Programs: The Director of Student Academic Success offers one-on-one academic counseling to the entire Concordia School of Law student population. The specific goals and content of the counseling sessions depend on the student’s needs, but often cover such topics as case reading, briefing, outlining, drafting exam analysis, and preparing for the bar exam.

Relatedly, the Director of Student Academic Success provides individualized coaching for students enrolled in LRW I and II whose scores on a substantive writing assignment place them in the bottom quarter to bottom third of their sections to participate. While participation is not mandatory, most students take advantage of the individualized coaching sessions aimed at strengthening research, analytical, and writing skills.


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2.D.2

Standard: The institution makes adequate provision for the safety and security of its students and their property at all locations where it offers programs and services. Crime statistics, campus security policies, and other disclosures required under federal and state regulations are made available in accordance with those regulations. The Concordia University Public Safety Department maintains and preserves campus livability by working with students, staff and faculty to preserve life, protect property, promote a safe environment, respond to emergencies, investigate crimes, promote individual responsibility and campus commitment. Crime statistics and other disclosures under federal and state regulations are made available on Concordia's website.

2.D.3

Standard: Consistent with its mission, core themes, and characteristics, the institution recruits and admits students with the potential to benefit from its educational offerings. It orients students to ensure they understand the requirements related to their programs of study and receive timely, useful, and accurate information and advising about relevant academic requirements, including graduation and transfer policies. Concordia University strives to provide access to students of all backgrounds who can benefit from its mission and academic programs. Standards for admission into academic programs are developed through consultation between the administration and faculty, approved by the Board of Regents, and implemented by the Office of Enrollment. Admissions standards, procedures, and criteria, as well as degree requirements and transfer policies for individual academic programs are made available to students both in printed materials and on the Concordia website. (Associated web links and documents provided below.) New student orientation is offered for all new students at the beginning of each term. Orientation information is sent to students and made available on Concordia's website. Undergraduate students participate in a general orientation orchestrated by student services, while graduate students participate in orientation sessions provided by the College in which they study. In addition to the opening orientation activities, new first-time freshmen also participate in the Concordia Commitment program - a continuous orientation and success course. The mission and core themes of the university are presented during several aspects of new student orientation and are also used as criteria for assessment and future program planning. Concordia University employs professional academic advisors who serve as the primary

http://www.cu-portland.edu/student-affairs/campus-safety

http://www.cu-portland.edu/student-affairs/career-services/concordia-commitment


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source of course and graduation planning for students. In this role, advisors provide students with ongoing accountability for academic success and act as student advocates. The university regularly evaluates student support services, as well as satisfaction and engagement levels, through the use of student surveys. Associated Web Links: Undergraduate Admission Requirements Freshman Admission Requirements Undergraduate Admission Requirements for Degree Completion Undergraduate Admission Requirements for Degree Completion Undergraduate Admission Requirements for International Students Undergraduate Admission Requirements for International Students Transfer Admission Requirements Graduate Admission & Application Deadlines MA in Teaching Admission Requirements MA in Teaching Admission Requirements Master of Education Admission Requirements Master of Education and Certificate Admission Requirements Certificate Admission Requirements Doctorate of Education Admission Requirements Doctorate of Education Admission Requirements MA in Psychology Admission Requirements MA in Psychology Admission Requirements MA in TESOL Admission Requirements MA in TESOL Admission Requirements Master of Business Administration Admission Requirements Master of Business Administration Admission Requirements School of Law Admission Requirements School of Law Admission Requirements Graduate Letter of Recommendation Policy Associated Documents: Bachelor of Science in Social Work Admission Checklist Bachelor of Science in ECE Transfer Admission Checklist Doctorate of Education Application Checklist Freshman Nursing Program Sheet Healthcare Administration Admission Checklist Healthcare Administration Program Sheet Homeland Security Transfer Admission Checklist Honor Program Sheet Initial Admin Program Sheet (example for M.Ed. Programs) Long Term Care Administration Program Sheet Long Term Care Administration Admission Checklist MA in Psychology Application Checklist MA TESOL Program Overview and Application Checklist


http://www.cu-portland.edu/admission/admission-requirements/freshmen



http://catalog.cu-portland.edu/undergraduate/undergraduate-education/international-student-admission/

http://www.cu-portland.edu/admission/admission-requirements/international-students/freshmen-transfer-students



















https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kvc0hxcjzkzhzfft/2.C.4_1_Bachelor_of_Science_in_Social_Work_Admission_Checklist.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00krcqcycjzkzhzffy/2.C.4_2_BS_ECE_Transfer_Admission_Checklist.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kgfvcycjzkzhzffv/2.C.4_3_Ed.D._Application_Checklist.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kwcycycjzkzhzffl/2.C.4_4_Freshman_Nursing_Program_Sheet.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00klf4cycjzkzhzffm/2.C.4_5_HCA_Admission_Checklist.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kyhph1cjzkzhzffu/2.C.4_6_HCA_Program_Sheet.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kqhvh1cjzkzhzffs/2.C.4_7_HLS_Transfer_Admission_Checklist.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00k7eyh1cjzkzhzffm/2.C.4_8_Honor_Program_Sheet.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00krhuc2cjzkzhzffo/2.C.4_9_Initial_Admin_Program_Sheet.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kqz0c2cjzkzhzffo/2.C.4_10_Long_Term_Care_Administration_Program_Sheet.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kmz3c2cjzkzhzffn/2.C.4_12_LTCA_Admission_Checklist.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kkz1hucjzkzhzffd/2.C.4_14_MA_in_Psy._Application_Checklist.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00klzffvcjzkzhzffe/2.C.4_14_MA_TESOL_Program_Overview_and_Application_Checklist.pdf


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Master of Arts in Teaching Application Checklist Master of Business Administration Application Checklist Master of Education Application Checklist Parents Sheet Transfer Admission Checklist Transfer Nursing Program Sheet Transfer Pre-Requisite Nursing Admission Checklist

2.D.4

Standard: In the event of program elimination or significant change in requirements, the institution makes appropriate arrangements to ensure that students enrolled in the program have an opportunity to complete their program in a timely manner with a minimum of disruption. Concordia University makes appropriate arrangements to ensure that students enrolled in programs that have changed significantly or have been eliminated, have an opportunity to complete their program in a timely manner with minimum disruption. Students impacted by a change in program requirements have the opportunity to complete their program as published in the academic catalog associated with their entry term into the university. If and when necessary, eliminated programs will be taught out in a timely manner applicable with student program plans. See changes to academic programs.

2.D.5

Standard: The institution publishes in a catalog, or provides in a manner reasonably available to students and other stakeholders, current and accurate information that includes:

a) Institutional mission and core themes;

b) Entrance requirements and procedures;

c) Grading policy;

d) Information on academic programs and courses, including degree and program completion requirements, expected learning outcomes, required course sequences, and projected timelines to completion based on normal student progress and the frequency of course offerings;

e) Names, titles, degrees held, and conferring institutions for

administrators and full-time faculty;

f) Rules, regulations for conduct, rights, and responsibilities;

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00khzifvcjzkzhzffd/2.C.4_15_MAT_Application_Checklist.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kmzezwcjzkzhzffz/2.C.4_16_MBA_Application_Checklist.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kizhzwcjzkzhzffy/2.C.4_17_MED_Application_Checklist.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kyclhxcjzkzhzffe/2.C.4_18_Parents_Sheet.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kbzrhxcjzkzhzffk/2.C.4_19_Transfer_Admission_Checklist.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00k4cthxcjzkzhzffv/2.C.4_20_Transfer_Nursing_Program_Sheet.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00k0cwhxcjzkzhzffu/2.C.4_21_Transfer_Pre-requisite_Nursing_Admission_Checklist.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00k0hcz6cbz1hxchfy/Changes_to_Academic_Programs.pdf


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g) Tuition, fees, and other program costs;

h) Refund policies and procedures for students who withdraw from

enrollment;

i) Opportunities and requirements for financial aid; and

j) Academic calendar. The information requirements listed in 2.D.5 A-J are all found in Concordia’s Academic Catalog which is updated annually.

2.D.6

Standard: Publications describing educational programs include accurate information on: a) National and/or state legal eligibility requirements for licensure or entry

into an occupation or profession for which education and training are offered;

b) Descriptions of unique requirements for employment and advancement in the occupation or profession.

Concordia offers several programs in which students must meet licensure requirements:

Teacher Preparation programs (MAT and BA in Education)

Nursing program

Social Work program

School of Law All eligibility requirements to meet national and/or state standards or to meet unique requirements are accurately published in the Academic Catalog and in the respective program handbooks: Master of Art in Teaching Student Handbook Bachelor of Arts in Education Student Handbook Nursing Program Handbook Social Work Student Handbook School of Law Student Handbook





https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00k5cef4chfyhxchfk/Teacher_Prep_BA_Handbook_2016-2017.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00klhcz6cefpcychfw/CU_Nursing_Student_Handbook_2016_2017.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kgz9e4chfyhxchfm/2016-2017__Social_Work_Student_Handbook.pdf



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2.D.7

Standard: The institution adopts and adheres to policies and procedures regarding the secure retention of student records, including provision for reliable and retrievable backup of those records, regardless of their form. The institution publishes and follows established policies for confidentiality and release of student records. All current student records are kept in secure electronic settings. Archived or current records that are in paper formats are in controlled, locked and fireproof cabinets. The university strictly adheres to FERPA and HIPAA when dealing with student records and access. Student records are backed up electronically off site at the School of Law branch campus in Boise, Idaho. Concordia’s Student Records Privacy Policy and Data Plan for Personal Identifiable Information is provided on the Concordia website.

2.D.8

Standard: The institution provides an effective and accountable program of financial aid consistent with its mission, student needs, and institutional resources. Information regarding the categories of financial assistance (such as scholarships, grants, and loans) is published and made available to prospective and enrolled students. Concordia University provides an effective and accountable program of financial aid. The financial aid process and awards are consistent with the university’s mission, student needs and with institutional resources. Concordia University provides information regarding categories and details of financial aid to prospective and current students through the Concordia website, as well as mail and email communications with students. There is also significant financial aid information shared by the Financial Aid Office with students over the phone or in person. Financial Aid information is provided at various events with prospective and current students. Evidence of this information is provided through the following links and documents. Additional Web Links: Veteran’s Benefits Net Price Calculator Policies Forms and Documents Outside Scholarships Consumer Information Annual Financial Aid Disclosure Gainful Employment Disclosures

http://www.cu-portland.edu/academics/registrar/student-privacy

http://www.cu-portland.edu/academics/office-research/researchers-institutional-review-board/data-plan-pii

http://www.cu-portland.edu/academics/office-research/researchers-institutional-review-board/data-plan-pii

http://www.cu-portland.edu/admission/financial-aid

http://www.cu-portland.edu/admission/financial-aid

http://www.cu-portland.edu/veterans-benefits

http://concordia.simpleapply.com/

http://www.cu-portland.edu/admission/financial-aid/policies-consumer-information

http://www.cu-portland.edu/admission/financial-aid/forms-documents

http://www.cu-portland.edu/admission/financial-aid/outside-scholarships

http://www.cu-portland.edu/consumer-information

http://www.cu-portland.edu/sites/default/files/pdf/AnnualFinAidDisclosures.pdf

http://www.cu-portland.edu/academics/colleges/college-education/graduate-programs/master-education/certificates-and-licensure-0


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State Authorizations and Complaint Process by State Documents: Sample Package Annual Financial Aid Disclosures Annual Financial Aid Disclosure Notice 2016-17 Financial Aid PC_FAFSA message REV 5 Checklist Financial Aid Cost Sheet Innovation Award Letter Student Employment Student Accounts Info-Flyer New Student Admitted FAFSA Received New Student Admitted No FAFSA Packaged Intro Letter Package Intro Letter-BS Estimate Package Intro Letter-BS

2.D.9

Standard: Students receiving financial assistance are informed of any repayment obligations. The institution regularly monitors its student loan programs and the institution’s loan default rate. Concordia University informs students who are receiving financial assistance of their repayment obligations. This is done using the award notification, Master Promissory Note (MPN), entrance and exit counseling, loan disclosure statements, disbursement notifications, as well as published repayment examples. Many of the previously mentioned methods include student specific information about their loans and the repayment options available. The Financial Aid Office often discusses loan amounts and loan eligibility with students either in person or over the telephone. The undergraduate FA cost sheet is an active way for students to list their financial aid and another step in getting them to recognize the level of debt they are taking out. The Financial Aid Office did a targeted communication in 2015-16 with doctoral students to discuss their aggregate loan levels and their remaining eligibility. This was done with a combination of calls and emails. The awarding process in Banner helps support the student-level monitoring of loans. The Financial Aid Office regularly monitors student loan program levels, as well as regularly reviews and assesses the institutional default rate. The Financial Aid Office has provided student loan workshops for graduating seniors to help better equip them with the repayment information. More communication is being planned to work with delinquent borrowers regarding repayment options. Evidence of this is provided through the following links and documents. Associated Web Links: Initial Loan Information

http://www.cu-portland.edu/about/state-authorizations

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kjzwcpzwckfpcefn/sample_package.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kfz0cpzwckfpcefq/AnnualFinAidDisclosures.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kbzffnhafnhrcefl/RE__Annual_Financial_Aid_Disclosure_Notice.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00klf5eyhxckfpcefb/2016-17_OR_Financial_Aid_PC_FASFA_message_REV__5_SAMPLE_%28003%29.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kafbfoz0ckfpcefy/Checklist.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kshfzqz0ckfpcefs/FA_Cost_Sheet_160224.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00knhlzqzohmhxchfy/Innovation_Award_Letter.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00klzifqh1ckfpcefv/Student_Employment.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kqzxhdf4ckfpceff/Student_Accounts_Info-Flyer-140806.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kqznzqzohmhxchfv/New_Student_Admitted_FAFSA_Received_%281%29.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kmzqzqzohmhxchfu/New_Student_Admitted_No_FAFSA.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00k0hczqzohmhxchff/Packaged_Intro_Letter.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00k6clhshphmhxchfi/Packaged_Intro_letter_BS_ESTIMATE.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00krhizqzohmhxchfz/Packaged_Intro_Letter_BS.pdf

http://www.cu-portland.edu/admission/financial-aid/federal-and-state-aid


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Annual Disclosure Statement (includes repayment example) Entrance Counseling (linked from the initial loan information page above) Exit Counseling (linked from the initial loan information page above) 3 Year Loan Default Rates (enter CU’s school code: 003191) Documents: Sample CU Loan Disbursement Notification Sample Repayment and Default Consequence from Annual Disclosure Example-Missing Requirements Sample Award Notification Sample Master Promissory Note Cost Sheet EDD Communication-Approaching Aggregate Limit EDD Communication-Continue Borrowing Entrance Counseling Example Disclosure Statement Example

2.D.10

Standard: The institution designs, maintains, and evaluates a systematic and effective program of academic advisement to support student development and success. Personnel responsible for advising students are knowledgeable of the curriculum, program requirements, and graduation requirements and are adequately prepared to successfully fulfill their responsibilities. Advising requirements and responsibilities are defined, published, and made available to students. The university's Academic Advisors are qualified professionals who are trained in specific degree programs. They represent a variety of backgrounds in higher education, including teaching, financial aid, admissions, and academic coaching. University advisors are readily available to students on campus with daily drop-in hours, appointment times, centralized email and phone access, as well as group registration opportunities when class registration opens in the Spring. University advisors are readily available to online students via phone, email, and course room during the day, evening hours, and weekends. Degree and graduation requirements are published in our Academic Catalog. It is the student’s responsibility to become familiar with the regulations of the university, in particular, the requirements for graduation, and to assure that these requirements are met. Advising requirements and responsibilities are defined, published, and made available to students in the Academic Catalog [p. 13] and in program handbooks.

http://www.cu-portland.edu/sites/default/files/pdf/AnnualFinAidDisclosures.pdf

https://studentloans.gov/myDirectLoan/index.action

https://studentloans.gov/myDirectLoan/index.action

https://www.nslds.ed.gov/nslds/nslds_SA/defaultmanagement/search_cohort_3yrCY_2012.cfm

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00khfnhphafnhrcefj/SAMPLE_CU_Loan_Disbursement_Notification.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00krhizrhafnhrcefk/sample_repayment_and_default_consequence_from_annual_disclosure.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kmzqzrhafnhrceff/Example_-_Missing_Reqs.docx

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kjzwcpzwckfpcefn/sample_package.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kucwhvhafnhrcefi/SAMPLE_MPN.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kshfzqz0ckfpcefs/FA_Cost_Sheet_160224.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kshlzxhafnhrcefu/E-mail_Template__Approaching_Agg_Limit.docx

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kwhizxhafnhrcefv/E-mail_Template_Continue_Borrowing_Max.docx

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kcz3cthafnhrcefq/Example_Entrance_Counseling.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00k5c5cthafnhrcefb/EXAMPLE_DisclosureStatement.pdf




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Undergraduate Advising Concordia has a centralized advising system for our undergraduate degrees. Our undergraduate advising program is based on a big picture perspective of degree planning, working intensely with students on their transition into Concordia, meeting with and communicating to them throughout their program, and then offering student transition assistance at the finish line of their degree with career and graduate school coaching. Student degree progression is audited by our advisors after grades have been posted each semester, and communication goes out from there on changes that need to be made regarding course registration and graduation timelines. Students go to our professional and knowledgeable advising staff to access the following support for degree progression:

Registration for classes. Registration Instruction is distributed to students and is also available on our Academic Advising website.

Understanding degree requirements o The degree requirements, of course, differ per program. See

example checklist for freshmen Psychology majors for students starting in the 2016/17 academic school year.

o These checklists are provided by the Registrar for transfers and used by the advisors as templates per major for incoming freshman.

Designing individualized academic roadmaps o These will be different per student, major, and academic year. See

example template for the Psychology major. o Academic Roadmaps are personalized for students upon registration.

Planning for campus involvement and understanding campus support systems.

o See the Current Students page on Concordia's website. o Advisors go over this information with students and show them how

to find it and plan for their involvement and access support systems.

Declaring a major, minor and/or concentration, and working through program 'Admit to Major' processes.

o Declaring a major happens in a dialogue between students and advisors in their initial advising appointment, or any other subsequent advising appointment the student requests. In these conversations, students discuss their interests and career goals, and advisors break down the differences in majors and minors. When a student is ready to declare their major, there is a faculty form on the Intranet that Advisors fill out on behalf of the student.

Advisors explain the process for 'Admit to Major' for the various programs, and then guide them to the starting line with their academic program. The process is done differently per department and/or college. See example Admit to Major Form for the College of Arts and Sciences. Advocacy and support for students dealing with grievances (Also applies to graduate programs.)

o Academic Grievance Students most often initiate an academic

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00k1ckfqhczhz3cefw/Registration_Instructions.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kifnhshczhz3cefk/Psych_fr_eff_FA16.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kifnhshczhz3cefk/Psych_fr_eff_FA16.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00klfgzrhczhz3cefx/BA_PSY_major_%28Internship_route%29.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00klfgzrhczhz3cefx/BA_PSY_major_%28Internship_route%29.pdf

http://www.cu-portland.edu/student-affairs/current-students

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kxcmzrhczhz3cefm/CAS_Admit_to_Major_Information-Fall_2016.pdf



https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kdzezrhczhz3cefh/ACADEMIC_GRIEVANCE.pdf


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grievance through their academic advisor, who will support the student and accurately walk the student through the process.

Academic success coaching. o Advisors meet with students on probation bi-weekly to do academic

success coaching, but can offer this service voluntarily to any student who could use more strategies for succeeding. The Probation Packet is a wealth of information we can use to help students pinpoint what area is currently giving them difficulty and how to overcome it.

Graduate Advising Graduate program advising occurs within the specific college or school. The advising is based on student need and the academic goals of the student. Examples of program specific processes for CU's graduate programs are provided below and within the provided graduate program handbooks. The Master of Arts in Teaching (MAT) adviser works closely with candidates throughout their teacher preparation program. This includes registering them for courses, tracking licensure requirements such as testing and fingerprinting, communicating regularly via email and in-person meetings, serving as a liaison between students and the Registrar’s office (e.g. endorsement changes, program deferments, directed studies, withdrawal forms), and assisting with graduation and licensure processes. The adviser is well versed in all MAT program and state licensure requirements, and supports students in their advancement toward becoming licensed educators. Ed.D. Program academic advisors are a resource of knowledge and support for candidates who navigate the many program requirements needed to successfully matriculate through a rigorous program of study. Beginning with a comprehensive schedule of courses complete with the course titles, registration dates, and a forecasted graduation date, candidates know what is expected of them before they begin their program of study. Any changes in a given candidate’s schedule or specialization are updated each term by the Ed.D. academic advisor. Aside from coordinating and tracking the academic path to guide candidate focus, Ed.D. academic advisors work tirelessly on behalf of the candidates to ensure they have the tools needed to be successful in their area of study. An effective system of assessment, survey development, and statistical analysis aides are examples of the some of the software connected to candidate success. Ed.D. academic advisors provide access as well as the first line of technical support for these types of software tools. Campus based M.Ed. students are supported through their program by a designated M.Ed. advisor. Starting with the first term of enrollment, advising provides program orientation, long term forecasting and guidance for students just starting in M.Ed. or certificate programs. To ensure student success, in-progress advising continues throughout, working with students to adapt their program to changes in their academic, professional and personal lives. The M.Ed. advisor is also available to advise

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kpclhshczhz3cefm/Probation_Packet.pdf

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and guide students through university processes and direct them to appropriate university resources, as well as, with troubleshooting academic issues, address student concerns, issues, and reaching out to students needing extra attention in completing their M.Ed. program. The MA Psychology Program advisor is an integral part of the program, working with MA candidates as soon as they are admitted to the program and throughout their course of study. Along with program faculty, the program advisor provides an orientation to the program, including the schedule of courses and registration dates, and prospective timelines for program milestones and graduation, so that students have a clear understanding of the program requirements as they begin their studies. In addition to tracking each student's progress and coordinating individual paths to program completion, the advisor meets regularly with students to identify student progress and needs, and serves as the liaison between students and the Office of the Registrar. The program advisor also works with the MA Psychology Program director to address student academic issues (e.g., probation) and student concerns. The MA TESOL program director advises each graduate candidate from the initial interview as part of the application process through the final research presentation. All students in the MA TESOL program begin with a one-credit seminar TESL 534 Introduction to Graduate Studies, which is taught by the program director. During TESL 534, students are given an overview of all program requirements. As part of the seminar, students complete a plan of study which the program director uses to advise each student through the program according to his or her individual plan. The program director meets regularly with all the graduate students in the TESOL program to track progress and coordinate practicum and research. The Concordia MBA program has a dedicated academic advisor who serves as a resource to all MBA students throughout their time in the program. The MBA Academic Advisor provides program information at the program orientation, works with individual students each term to register them for appropriate courses, serves as a liaison between MBA students and faculty in the event of concerns, and tracks student progress toward degree requirements. The MBA advisor is well-versed in all program requirements and options, and communicates regularly with all MBA students. The MBA advisor also directs students to various support resources to ensure success in the program. Beginning on the first day of orientation, all School of Law students are assigned academic advisors from among the full-time faculty. Concordia School of Law’s full-time faculty advise students on the course of study and graduation requirements and are encouraged to discuss areas of legal interest with their advisees. Prior to registering for the next semester, students must meet with their faculty advisor to obtain a course registration PIN. The Director of Student Academic Success, Assistant Dean of Career Services and Student Affairs, and Associate Dean of Academics are published alternative options for academic and employment guidance. However, they are not authorized to release a student’s registration PIN.


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Graduate Program Handbooks: MAT Student Handbook M.Ed. Student Handbook MA Psychology Program Handbook Ed.D. Program Handbook MBA Student Handbook School of Law Student Handbook Fully online programs For fully online programs, an enrollment specialist works with the student on an initial educational plan. An assigned student services representative supports the student in all academic and advising matters throughout the program and after program completion. Change of program or course is approved through the academic advisor for each college or school with direct day to day support provided by the student service representative. The online programs utilize an intrusive model of advising for student success. The model focuses on getting to the heart of whatever issue might be hindering student success and then taking action to resolve the issue. Student services representatives follow student success through daily reports on course attendance and interaction. Students who are missing from courses or are inactive in their courses are contacted to provide support and intervention measures. Students who are struggling are provided with appropriate referrals to writing support, technology support, ADA support, financial aid support, or other as indicated. Student services advisors are available to students as needed and are proactive in reaching out to students who indicate continual challenges with reaching academic goals.

2.D.11

Standard: Co-curricular activities are consistent with the institution’s mission, core themes, programs, and services and are governed appropriately. Planning for co-curricular activities begins with the mission statement and the core themes. The breadth of planned activities includes Associated Students of Concordia University (ASCU) sponsored events, Residence Life events, Christian Life Ministries programs, and activities sponsored by the Offices of Service Leadership and Multicultural Services. Clubs and organizations account for several major and minor events each year and academic departments sponsor speakers and educational films on a regular basis. The ASCU is funded through student activities fees and is governed by elected and appointed officers according to their ASCU Constitution. ASCU is advised by the Director of Student Activities. The range of on and off campus events includes intramural sports, the Luau, professional athletic events, movie nights, issue-based programs, boat cruises, talent shows, study breaks, hikes, excursions and museum visits.







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Assessment is completed each year and is utilized to plan activities and is contained within the Student Affairs Assessment document (pp.18-32). Residence Life and its programs are intentional and planned to develop community, enhance living skills, and promote holistic approaches to life. The Living Learning Community approach is utilized in the apartment spaces and more traditional community-building activities (e.g. Hall Cup and hall dinners) are executed in the residence halls. Assessment for learning outcomes are connected to the university’s Core Competencies and done each year in the spring. The results are shared at an annual retreat of Student Affairs staff and used for future program planning. The Office of Service Leadership is at the forefront of the campus in promoting the core theme related to servant leadership. The staff supports service learning courses through co-curricular training and placement of students in service opportunities. Alternative spring break trips, SUN school programs and Saturday service experiences round out the offerings and have contributed to thousands of service hours by Concordia University students. School of Law’s students are led by the Student Bar Association (SBA). This group represents the students in advocating for their interests and promoting fellowship at Boise Law School among students, faculty, staff and the legal community. At the School of Law, service learning and community engagement are core aspects to what defines a Concordia education. The latest information about such efforts are located on the School of Law's website.

2.D.12

Standard: If the institution operates auxiliary services (such as student housing, food service, and bookstore), they support the institution's mission, contribute to the intellectual climate of the campus community, and enhance the quality of the learning environment. Students, faculty, staff, and administrators have opportunities for input regarding these services. The university contracts with Sodexo, on the Portland campus, for food service, and MBS Direct for bookstore services for all students regardless of location. These relationships are overseen by the Dean of Students and the contracts are audited by the Chief Financial Officer. Services are assessed for mission fit and student service each year in the Student Affairs Assessment. The Community Life Committee of the faculty, which consists of faculty, students, and Student Affairs staff, meets monthly to discuss the student experience at the university (including auxiliary services) and recommend additional assessment or action if warranted.

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kkhmhiz0cjznzffg/Student_Affairs_Assessment_2015-2016.pdf

http://law.cu-portland.edu/student-services/student-life/student-bar-association

http://law.cu-portland.edu/community-engagement

http://law.cu-portland.edu/community-engagement

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kozcfoz0cjznzffw/Student_Affairs_Assessment_2015-2016.pdf

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2.D.13

Standard: Intercollegiate athletic and other co-curricular programs (if offered) and related financial operations are consistent with the institution’s mission and conducted with appropriate institutional oversight. Admission requirements and procedures, academic standards, degree requirements, and financial aid awards for students participating in co-curricular programs are consistent with those for other students. Concordia is currently completing a transition to full membership in the National Collegiate Athletic Association (NCAA) at the Division 2 level. In 2012, the University’s Board of Regents, approved a strategic process to withdraw from membership in the National Association of Intercollegiate Athletics (NAIA) and join the NCAA and the Great Northwest Athletic Conference (GNAC). Membership applications were submitted simultaneously to both organizations, and ultimately, Concordia was accepted into the NCAA and the GNAC. The decision to change national intercollegiate athletic affiliations and membership was very intentional and made to help Concordia better fulfill its mission, core themes, and strategic plan. Concordia is a full member of the NCAA and the GNAC and will be eligible for national tournaments beginning in the 2017-18 academic year. As Concordia transitions to NCAA Division II, the principle of institutional control is of highest priority for the university. We are currently in the third and final year of this transition with the intention to become full NCAA Division II members starting on September 1, 2017. It is the responsibility of each member institution to control its intercollegiate athletics program in compliance with the rules and regulations of the NCAA, GNAC and university. The university president is responsible for the administration of all aspects of the athletics program. Admission requirements and procedures, academic standards, degree requirements, and financial aid awards for students participating in co-curricular programs are consistent with those for other students and are available in the Department's Compliance Manual and Student-Athlete Handbook. These manuals are updated annually and submitted to the NCAA as a part of the NCAA three year transition process. The color coding in the Compliance Manual is required each year by the NCAA to show progress and changes. These documents answer each of the questions as they pertain to appropriate institutional oversight in the following areas and more: admission requirements and procedures, academic standards, degree requirements, and financial aid awards.

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00krhgf8e_zlfschfx/NCAA_Strategic_Plan_Year_Two_%283.2.16%29.pdf

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2.D.14

Standard: The institution maintains an effective identity verification process for students enrolled in distance education courses and programs to establish that the student enrolled in the distance education course or program is the same person whose achievements are evaluated and credentialed. The institution ensures the identity verification process for distance education students protects student privacy and that students are informed, in writing at the time of enrollment, of current and projected charges associated with the identity verification process. Concordia University operates under the guidelines of the Federal Educational Rights and Privacy Act (FERPA) to ensure the privacy and security of student educational records. Concordia University’s Student Records Privacy Policy is provided on the Concordia University website. Verification of student identity is addressed through the registration process, the provisioning of network accounts, and as part of the student’s access to their courses.

1. During the process of provisioning their network credentials, each student must accept a strict “Terms of Service” statement, outlining Appropriate Use, Responsibility, and Discipline.

2. All students are presented a Student Handbook [pp. 13-15] that includes a

Statement of Academic Integrity. This statement clarifies that students will not engage in fraudulent or unauthorized behaviors in the presentation and completion of their work, and defines “fraudulent” work and “unauthorized” assistance. The document also outlines the Sanctions and Appeals process if a breach of academic integrity is suspected.

3. Students gain access to their courses only after entering their unique username

and the personal password they provided while creating their Concordia University network credentials.

4. Upon entering a fully online course, students are presented a link to the

Student Handbook and instructed to post a statement to a discussion board with acknowledgement that they have read and understand, and agree to the Academic Integrity Policy within the handbook.

http://www.cu-portland.edu/academics/registrar/student-privacy


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2.E Library and Information Resources

2.E.1

Standard: Consistent with its mission and core themes, the institution holds or provides access to library and information resources with an appropriate level of currency, depth, and breadth to support the institution's mission, core themes, programs, and services, wherever offered and however delivered. Library Mission Statement: To engage students in critical thinking for lifelong learning and joy of discovery, the Concordia Libraries partner with the schools and departments of the university to meet curricular objectives by developing collections, and providing resources and instruction in an hospitable environment. The Concordia University Library provides and maintains access to collections and resources that support the rigorous needs of our academic programs and community outreach stated in the mission and core themes of the university. As indicated in our Collection Development Policy, we collect materials to support current programs. Our selection is based on content, not format. Content is selected to promote critical thinking by providing many viewpoints within each of the subject areas. Each year our librarians analyze their subject areas and meet to discuss and identify one or two areas in our collection that will be a priority for either expanding or updating to ensure that our materials budget has focus. We welcome gifts and add any items which conform to our policy to the collection. We are committed to providing research services to our users and access to resources whether the user is physically present in our library or accessing services and resources online. The current books collection (545,688+ items) is approximately 32 percent paper and 68 percent electronic. Our journals collection is weighted heavily toward online access [approximately 102,700+ journals]; less than 200 journals and magazines are available in print only. We are currently expanding the image and streaming audio and video collections to add depth to resources in education, the fine arts, science, business, and the social sciences. See Outcome 1 Report Spring 2016. The libraries also have a microform archive collection of newspapers, journals, magazines and early English books. In addition to the main collection, our library houses specialized collections in the Lutheran Church-Missouri Synod Northwest District Archives, the Center for Volga German Studies, the Northwest Center for Children's Literature, and the Shakespeare Authorship Centre. We have recently expanded the NWCCL hours. It is now open all hours the library is open. Access to all other centers and their unique collections is by appointment. Our print and electronic collections and resources are available to students, faculty, and staff at both the Portland and the Boise campuses, and to the public on a walk-in basis. In addition to our locally held and online collections, CU students, faculty and staff may borrow materials from the 39 member ORBIS-Cascade Alliance consortium.

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00krhfzhzezifgzfft/Exhibit_2_E_1_Collection_Development_policy__2017.pdf

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These resources (over 30.6 million volumes) provide students with a broader selection of quality materials to enhance their learning. Library materials are delivered to Concordia within 2-4 days via dedicated courier service. We acquire the majority of our electronic resources through collaborative collection development among the member institutions. Concordia University Library also participates in the Oregon State Library's state wide databases licensing program. The George R. White Law Library provides a comprehensive range of services, typical of an academic law library. The collection is a mix of print and electronic resources, which includes 20 legal research databases and over 19,000 volumes in print. The School of Law's Collection Development Policy provides guidelines for our collections management. In addition to locally held and online collections, students, faculty, and staff may borrow materials and access databases from the Concordia University main library. Law students, faculty, and staff may also borrow materials via the ORBIS-Cascade Alliance library consortium.

2.E.2

Standard: Planning for library and information resources is guided by data that include feedback from affected users and appropriate library and information resources faculty, staff, and administrators. The library resources planning process is ongoing and sparked by interest in improving all aspects of library service. The library actively participates in the campus assessment process. The library faculty serve on faculty committees, attend college department and cabinet meetings, purposefully participate in the systematic evaluation of course syllabi and are actively involved campus wide in new curriculum and program development. The librarians also meet with faculty individually to coordinate the research instruction for students, solicit suggestions for additional materials for our collections in their areas of expertise, and suggest resources that they might find helpful for their teaching, their professional growth and their students’ learning. See Librarian and Faculty Engagement. Through these interactions, the librarians gather information about course content, assess what is currently in the collection, identify areas in which additional materials are needed to support the curricula and withdraw items that no longer fit the profile. The collections services that the Concordia Library provides in support of faculty and student learning are based on current program and course needs. Library staff are encouraged to experiment with new approaches and pilot ideas related to library services and collection development. We solicit input from each other and plan ways to improve services and instruction. We promote a positive environment where failure is considered part of the process for finding the best result. One example of a successful effort: Our study rooms are very heavily used. In 2012 we trialed and

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implemented a calendaring/booking software. Persons can now schedule study rooms from a link from our library home page using that tested software. Our librarians volunteer to be on-call partners in a nation-wide online chat service [QuestionPoint/Answerland] to extend our coverage and ensure that our students have reference help hours beyond our local library reference availability. We offer feedback options on our online reference services [LibAnswers and 24/7 chat]. Our Research Guides have an evaluation box to solicit students’ input on the usefulness of the guide and ask for suggestions to make the guide better. Faculty, student advisors and students also send unsolicited feedback. We integrate the comments and suggestions into our review process and make improvements to our products and services throughout the year based on results from our experimentation, internal analysis, and feedback. Future plans include partnering with the University Analytics, Research and Assessment Department, to explore the possibility for using LibQual to assist us in gathering broader, more consistent data for our assessment process. The Law library is actively engaged in measuring and improving the patron experience. The law library has used surveys to solicit and respond to student feedback concerning library policies, study space, and materials. Faculty input is also sought and welcomed for collection development purposes and requests for material not owned by the library are typically filled through purchase rather than loan, so long as cost is not prohibitive. All professional librarians participate on various law school committees as well as attend and participate in faculty meetings. This includes participation on the Faculty Curriculum Committee, providing the law librarians with access to the most up to date schedule of course offerings, upon which intelligent purchasing decisions can be made. Special projects can be initiated upon specific interest or in direct response to special events and course offerings. All professional law librarians sit on the Collection Development Committee. Collection decisions are made in contemplation of faculty, student, and departmental requests, and are driven by formal selection processes. The Law Library has a formal Collection Development Plan that was created in July 2012 and last updated in August 2013. This policy is reviewed and revised periodically by the law library director to determine if existing guidelines are sufficient to ensure that the law library can carry out its mission to fully support the teaching, research, and service requirements of the School of Law.

http://cu-portland.libcal.com/

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2.E.3

Standard: Consistent with its mission and core themes, the institution provides appropriate instruction and support for students, faculty, staff, administrators, and others (as appropriate) to enhance their efficiency and effectiveness in obtaining, evaluating, and using library and information resources that support its programs and services, wherever offered and however delivered. To improve student learning, we promote and encourage use of library resources. Librarians provide both one-on-one and classroom point-of-need research instruction, and research services face-to-face and online through email, chat and telephone. Our reference desk is staffed by librarians nine hours each day, Monday through Friday. For all other hours, we rely on our online email service and we subscribe to a 24/7 chat service. When we moved into the new facility we piloted providing service on Saturdays and on Sunday evenings for one year. After reviewing our statistics, we found very few students using the service and reallocated staff resources to our Monday-Friday schedule where the need was greater. We will review this service in 2017-18. We have adopted the point of need model for our library instruction program as well. We find that students and faculty retain the information better if they have an immediate need to apply the research techniques; we tie our instruction schedule to the assignment due dates in course syllabi. Based on their educational background and expertise, library faculty have been assigned to instruction sessions. This instruction is delivered online and on campus. Through the point of need model, we work very closely with faculty to develop sessions that contribute to student learning for the assignments at hand. Concordia University Library Instruction Stats 2009-10 and 2015-16 Embedded Librarian Instruction Stats June - Oct 2016 We also offer a special senior thesis prep workshop to ensure that the students are familiar with research techniques and resources available to them, and to assure them that librarians are available to assist them as their research progresses. For our doctoral students, we offer a for credit research class developed and taught, on campus, by the librarian who supports that program and online by trained instructors. The library supports online instructors with sessions that identify library resources specific to their students’ assignments. Librarians also assist faculty and Concordia administrators and staff in their research projects whether the projects involve grants, publication or their completing advanced degrees. Outcome_8_Report_Spring 2016 Survey Lib Services Outcome_6_Report Spring 2016 We have instruction content ranging from basic understanding and search strategies to more advanced web analysis and in-depth research skills. Our efforts have included retooling part of our program to accommodate teaching research skills at the


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dissertation level for the Ed.D. In 2010, a thorough evaluation of the research guides showed that several had expanded to the point where they were difficult to navigate. Consequently, we purchased a new software product to better manage these instruction needs. These guides, created by our librarians in cooperation and collaboration with individual faculty members, show the best resources for students to start their research in a particular discipline or course and are available from our library Website. The research page also includes links to our online reference services and to our FAQs. In 2016, we launched phase one of our CU Commons [institutional repository]. We are addressing this venture one project at a time, working with:

Faculty to highlight their publications and research

Faculty who are actively working with our student research projects and student publications to showcase their work

Our Centers to highlight special collections at Concordia

Our Foundation to capture and archive our 3 to PhD initiative The Law Library provides appropriate instruction and support for students, faculty, staff, and administrators through a variety of services. First, the law library is mindful of ABA accreditation standards, which delineate ownership of or access to certain specified materials. The library also purchases materials consistent with course offerings and the research interests of faculty. The library acquires materials aimed specifically at hastening student understanding of complex material. The result is a dynamic collection that provides significant depth of primary source legal material, while providing an ever growing number of secondary sources appropriate for the first year curriculum, as well as the advanced study of law. Law Librarians provide both one-on-one and classroom point-of-need research instruction, and research services campus based, online, and through email and telephone. Librarians are available for impromptu or scheduled research assistance Monday – Friday between 8 a.m. and 5 p.m.; however, reference service and research consultation can be scheduled after 5 p.m., as needed to accommodate evening classes. Law librarians actively engage in classroom instruction through the Legal Research & Writing [LRW] curriculum. In addition to LRW, the law library also offers formal training for required pro-bono projects, externships, clinical programs, and the Concordia Law Review. For credit research courses, such as Advanced Legal Research and Tax Research & Planning are offered to upper-class students. Legal research guides have been developed, using LibGuides, to assist with law students research needs. Faculty scholarship and research is actively supported by the law library. Faculty regularly call on librarians to assist them with scholarship and research needs, including identifying resources, conducting research, proofreading, citation analysis, and, in some cases, co-authoring articles for publication. Librarians routinely push items of interest to faculty to assist them in their research.

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To ensure regular communication with the Law School administration the law library Director is a member of the Law School Dean’s Management Team bi-weekly meeting.

2.E.4

Standard: The institution regularly and systematically evaluates the quality, adequacy, utilization, and security of library and information resources and services, including those provided through cooperative arrangements, wherever offered and however delivered. Our evaluation of the currency and depth of the collection is ongoing and triggered by our user instruction program. See Library Collection Analysis Ongoing Sample. In support of providing a quality student learning experience, we monitor collections use through vendor provided reports from our database vendors, research guide software vendor, and our Integrated Library System (ExLibris Alma/Primo). See COUNTER Q3 2016 Usage Statistics. With these reports we can see which books, journals and links are being used the most/least. This data assists us in adjusting our purchasing and instruction to assure that we provide a positive learning experience and useful materials for our students and faculty. We also gather statistics on reference and instruction. Our schedule for analyzing data, however, has not been consistent. Our subject specialists run reports in their respective areas ad hoc but no library wide data is consistently generated and analyzed for longitudinal study. We are currently working on a plan to identify what data will be helpful, how often the data should be collected, and how the information will be used. In 2011-12, we joined a pilot project with Orbis-Cascade Alliance to test cooperative collection building parameters designed on a user driven purchasing model. The pilot was successful and has now been adopted as an accepted practice. We only pay for a book if someone uses it. Monthly reports are available showing which titles have been used or purchased for the libraries in the consortium. Patrons’ privacy is protected by using a campus assigned number and barcode to identify each user, not social security numbers. As an extra level of privacy, our patron database is separate from that of the campus network. We do not, by default, keep patron associated histories of items checked out. Our Portland campus library has some physical space security challenges with our beautiful open floor plan that has 3 public entrances/exits. Current staffing is insufficient for monitoring activity by all users in the facility. Two of the three entrances do not have line-of-sight from the library’s main service point. To minimize book loss we use a tattle tape system that signals an audio alert if someone passes through the exit with items that have not been deactivated. We also have an

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00knzlfbfqhmhizffv/Exhibit_2_E_4_Library_Collection_Analysis_ongoing_sample_2012.pdf

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ongoing inventory of our collections to identify materials that are no longer on the shelves but are in our library catalog. EBooks help us ensure that materials are available even though some print copies are lost. Our library employees regularly participate in security/emergency preparedness training provided by our campus, to acquaint them with proper procedures. We currently have a budget request to provide a deposit for collection preservation services in case of a disaster which damages our physical materials. The Law Library uses selection tools typical of most academic law libraries for collection development and evaluation. Its primary guides are the ABA accreditation standards. In addition, the expertise of the library faculty, the law faculty, and the advice and counsel of the dean and Dean of Academic Affairs inform development decisions and library evaluation. Law collections are in large part prescribed by the course of study, as much as by patron feedback. Acquisitions and budgeting are approached in such a manner that a short term or on demand need by faculty or students can be quickly filled with acquisitions or consortia borrowing. Faculty involvement with library policy occurs through faculty meetings, by consulting department heads and the dean, and through the operation of the Law School’s Library, Technology, and Facilities Committee [LTFC]. The LTFC consults with the Director of the library and the dean about the operation and physical plant of the law library and law school; the use of the law school and library by outside groups; and makes recommendations to the Director of the law library with respect to library and law school operations and policies. Security of collection in the law library is contemplated through a replacement, rather than a security model. The university administration has sought a net savings of resources by not providing an active security system, and has at the same time committed to funding which adequately compensates for any lost volumes. The technical services librarian is tasked with appropriate auditing procedures to determine what volumes have gone missing. With a maximum capacity of 30,000 volumes, this is a reasonable strategy. Higher cost items are segregated behind a service desk which is staffed at all times. Physical security of staff and patrons is consistent with building security, and outside parties are required to make appointments and gain access through locked entrances. The only outside patrons permitted in the law library are members of the bench and bar.


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2.F Financial Resources

2.F.1

Standard: The institution demonstrates financial stability with sufficient cash flow and reserves to support its programs and services. Financial planning reflects available funds, realistic development of financial resources, and appropriate risk management to ensure short-term solvency and anticipated long-term obligations, including future liabilities. The university has historically demonstrated their ability to provide sufficient cash flows necessary to support ongoing programs and services. This is accomplished with internal cash management and an ongoing operating line of credit available annually through the Concordia University System. The current annual credit line available is in excess of $13 million. The Cash and Equivalents Summary reflects the historical cash position of the university over the last 3 years and demonstrates the University’s ability to meet short term obligations. Over the last 18 months, the university has been actively adjusting to enrollment changes particularly in its online programs and scaling variable cost components of operations appropriately. Long term debt obligations are reviewed on a quarterly basis in connection with the university’s bond covenant certification process. While this is not the only metric that measures long term debt capacity it provides the Finance Committee and the Board of Regents with an initial measure that can be used as potential debt financed projects develop.

2.F.2

Standard: Resource planning and development include realistic budgeting, enrollment management, and responsible projections of grants, donations, and other non-tuition revenue sources. Resource planning and development is driven primarily by the Board of Regents strategic priorities. Each operating unit within the organization initiates their individual budget planning based upon these initiatives. The enrollment management team provides baseline projections of both new student enrollment for each of the distinct enrollment pools along with retention data necessary to develop the tuition based revenue budget. This initial projection coupled with the individual operating unit budget plans are then analyzed to develop the most optimal budget recommendation to the Board of Regents. The regents also require each budget recommendation to contain a measured operating margin that is typically 3% of gross revenue.

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The university anticipates a very conservative unrestricted gift income level on an annual basis that is based on historical trends and current strategies. Capital projects, particularly multi-million dollar projects involve a pre-campaign feasibility study and the initiation of a silent phase of fundraising of the initial major gifts. The 3 to PhD capital campaign is the most recent project that utilizes this methodology.

2.F.3

Standard: The institution clearly defines and follows policies, guidelines, and processes for financial planning and budget development that include appropriate opportunities for participation by its constituents. As mentioned in 2.F.2 each operating unit develops their departmental budgets focused on achieving the strategic goals of the university. The Concordia Management Team (CMT) provides for synergy among the various operating units and the fostering of a more global understanding of the university budget as a whole. The university’s planning and budgeting process links mission and vision to departmental goal setting, and finally to institutional resource allocation. This can be seen in detail in the FY18 Budget Planning Process.

2.F.4

Standard: The institution ensures timely and accurate financial information through use of an appropriate accounting system that follows generally accepted accounting principles and through reliance on an effective system of internal controls. The university has been utilizing the Ellucian/Banner administrative software platform since 1999. This software platform integrates all administrative functions – Admissions/Recruitment. Registrar, Financial Aid, Human Resources, Payroll, Finance. Student Housing and Alumni/Development. Online financial information is available to finance department personnel daily. Month end closings are performed within 10 days from the end of the month. Full financial statements are prepared on a quarterly basis and distributed both internally and to external parties. As referenced in 2.F.7 below that annual audit attests to the accuracy of the university’s internally prepared financial statements.

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kvcqclhfztc5ceff/FY18_Budget_Planning_Process.pdf



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2.F.5

Standard: Capital budgets reflect the institutions mission and core theme objectives and relate to its plans for physical facilities and acquisition of equipment. Long range capital plans support the institution’s mission and goals and reflect projections of the total cost of ownership, equipment, furnishings, and operation of new or renovated facilities. Debt for capital outlay purposes is periodically reviewed, carefully controlled, and justified, so as not to create an unreasonable drain on resources available for educational purposes. Capital budgeting is driven primarily through the strategic planning process and is informed by the ongoing master planning process at both the Portland and Boise campuses. The capital budget needs are then segmented into Short Term/Ongoing and Long Term/Project oriented needs. The university is currently in a master planning process as shown in the interim status report of this project. Short term needs represent primarily planned obsolescence of infrastructure related to IT and Physical Plant (HVAC Systems, Building envelopes, and other major building components) with the focus on avoiding deferred maintenance risks. These are typically budgeted for on an ongoing annual basis where priorities are established to determine funding sequence. Long-term capital budgeting is project driven, but always consistent with the university’s strategic objectives. These projects are typically supported by a detail financial pro forma that looks out 3 to 5 years. Fundraising and financing requirements along with ongoing budget maintenance requirements are assessed to determine the most appropriate capital source – Operating revenue, Philanthropy, Debt, or a combination of these three. As referenced in 2.F.1, the Finance Committee of the Board quarterly evaluate ongoing debt to equity status along with the university’s coverage ratio.

2.F.6

Standard: The institution defines the financial relationship between its general operations and its auxiliary enterprises, including any use of general operations funds to support auxiliary enterprises or the use of funds from auxiliary services to support general operations. The university operates two primary auxiliary operations (Dining Services & Student Housing) where direct revenue and expenditures are measured and are used as part of the ongoing management process. Dining Services has been contracted with Sodexo since 2001. The direct contracted cost is managed by using a 5% average margin on student meal plans through plan markup and operating commission from Sodexo. This allows resource allocation to indirect costs with the remainder allocated to university margin.

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kqcmzeztckfkhgfy/Concordia_Draft_Master_Plan_Presentation_Trustees_07.10.2015.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kqcmzeztckfkhgfy/Concordia_Draft_Master_Plan_Presentation_Trustees_07.10.2015.pdf


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Campus housing is primarily owned and operated by the university and is partially debt-financed and operating currently at approximately a 95% occupancy. Unit pricing takes into account operating costs, debt financing requirements, and operating margin. Recently the university added a master leased facility near the campus to accommodate increasing student demand and the shortage of affordable housing in and around the campus. In its first year of operation this facility is operating at approximately a 90% occupancy rate.

2.F.7

Standard: For each year of operation, the institution undergoes an external audit, in a responsible timeframe, by professionally qualified personnel in accordance with generally accepted auditing standards. Results from the audit, including findings and management letter recommendations, are considered in a timely, appropriate, and comprehensive manner by the administration and the governing board. On an annual basis the university undergoes a full financial audit in accordance with GAAS as well as an audit of its Title IV federal programs. The audit is performed by Moss Adams, a regional auditing firm with extensive experience with higher education clients. The audit process is performed in a timely process as follows:

Pre-Planning - April

Pre-Closing Audit Fieldwork - June

Regular Fieldwork - August

Report Finalized & Audit Committee Review - September

Board of Regents Review & Action - October The university has consistently received unqualified opinions on its financial statements and management letter comments have not disclosed any material weaknesses. Additionally the audited financial statements have consistently reflected essentially the same financial information produced by the university in its pre-audit internally prepared financials. See Audited financial statements and auditors management report to the Board of Regents.

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00k0hphgfnhshucefv/Concordia_University_Final_FS.pdf


https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kvhshgfnhshucefq/Concordia_University_Final_SAS.pdf



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2.F.8

Standard: All institutional fundraising activities are conducted in a professional and ethical manner and comply with governmental requirements. If the institution has a relationship with a fundraising organization that bears its name and whose major purpose is to raise funds to support the mission, the institution has a written agreement that clearly defines its relationship with that organization. The institution and its employees adhere, in particular, to the Code of Principles and Practices of the Association of Lutheran Development Executives, the International Statement of Principles in Fundraising for Certified Fund Raising Executives, the Code of Ethical Principles and Standards of Professional Practice of the Association of Fundraising Professionals, and the Donor Bill of Rights. Since 1992, all fundraising for the university has been performed by the Concordia University Foundation. Fundraising activity is reviewed by the Finance Committee of the Board on a monthly basis. Written policies are in place that clarify gift acceptance practices. Reference Standard 2.A.22 for more information regarding the relationship between Concordia University and the Concordia University Foundation.

2.G Physical and Technological Infrastructure

Physical Infrastructure

2.G.1

Standard: Consistent with its mission, core themes, and characteristics, the institution creates and maintains physical facilities that are accessible, safe, secure, and sufficient in quantity and quality to ensure healthful learning and working environments that support the institution's mission, programs, and services. To fulfill its mission and core themes the university operates and maintains physical facilities in several locations in Portland, Oregon, and a School of Law in Boise, Idaho. These facilities are operated and maintained through a central Physical Plant Services department which works directly with both academic and support departments to ensure that facility operation and custodial services are sufficient and adequate to serve both our students and employees. The university's Public Safety department also assists in this process by providing an additional level of review in terms of both safety and security. Inspections by both External Fire Safety Officials and the university's property insurers are performed on an annual basis. The university operates an integrated card access system to manage and control accountability and access to physical facilities and spaces at all campuses.


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2.G.2

Standard: The institution adopts, publishes, reviews regularly, and adheres to policies and procedures regarding the safe use, storage, and disposal of hazardous or toxic materials. Concordia University works directly with third parties to maintain EPA standards in chemical storage and maintaining MSDS Safety sheets of all chemicals used on site. As noted above, the university’s insurance underwriter also performs annual inspections to ascertain compliance with applicable standards and best practices related to hazardous materials.

2.G.3

Standard: The institution develops, implements, and reviews regularly a master plan for its physical development that is consistent with its mission, core themes, and long-range educational and financial plans. The university operates its primary Portland campus operation within the city of Portland and maintains its master plan process in accordance with both City of Portland requirements and university needs. Operating within a defined residential neighborhood requires a high degree of collaboration with neighborhood groups. The university has enjoyed exceptional relationships with neighborhood groups which has permitted the university to expand in a thoughtful and measured manner. The University is currently in the process of evaluating its existing masterplan as it looks out over needs for the next 10-15 years. The current master plan process has involved a wide range of stakeholders that included faculty, staff, students, neighbors, and other strategic partners. A preliminary master plan report is provided for reference. Due to major land use changes under consideration by the City of Portland, the formal master plan submission to the City of Portland is currently under review and is expected to be formally submitted for approval in 2017. While the School of Law campus is a standalone facility at the current time its initial construction was planned and designed to accommodate an average student population of 300+ with adequate support staff and faculty. The School of Law location and design were also a major consideration to accommodate our student population and to serve the local Boise community with a variety of community based services.

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kcfbfbfqhiz6cefx/Concordia_Draft_Master_Plan_Presentation.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kcfbfbfqhiz6cefx/Concordia_Draft_Master_Plan_Presentation.pdf


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2.G.4

Standard: Equipment is sufficient in quantity and quality and managed appropriately to support institutional functions and fulfillment of the institution’s mission, accomplishment of core theme objectives, and achievement of goals or intended outcomes of its programs and services. Concordia University’s Department of Information Technology Services operates and maintains university systems and equipment to support the institution’s mission. Equipment is sufficient in quantity and quality and managed appropriately to support institutional functions and fulfillment of the institution’s mission, accomplishment of core theme objectives, and achievement of goals or intended outcomes of its programs and services. Details are available regarding Concordia University's hardware & laptop replacement cycles, as well as printer provisioning, on our Knowledge Base.

Technological Infrastructure

2.G.5

Standard: Consistent with its mission, core themes, and characteristics, the institution has appropriate and adequate technology systems and infrastructure to support its management and operational functions, academic programs, and support services, wherever offered and however delivered. The institution has appropriate and adequate technology systems and infrastructure to support its management and operational functions, academic programs, and support services, wherever offered and however delivered. Concordia University's Department of Information Technology features specialized teams focused on impactfully serving the mission of the university. The various teams include Application & Technology Solutions, Network Operations, System Operations, Service Operations, as well as the Concordia University Print Center. Descriptions of the aforementioned teams roles can be found on our Knowledge Base website. A list of primary applications and services provided to the Concordia community; campus based, online, Boise, and partner vendors, includes:

1. Adirondack 2. Argos 3. Automation services 4. Axiom 5. Banner Advancement 6. Banner Finance 7. Banner Financial Aid 8. Banner HR 9. Banner Security

http://kb.cu-portland.edu/Computing+Hardware+Resource+and+Asset+Management+Policy


http://kb.cu-portland.edu/Printing+and+Duplicating+Policies

http://kb.cu-portland.edu/Concordia+University+Department+of+Information+Technology.


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10. Banner Student 11. Bb Meal Plans 12. BDM Xtender 13. Blackboard Reporting 14. BSS Advancement 15. BSS Employee 16. BSS Financial Aid 17. BSS Student 18. Business Analytics 19. CAIS Technical Liaison 20. CashNet 21. Compliance Assistant 22. ConnectEd 23. Cornerstone 24. CourseLeaf 25. Data Integrity and Management 26. DegreeWorks 27. DocuSign 28. Ex Libris Alma 29. FormFusion 30. FrontRush 31. Givepulse 32. Identity Management 33. Implementation Services 34. IntelleCheck 35. MAPS 36. Maxient 37. MS Access 38. MS Project 39. Parchment 40. Patron 41. Portal 42. Process Improvement 43. Project Management 44. Qualtrics 45. Reporting support 46. SIS2LMS Middleware 47. SmartEvals 48. SQL Developer 49. SSO - SAML 50. Student Clearinghouse reporting 51. Symplicity 52. TargetX 53. Taskstream 54. Toad Datapoint


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2.G.6

Standard: The institution provides appropriate instruction and support for faculty, staff, students, and administrators in the effective use of technology and technology systems related to its programs, services, and institutional operations. Concordia University provides instruction and support to faculty, staff, students, and administrators with various tutorials on CUP's Knowledge Base and through the Tech Service Center. Specific details can be found at the following website locations: ITS Policies Concordia Students Student Services Concordia Employees Tech Service Center hours, along with holiday operating hours, are listed on the Concordia website.

2.G.7

Standard: Technological infrastructure planning provides opportunities for input from its technology support staff and constituencies who rely on technology for institutional operations, programs, and services. Concordia University has an IT Steering Committee which oversees and implements IT projects critical to the advancement of the mission and vision of CU. The IT Steering Committee is chaired by the CIO and is comprised of leadership across campus, both academic and administrative, and reviews requests for new systems, technology, software, or major projects. Each submission is evaluated on a common set of criteria that includes benefits, challenges, compliance, risk, and cost. Details can be found on our Knowledge Base. Additionally, the IT Service Design Group provides technical oversight and evaluation of proposed IT products and services prior to submittal to IT Steering Committee for approval. The Service Design Group is comprised of IT engineers and app developers, business systems analysts and other specialists.

2.G.8

Standard: The institution develops, implements, and reviews regularly a technology update and replacement plan to ensure its technological infrastructure is adequate to support its operations, programs, and services. Concordia University regularly updates its technological infrastructure to support its operations, programs and services. For details surrounding the replacement cycles and support qualifications, please review Concordia's Hardware, Resource, and Asset Management Policy.

http://kb.cu-portland.edu/ITS+Policies

http://kb.cu-portland.edu/Information+for+Students

http://kb.cu-portland.edu/General+Services+for+Students

http://kb.cu-portland.edu/Employee+Technology+Training

http://kb.cu-portland.edu/Tech+Center+Hours

http://technology.cu-portland.edu/Information+Technology+Governance

http://technology.cu-portland.edu/Information+Technology+Governance





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Standard 3: Planning and Implementation

3.A Institutional Planning

3.A.1

Standard: The institution engages in ongoing, purposeful, systematic, integrated, and comprehensive planning that leads to fulfillment of its mission. Its plans are implemented and made available to appropriate constituencies. The institution engages in ongoing, purposeful, systematic, integrated, and comprehensive planning that leads to fulfillment of its mission. Its plans are implemented and made available to appropriate constituencies. Concordia University has a comprehensive and fully integrated institutional planning process which includes (1) a multi-year institutional visioning and strategic planning process which gives rise to a widely known and highly operationalized set of prescriptive institutional core values, a university mission statement, a set of institutional core themes, a strategic vision with a 10-year horizon, and set of high-level institutional strategic goals; (2) an integrated, institution wide set of departmental and college plans, goals, and objectives; (3) the allocation of time, attention, and institutional resources, through the departmental and college plans, which aligned to the institutional mission and vision; and (4) performance metrics, thresholds, and a closed-loop assessment cycle to assess, analyze, and adjust the above. A descriptive graphic showing the integration and relationships of the values, mission, and vision of the university can be seen in the Values-Mission-Vision Tree. A high-level graphic representation of the process and annual timeline can be seen in the Mission-Vision-Resource-Assessment Cycle diagram. The multi-year, broadly participatory, institutional visioning and strategic planning process, described in section 1.A.2, can be found described in greater detail in the document titled “V2024 Planning Cycle.” The results of this process are widely distributed, known, and operationalized across the university. These results also provide direction and structure to significant portions of the institutions external messaging and communications. Assessment, analysis, and strategic response to the institutions mission and vision planning occurs on an annual basis through the assessment, analysis, and institutional response associated with the annual Mission Fulfillment Report and Vision Attainment Report. These reports are distributed and discussed broadly across campus including the Council of Trustees, the President’s Cabinet, the Academic Council, and the Campus Management Team (CMT). Departmental planning derives directly from the university’s strategic goals which emerge from its strategic vision. The strategic vision is a direct, future focused articulation of the university’s intended future mission fulfillment state.

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00k3c6ekhfztc5cefk/Concordia_University_Values-Mission-Vision_Tree.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00k6esckfsc0hczffr/Annual_Assessment_Results_Improvement_Cycle.pdf




https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00k0chfpcjzrhxchff/Vision_2024_Attainment_Report.pdf


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A comprehensive set of departmental planning and assessment trees can be seen in the Fiscal Year 17 College and Department Planning and Assessment Trees. The process of institutional resource allocation is directly tied to the college and department planning and assessment activities. These plans are rooted in the Core Themes which drive to the vision and strategic goals. The departmental planning process for FY18 is outlined in the FY18 Budget Planning Process. After the initial departmental budget planning and budget reviews and submissions, the Council of Trustees, informed by the annual Mission Attainment Report and Vision Attainment Report, upon recommendation of the president, establish a set of institutional strategic priorities for the coming academic year. These strategic priorities, lifted out of the institution strategic goals, inform and focus the University’s resource allocation recommendations for the subsequent year.

3.A.2

Standard: The institution's comprehensive planning process is broad-based and offers opportunities for input by appropriate constituencies. As Concordia has grown and increased in institutional complexity intentional efforts have occurred to increasingly engage leadership and management from across the institution in comprehensive planning, assessment, and organizational leadership. The university's comprehensive Values, Mission, and Vision planning process is intentionally designed to provide broad-based, high impact participation from across the university's constituent groups. This broad-based participation begins with the composition of the Strategic Planning Council (SPC) which includes the president, the Chief Vision Officer, one Cabinet representative, one dean representative, two faculty members, two staff members, two trustees (1 BOR, 1 BOD), and a representative from the Center for Applied Lutheran Leadership (CALL). One of seven 'essential attributes' against which the SPC assesses the effectiveness of the entire strategic planning process is 'Transparent & Well Communicated,' which is further defined as, 'the planning effort gives stakeholders a genuine sense of participation, ongoing understanding, and transparency through clear and broadly communicated progress, roles and responsibilities.' As can be seen in the design and implementation of the strategic planning process, in the V2024 Planning Cycle and the Vision 2024 Process and Timeline, the process allows for broad and meaningful input and discussion, across the process, from faculty, staff, students, trustees, and community partners. In an effort to expand the regular and meaningful engagement of leadership and management across the university in the university's planning- operationalizing- assessing cycle led to the establishment of The Campus Management Team (CMT). The CMT is composed of those dean, Vice President and Director level positions who exercise

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kxhgfqhdfkhfzfff/2015-16_Academic_and_Operational_Departmental_Assessment_Plans.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kxhgfqhdfkhfzfff/2015-16_Academic_and_Operational_Departmental_Assessment_Plans.pdf





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personnel and budget oversight for their college or department, and report directly to a member of the president's cabinet. These managers collectively represent the entire operation of the university. A summary of the purpose and general activities of this group can be found in the Campus Management Team Charter. The CMT is actively involved in the strategic planning process and the institutional budgeting process. The Academic Council, consisting of the Chief Academic Officer and the deans, meet regularly to consider results and responses to academic assessment results, requesting and representing input from respective college faculties. In addition, this group leads the process of new program consideration, development and launch as informed by market assessment and broad university support services input.

3.A.3

Standard: The institution's comprehensive planning process is informed by the collection of appropriately defined data that are analyzed and used to evaluate fulfillment of its mission. The university's mission attainment is both at the heart of and regularly informed by the comprehensive visioning-planning-budgeting process of the institution. As described above in sections 1.A and 1.B the university has a well-articulated, broadly distributed, and aggressively operationalized mission statement, which has been further articulated through its three core themes of Lutheran, Rigor, and Servant Leadership. A complete articulation of the 16 objectives to be achieved via the university's core themes can be seen in the response to standard 1.B.2. The specific board designated thresholds for each of these objectives can be found in the following documents: Threshold for Lutheran Core Theme Objectives and Indicators Threshold for Rigor Core Theme Objectives and Indicators Threshold for Servant Leadership Core Theme Objectives and Indicators Concordia investigates and reports on its mission fulfillment in an annual review, analysis, and report titled 2016 Mission Fulfillment Report. This report is used annually by the Council of trustees to determine degree of mission attainment, as well as forming the basis for the annual evaluation of the university's president. The report is also distributed and discussed with the president's cabinet, the Academic Council, and the Campus Management Team. From here, this report informs strategic conversations and directions, departmental planning, and university budgeting. Overall mission fulfillment is determined to occur when the institution meets or is making progress on a substantial number of Core Theme Objectives. Departmental planning is further informed by the university's Strategic Vision which is a future-focused description of the university's living out of its mission. This vision, and it's resulting strategic goals are a direct manifestation of the university's mission as

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kvc2c6e8eqh1chfb/Campus_Management_Team_Charter_%281%29.pdf








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articulated in the Mission-Vision Crosswalk.

3.A.4

Standard: The institution’s comprehensive plan articulates priorities and guides decisions on resource allocation and application of institutional capacity. The highest priority of the university’s Values–Mission–Vision process is to provide for serious consideration and confirmation of the university’s core values, mission, and core themes. Once these have been broadly discussed, articulated, described in operational terms, approved, and broadly distributed the process moves on to its second priority which is to establish a future-focused, 10 year horizon institutional vision to which the university chooses to navigate as the desired manifestation of its mission in the future. This strategic vision (currently Vision 2024) is rooted in the mission and core themes, and specific and intentional linkages can be found in the Mission Vision Crosswalk. As described in the V2024 Planning Cycle and the Vision 2024 Process and Timeline this process allows for broad and meaningful input and discussion from trustees, faculty, staff, students and community partners. In this process, the Strategic Planning Council further explicates a vision for Concordia University in 2024 based on the core themes. This process involved work with departments in articulating a 'likely future' that includes details on students, academics, faculty, staff, co-curricular, and student support programs. This 'likely future' is then aggregated into a statement of the Vision (currently Vision 2024), along with a set of Strategic Goals (currently 10). These are then recommended by the Strategic Planning Council (SPC) and adopted by the Council of Trustees. These strategic goals directly inform and are housed within the operational planning process of the various colleges and departments, as well as informing the resource allocation process. Annually, at their February meeting, the Council of Trustees, as a part of their review and discussion of the Vision Attainment Report, reviews progress on the University’s 10 strategic goals and further, upon recommendation of the president, designates several strategic priorities from amongst the strategic goals. These strategic goals, with additional weighted emphasis on the strategic priorities, inform the budget priority discussions and ultimate budget allocations for the subsequent year. As described above in Section 3.A.1, college and departmental planning and budgeting processes are heavily informed by and articulated with the university’s strategic goals as defined by the university's vision (currently Vision 2024). The university has implemented a highly integrated planning and budgeting process which utilizes the Taskstream data management and workflow software to house and integrate this institution wide process. This resource provides data collection and reporting capabilities and supports outcome and objective assessment initiatives that across all of the academic and support functions of the university. As a result, the university is able to nest the plans and assessment activities of individual departments under the broader umbrella of institutional strategic









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goals and priorities which are derived directly from the mission statement and core themes. A comprehensive set of departmental planning and assessment trees can be seen in the Fiscal Year 17 College and Department Planning and Assessment Trees.

3.A.5

Standard: The institution’s planning includes emergency preparedness and contingency planning for continuity and recovery of operations should catastrophic events significantly interrupt normal institutional operations. Concordia University has a comprehensive Emergency Operations Plan based upon the best practice outlined in the REMS Guide. In addition, we are developing facility specific plans that are designed to accommodate the unique characteristics of each building based upon population and function. We are also in the process of developing a comprehensive continuity of operations plan using the DHS Continuity Planning software. This effort identifies essential business functions, develop mitigation strategies, and guides planning.


Standard: The institution identifies and publishes the expected learning outcomes for each of its degree and certificate programs. The institution engages in regular and ongoing assessment to validate student achievement of these learning outcomes. Concordia identifies and publishes learning outcomes for each of its programs in the Academic Catalog, the university website, and a host of various marketing materials. Specific student learning outcomes, aligned with the university’s seven general education core competencies, are explicit in each course syllabus as are performance indicators, assessment strategies, and grading policies. Formative and summative assessment strategies in formal as well as informal approaches are utilized throughout the academic year to validate achievement of course and program learning outcomes. Faculty measure student achievement of learning outcomes through course level assessments, and students assess instructor excellence and course rigor through an Individual Course Assessment process each semester. Student achievement of learning outcomes is also validated through measurement against external benchmarks such as standardized test scores on the National Survey of Student Engagement (Academic challenge engagement indicators) and national board examination scores. The evaluation of students’ achievement at the course level and the rigorous course requirements set for each program ensure that student progress towards achievement of the learning outcomes is monitored and program and curricular revisions made wherever

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kdzhzkzffkhfzffm/2015-16_Academic_and_Operational_Departmental_Assessment_Plans.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kdzhzkzffkhfzffm/2015-16_Academic_and_Operational_Departmental_Assessment_Plans.pdf

https://rems.ed.gov/IHEGuideIntro.aspx

https://rems.ed.gov/IHEGuideIntro.aspx

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00klzezif8eqh1chfk/Luther_Hall.pdf




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necessary. University programs which are accredited and assessed through external agencies (e.g., nursing, social work, education) have developed additional learning outcome protocols.


Standard: The institution systematically applies clearly defined evaluation and planning procedures, assesses the extent to which it achieves its mission and core themes, uses the results of assessment to effect institutional improvement, and periodically publishes the results to its constituencies. Through these processes it regularly monitors its internal and external environments to determine how and to what degree changing circumstances may impact the institution and its ability to ensure its viability and sustainability. Please, see also sections 4.A, 4.B, 5A, and 5B for information related to this Standard. Concordia University regularly and systematically, and through a clearly defined planning and evaluation process, assesses our mission, core theme, and vision attainment on an annual basis. Links are provided to the most recent Mission Fulfillment Report and Vision Attainment Report. These documents are broadly distributed internally and are used regularly for informing both the structure and the content of institutional media and publications. Concordia University also completes a comprehensive and broad-based strategic planning process on a four-year cycle which results in a reconsideration affirmation of institutional core values, mission, and core themes, as well as a refresh of the ten-year institutional vision. This process includes an extensive environmental scan as part of a comprehensive analysis of strengths, weaknesses, opportunities and threats. In addition, the University’s Analytics, Research and Assessment Department regularly completes extensive market research on existing and potential academic programs. Please, see also section 5.B.2.

3.B Core Theme Planning

3.B.1

Standard: Planning for each core theme is consistent with the institution’s comprehensive plan and guides the selection of programs and services to ensure they are aligned with and contribute to accomplishment of the core theme’s objectives. The process for defining and articulating the university’s three core themes (Lutheran, Rigor, Servant Leadership) was described in Section 3.A above. Subsequent to their articulation a member of the president's cabinet has been appointed by the president to







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oversee the advancement, attainment, and assessment of each of the core themes, and to ensure that these core themes are deeply considered in the strategic work of the cabinet. Each of these Core Theme Champions works with one or more institutional constituent groups over the course of each year to review the objectives and thresholds for core theme attainment; receive, review, analyze, data related to core theme attainment; suggest refinement to the assessment mechanisms and data collection/analysis; recommend institutional actions to enhance core theme attainment; report on core theme attainment recommendations to the Council of Trustees; and ensure that each of the core themes is actively considered in cabinet level strategic conversations as well as cross campus operational considerations. The president's cabinet assignments as Core Theme Champions, and the respective constituent review groups for each core theme are:

Lutheran Core Theme - Johnnie Driessner, Chief Vision Officer. Constituent review groups include professional staff of the Center for Applied Lutheran Leadership, and the faculty of the Department of Religion.

Rigor Core Theme - Joe Mannion, Chief Academic Officer. Constituent review groups include the Academic Council.

Servant Leadership Core Theme - Gary Withers, Chief External Relations Officer. Constituent review groups include professional staff of the Office of External Relations, the Concordia University Foundation, and the Office of Service Leadership.

The university’s Mission and Core Themes gives rise to a future focused, 10-year horizon institutional vision, Vision 2024, to which the university chooses to navigate as the desired manifestation of its mission in the future. This strategic vision (currently Vision 2024) is rooted in the mission and core themes. Specific and intentional linkages can be found in the Mission Vision Crosswalk. This vision statement, when adopted, gives rise to the university’s Strategic Goals (10 under Vision 2024). In their annual cycle, as colleges and departments plan for ongoing improvement and modification of their programs and services, and as they develop specific budgetary requests for the allocation of resources for those improvements and modifications, their plans are directly articulated with the University’s strategic goals which derive from and drive back to the university’s mission, core themes and their objectives. In their February meeting, after review of both the Mission Fulfillment Report and Vision Attainment Report the Council of Trustees establishes a set of strategic priorities (highlighted in blue within the Vision Attainment Report) for the following fiscal year from amongst the strategic goals. The Council of Trustees approved three Strategic Priorities for 2016-17 are:

http://www.cu-portland.edu/sites/default/files/pdf/Vision2024.pdf






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Intentional Enrollment, Student Success and Stewardship/Value. These reports as well as the Council of Trustee’s strategic priorities are shared with the campus management team to help inform their departmental plans and budgets, and these reports and the strategic priorities further inform decisions concerning the allocation of institutional resources in the following year’s plans and budget.

3.B.2

Standard: Planning for core theme programs and services guides the selection of contributing components of those programs and services to ensure they are aligned with and contribute to achievement of the goals or intended outcomes of the respective programs and services. As described above in Sections 3.A and 3.B.1 the core themes and their objectives, as well as the resulting strategic goals and strategic priorities, are directly utilized as the starting point for all college and departmental planning and reviews. These also directly inform and influence the selection of new programs (please see section 5.B.1). As a result, all institutional programs and services are developed, assessed, and resources prioritized in light of the mission and core themes. While all departments plan and prioritize with the core themes in mind, the impact on core theme attainment is particularly poignant, and has great potential to impact the organization's operations, programs, and services particularly in those departments that are directly or indirectly led and managed by the Core Theme Champions and the constituent resource groups that they use in the analysis and advancement of those core themes. In the case of the Lutheran Core Theme, specific programs and services in the Center for Applied Lutheran Leadership (CALL) and in the Department of Religion, are considered, prioritized, assessed, and modified in ways directly influenced by the Lutheran Core Theme and its attainment. In the case of the Rigor Core Theme, specific programs and services in the university’s five colleges, and all of the academic support services, and the student support services are heavily influenced by the rigor core theme and its attainment. And finally, in the case of the servant leadership core theme, specific programs and services in the Office of External Relations, as well as the Office of Servant Leadership, are significantly influenced by the servant leadership core theme in its attainment.


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3.B.3

Standard: Core theme planning is informed by the collection of appropriately defined data that are analyzed and used to evaluate accomplishment of core theme objectives. Planning for programs and services is informed by the collection of appropriately defined data that are used to evaluate achievement of the goals or intended outcomes of those programs and services. On an annual basis data is collected on core theme attainment as outlined in the board adopted objectives, performance indicators, and thresholds described above in Sections 1.B and 3.B.1 & 2. The data is collected by the University Analytics, Research, and Assessment (UARA) department and then discussed with and validated by a cross campus UARA Committee to provide input on data accuracy and validity. This data is then provided to the Core Theme Champion (President’s Cabinet Member) who then discusses the resulting data with their respective constituent review group(s) (see Section 3.B.1), along with a representative from the UARA, to analyze performance and progress against thresholds for each performance indicator. This discussion is followed by discussions leading to recommendations for modifications to services and programs in order to further enhance core theme attainment. These recommended changes are considered by the individual university college/department in their own departmental planning and budgeting processes. As part of that process, specific objectives and assessment metrics are included within the departmental plan. The review of the collection of appropriate data, the definition/selection of appropriate data, the analysis of the data and the use of the data occurs regularly, in collaboration with the appropriate content experts/stakeholders and with a high-level of scrutiny to vigilantly ensure the best inputs. Please, see 4.A.6 for details of these processes. In addition to the infusion of core theme planning into academic and operational department work, these also inform the president's cabinet and the Council of Trustees through the annual report presented to them, the Mission Fulfillment Report.




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Standard 4: Effectiveness and Improvement

4.A Assessment

4.A.1

Standard: The institution engages in ongoing systematic collection and analysis of meaningful, assessable, and verifiable data, quantitative and/or qualitative, as appropriate to its indicators of achievement's the basis for evaluating the accomplishment of its core theme objectives. Concordia University's Council of Trustees, upon recommendation of the president, has adopted a set of objectives, indicators of achievement, and thresholds for the assessment of each of the three core themes. These assessment elements were developed for each core theme under the direction of a cabinet level 'champion' in active conversation in collaboration with groups and individuals across campus. The President's Cabinet assignments as Core Theme Champions, and the respective constituent review groups for each core theme are:

Lutheran Core Theme - Johnnie Driessner, Chief Vision Officer. Constituent review groups include professional staff of the Center for Applied Lutheran Leadership, and the faculty of the Department of Religion.

Rigor Core Theme - Joe Mannion, Chief Academic Officer. Constituent review groups include the Academic Council.

Servant Leadership Core Theme - Gary Withers, Chief External Relations Officer. Constituent review groups include professional staff of the Office of External Relations, the Concordia University Foundation, and the Office of Service Leadership.

Over the summer and early fall of each year the University Assessment, Research, and Analytics department (UARA) collects, verifies, and validates data related to the indicators of achievement for all core theme objectives. This verification and validation process includes a review of draft data by a broad-based UARA committee. A summary of the validated data for the indicators of achievement for the objectives of each strategic goal are reviewed by the cabinet champion for that each strategic goal as well as other individuals and groups across campus. This data is analyzed and determination of degree of performance against the thresholds are determined. The review of the collection of appropriate data, the definition/selection of appropriate data, the analysis of the data and the use of the data occurs regularly, in collaboration with the appropriate content experts/stakeholders and with a high-level of scrutiny to vigilantly ensure the best inputs. The UARA Committee further identifies and works with relevant content experts/stakeholders for each core theme objective area to collaboratively identify


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recommended improvements to the assessment processes themselves as well as recommended actions/budget-allocations for continuous improvement and achievement of core theme objectives. Please, see 4.A.6 for details of these processes. The results of university performance on the three core themes is and compiled into the annual Mission Fulfillment Report. This report is discussed by the President's Cabinet prior to being shared and discussed with the Council of Trustees at their October meeting.

4.A.2

Standard: The institution engages in an effective system of evaluation of its programs and services, wherever offered and however delivered, to evaluate achievement of clearly identified program goals or intended outcomes. Faculty have a primary role in the evaluation of educational programs and services. All university programs and student services have developed annual evaluations under the guidance of the University Analytics, Research and Assessment department (UARA). All academic assessment initiatives engage faculty as primary to the evaluation process. Additionally, the president and Council of Trustees annually review these university wide assessments. Faculty have a primary role in the evaluation of programs and services leading to faculty-derived recommendations for improvement. Each major/program has developed outcomes that directly connect to the vision of the university and its 10 strategic goals. In addition, each course contains specific outcomes related to the course as articulated in each course syllabi/prospectus. See Dropbox location for temporary access to all course syllabi and prospectuses. Clearly identified program goals, intended outcomes, benchmarks and findings for each major/program can be accessed within Taskstream. Example 2016-17 Department Assessment Plans

(The full 600 page document is available upon request and contains all departments across all years as well as the documented alignment of every academic and operational departmental outcome with one or more of the university Vision 2024 Strategic Goals and the University Mission)

Example 2016-17 Department Recommendations for Improvement Example 2015-16 Department Recommendations for Improvement

(Also available upon request are the 2015-16 department assessment plans, results and full recommendations for improvement.)

Students have a voice in program improvement through the course assessment offered near the close of each course. Information from course evaluations is used as a tool for faculty when considering curricular and program decisions. Course evaluations are available to department chairs/program directors/deans for review. All Concordia Colleges and Schools actively evaluate their programs each term.



https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00k3cthphfzkzwchfh/EXAMPLES_from_the_FULL_Copy_of_2016-17_Departmental_Assessment_Plans.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00klfbfjfpclhxchfk/Examples_Fall_2016_results-informed_departmental_improvement_recommendations.pdf



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In the College of Arts and Sciences, student performance is assessed in each class through instructor-developed rubrics. Department and program faculty review the benchmarks and findings annually for their respective areas and make recommendations for curricular changes and improvements. Changes that require approval of the College Academic Policies Committee (CAPC) are submitted as required. Some departments/programs utilize nationally normed tests to assess student performance in specific disciplines. The Psychology Department, for example, administers the Area Concentration Achievement Test (ACAT) to its majors to assess the impact of its curriculum on students. It found that students were under performing in the knowledge of clinical/counseling psychology. In addition, the department conducted student surveys among its majors and found that a majority of its students were interested in graduate work in clinical/counseling. As a result, the department developed a new course entitled: Introduction to Clinical Psychology Department of Psychology CAS Update F16.pdf (slide 13). The College of Arts & Sciences oversees the general education curriculum outcomes and evaluation as described in sections 2.C.9 and 2.C.10. For each College of Education program, 6-8 critical assessments have been identified to assess candidates' progress throughout the program. The critical assessments were developed by faculty and are consistently applied, whether the course is offered online or on ground, regardless of instructor. Students upload critical assessment assignments into Taskstream. Critical assessments are scored on faculty-developed rubrics, first for assignment criteria, and additionally for professional standards (for example, inTASC standards for teacher education students, NAEYC standards for BS in ECE students, and NELP standards for administrative candidates). Department and program faculty review the benchmarks and findings annually for their respective areas and make recommendations for curricular changes and improvements. Changes that require approval of the CAPC are submitted as required. In the College of Health and Human Services the student and program evaluation is determined by the individual programs based on requirements of their professions and accreditation standards (detailed for each program in 4.A.3 and in each program's appended self-study documents). College of Health and Human Services faculty review benchmarks and findings annually in outcome-related areas and make recommendations for curricular and/or programmatic changes and improvements. The School of Law, to be accredited by the American Bar Association, (ABA), must demonstrate that it engages in effective system of evaluation of its programs and services. The ABA does routine site visits to ascertain the school's success (or lack thereof). The last

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00k3ckfgzlfnhizffj/4.A.2_3_Department_of_Psychology_CAS_Update_F16.pdf


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visit was in November 2016. The School of Law must demonstrate that it is operating in compliance with the ABA Standards. The School of law completes an annual questionnaire, self-study, site evaluation questionnaire, and such other information as the ABA Accreditation Committee or Council may require. In order to meet the standards and help monitor the school's success, the School of Law actively evaluates its programs all year through the following Standing Committees: Faculty Affairs Committee; Admission, Retention, and Financial Aid Committee; the Student Affairs Committee; and the Curriculum Committee. Each of these committees are defined in the Concordia School of Law Faculty Handbook. The School of Management, in addition to course-based assignments and associated rubrics, utilizes nationally normed tests to assess student performance in specific disciplines. The SOM does pre-/post- testing of all SOM incoming and outgoing undergraduate majors and graduate students. Specifically, the SOM administers both the BCTST (Insight Assessment's Business Critical Thinking Skills Test) and the Peregrine's CPC (Common Professional Component) exams to assess the impact of its curriculum on students. School of Management faculty review benchmarks and findings annually in all outcome-related areas and make recommendations for curricular and/or programmatic changes and improvements.

4.A.3

Standard: The institution documents, through an effective, regular, and comprehensive system of assessment of student achievement, that students who complete its educational courses, programs, and degrees, wherever offered and however delivered, achieve identified course, program, and degree learning outcomes. Faculty with teaching responsibilities are responsible for evaluating student achievement of clearly identified learning outcomes. Each Concordia University major/program has developed student outcomes that directly connect to the vision of the university and its 10 strategic goals. Student performance is assessed by the faculty member assigned to teach the class, for each class, every semester. Results are documented at the end of each course. Department and program faculty review the benchmarks and findings annually for their respective areas and make recommendations for curricular changes and improvements. College of Arts and Sciences (CAS) The CAS is responsible for teaching the general education courses for the BA and BS programs. The university has identified seven “Core Competencies” Gen Ed - 7 Core Competencies.pdf. These competencies establish the outcomes of Concordia’s general education curriculum and support the three core institutional themes: Lutheran, Rigor and Servant Leadership.

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00k1cbz9e4chfscefa/2016_2017_LAW_Faculty_Handbook.pdf



https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kbz6cmzlfnhizffd/4.A.3_3_Gen_Ed_-_7_Core_Competencies.pdf



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CORE COMPETENCIES:

1. Christian engagement & values competency 2. Critical & creative thinking competency 3. Communication competency 4. Quantitative reasoning competency 5. Integrative learning competency 6. Appreciation of diversity & intercultural knowledge competency 7. Lifelong learning & life skills competency

Students in each of the general education courses taught at Concordia are assessed each semester on these competencies Gen Ed Courses - S16.pdf. Competencies assessed are assigned to specific general education courses as seen in the General Education Core Competency Matrix [Exhibit 3]. Instructors use the assessment rubrics provided to determine individual student competency (Gen Ed 7 Core Competencies). Assessment data is incorporated into Blackboard and aggregated at the end of each semester. Results are available back to Fall 2013 CAS - CC results 13-16.pdf and CAS - CC stats 15-16.pdf, with the exception of Spring 2015 (transition in staff). Each of the undergraduate programs within CAS require a senior capstone experience to graduate. The capstone experience can either be a thesis or practicum. Psychology and Biology majors can also opt to take an internship. Seniors are required to participate in a Senior Symposium before graduation CAS - Senior Symposium S16.pdf. The symposium celebrates the capstone experience each semester of graduating seniors. In some cases, seniors opt to do both a thesis and an internship/practicum. Each of the three graduate programs within CAS also require either a thesis or practicum as part of a culminating project. Students within CAS undergo regular assessment through general education courses all the way through to the senior capstone experience within a major. This permits the CAS faculty to have comprehensive knowledge of individual student performance. College of Education (COE) For each COE program, 6-8 critical assessments have been identified to assess candidates’ progress throughout the program. The critical assessments were developed by faculty and are consistently applied, whether the course is offered online or on ground, regardless of instructor. Students upload critical assessment assignments into Taskstream. Critical assessments are scored on faculty-developed rubrics, first for assignment criteria, and additionally for the mastery level on professional standards (for example, inTASC standards for teacher education students, NAEYC standards for BS in ECE students, and NELP standards for administrative candidates). Each of the programs within the COE require a capstone-like experience to graduate:

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00krclhizlfnhizffz/4.A.3_4_Gen_Ed_-_CC_matrix.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kucpzifgz6cmzffo/Gen_Ed_-_CC_matrix.pdf



https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kwcthizlfnhizffm/4.A.3_6_CAS_-_CC_results_13-16.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kscwhizlfnhizffl/4.A.3_7_CAS_-_CC_stats_15-16.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kscwhizlfnhizffl/4.A.3_7_CAS_-_CC_stats_15-16.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kef4cjzlfnhizffh/4.A.3_10_CAS_-_Senior_Symposium_S16.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kef4cjzlfnhizffh/4.A.3_10_CAS_-_Senior_Symposium_S16.pdf


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Preliminary licensure candidates (BA in Edu and MAT) complete a student teaching experience.

BS in ECE students complete an internship, which requires a capstone project as a part of the experience.

M.Ed. Candidates have a choice between three capstone experiences: Action Research, Thesis, or Practitioner Inquiry.

Ed.D. Candidates complete a dissertation. Assessments during these capstone experiences are included as program critical assessments. In addition, The College of Education Placement Office provides program assessment surveys electronically at one, three, and five- year intervals to BA and MAT program completers and the schools that hire them. The results are shared with the education faculty and Consortium and contents are reviewed, assessed and incorporated as appropriate into program planning and revisions. On the M.Ed. level, program evaluations are gathered during the final course from all candidates who complete a degree or endorsement. The Program Completer survey aligns with InTASC standards. College of Health and Human Services (CHHS) EXERCISE AND SPORTS SCIENCE EVALUATION The assessment plan for learning outcomes in the ESS program consists of a multi-faceted approach. The first level of assessment includes measuring the nine learning outcomes over the course of a three-year rolling cycle. Rubrics for each outcome have been developed by the instructor and approved by the assessment committee. It is the expectation of the assessment committee that 80% of the students will score in the “outstanding” or “proficient” category on each outcome assessment. The second level of assessment includes a pre- and post-test of content knowledge. The pre-test is administered annually in the ESS 250 Introduction to ESS class (starting in Spring of 2015). The post-test is administered during the finals week (starting Fall 2014) of the last semester of the students’ academic program. ESS graduates are expected to score 80% or the better on the post-test. The pre- and post-test are comprised of the same questions; the exam questions were written by individual ESS faculty members, reviewed and approved by the assessment committee. SOCIAL WORK PROGRAM EVALUATION The Concordia Social Work Program has developed procedures, multiples measures, and benchmarks to assess the competence of our students and the success of our Program. Procedures have been established to assure consistent, accurate, and complete

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00k1hfzhzwchfpchfo/COE_Program_Summary_June-Dec_2016.xlsx



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compilation of Program competency data. Two measures have been established to evaluate students’ ability in each practice behavior. The practice behavior data are then compiled, in order to measure the percentage of social work students who successfully meet each of the ten overall competencies. Clear benchmarks have been set for both the ten competencies and the 41 practice behaviors. Using the Assessment Results: Concordia’s Social Work Program faculty has been collecting data and assessing program effectiveness for more than twenty years. This process has resulted in significant changes in curriculum and policies. For example, when the assessment process identified an on-going weakness in students’ writing skills, Program faculty sought out the assistance of their English Department colleagues and added a required upper division three-credit writing course designed to meet the needs of social work students: Technical Writing (WR 306). The assessment process also identified the challenge critical thinking presents for many of our students. To address that Program weakness, one full-time social work faculty re-designed Human Behavior in the Social Environment (SCW 351) to enhance students’ critical thinking skills. Both changes have brought about significant improvement in students’ ability to successfully perform generalist social work skills. NURSING PROGRAM EVALUATION The Nursing Program performs ongoing collection of data to track the effectiveness of the program and to foster program improvement. A Systematic Plan of Evaluation for the Nursing Program was created by the Nursing Program Director. It was reviewed by the Nursing Faculty and approved in Spring, 2013. The Evaluation Plan is organized by Standard and each key element in the standard is listed in the plan. Each element has an intended outcome, assessment method or tools and a general timeline identified for the assessment. The evaluation plan is updated and revised by the Nursing Faculty as needed. Collected data include, but are not limited to, student satisfaction, student mastery, graduate satisfaction, employer satisfaction, graduation rate, NCLEX-RN first-time pass rates, and employment rates. Results of expected student outcomes are reviewed by the Nursing Program Director and the Nursing Faculty, who determine appropriate actions to be taken. Evaluation of Student Learning: Faculty use a wide variety of assessment strategies to evaluate student performance at the course level and the program level and at program completion for achievement of course outcomes (objectives) and competencies. Each course syllabus identifies specific student learning outcomes to be mastered for successful completion of the course and the criteria used to evaluate course performance. Course syllabi are accessible to students on Blackboard, are viewed the first week of class with students, and throughout the semester (Available in the Resource Room). Examples of methods used to evaluate student learning include exams, quizzes, group work, presentations, concept maps, papers, and demonstration of skills and clinical observation (specific examples in Table 3.4). Clinical evaluation provides for formative and summative evaluation of student progress.


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Clinical evaluation tools are used by clinical faculty to evaluate course objectives and desired clinical learning outcomes (Available in the Resource Room). In each course, the clinical evaluation tool is part of the course materials and is available on Blackboard. Standardized Testing: The Nursing Program, as part of its overall assessment plan, has determined that a series of nationally normed standardized assessments will be required throughout the nursing curriculum. An online standardized testing service, Kaplan, is integrated throughout the curriculum. Kaplan computerized assessments provide tools that assist students throughout the nursing curriculum in identifying areas of strength and weakness in their knowledge. Content mastery tests (Kaplan Integrated Tests) are used to assess student progress throughout the curriculum and to assist students preparing for the NCLEX-RN. In addition, analysis of Kaplan results has been used to evaluate components of the curriculum. An example of how this analysis was used to evaluate student learning outcomes in NUR. 303—Clinical Nursing I (Medical-Surgical Nursing —Care of the Chronically ill) will be available in the Resource Room. Evaluation of Program: Curriculum, clinical experience and teaching-learning practices are evaluated by faculty and students for each course to foster ongoing improvement in courses and support achievement of student learning outcomes (course objectives). Formal student evaluation is completed at the end of each didactic and clinical course through use of an assessment form developed by the university or the Nursing Program. Individual faculty members receive their complete evaluation information, as does the Program Director. These evaluations are used for the assessment of faculty effectiveness and for regular evaluation of courses and the Program. Since 2011, the Kaplan Integrated Testing has been administered to juniors and seniors as part of the Nursing Program’s overall assessment plan of student mastery. The Kaplan Diagnostic and Readiness Exam has been administered since 2013. Employer satisfaction has been collected in an anecdotal manner through our Nursing Advisory Committee. Notes of those meetings are available in the Resource Room. A formalized electronic survey was sent to employers during the Fall 2014 semester and every five years thereafter. The majority of the Committee’s members represent health care agencies where many of our graduates are employed. The graduation rate is calculated annually by the Nursing Program Director. Graduation rates are expressed as the percentage of admitted students who complete their program (on-time) within six semesters, including two summer semesters. Other trends and calculations are completed for students who are graduated in a time frame greater than six semesters. The NCLEX-RN pass rate represents first-attempt test takers who took the exam in a given year, regardless of their graduation date as reported by the National Council of State Boards of Nursing. The data are received quarterly and are compared to state and national trends. The Oregon State Board of Nursing does report annual pass rates from the fourth quarter of one year through the third quarter for the following year. The OSBN requires


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nursing programs to have a first-time NCLEX-RN pass rate of a mean of 85% over every two-year period. Beginning in 2014, employment rates are tracked by the Nursing Program through several questions sent electronically to Nursing Program alumni. The survey is scheduled to be sent every year in early spring for the class graduated the previous year. The first on-line survey included alumni from 2011-2013. Prior to 2014, results were self-reported as students communicate with faculty and staff of the Program. HEALTH CARE ADMINISTRATION EVALUATION The primary responsibility for ongoing evaluation and assessment for the HCA program rests with the Program Chair assisted by the program's full time faculty. The program assessment effort is supported by the College of Health & Human Services (CHHS) who assists with system development, criteria development, and data management. Program assessment and outcomes improvement is an HCA program goal, a CHHS goal, and a University goal. Although the overall assessment infrastructure is in place, this area is an ongoing effort and opportunity for improvement including criteria specificity, data gathering, trending over time, and enhanced improvement efforts based on assessment results. Advancing these areas is one of the major goals and priorities for the HCA program. Our goal is a comprehensive assessment process that is relevant to the program's student outcomes, is clear and usable by faculty, and helps drive the program to higher levels of achievement. We recently completed a written HCA assessment plan that covers a number of areas including, but not limited to:

Student population demographics

BEHM information

Program outcome evaluation criteria

Course evaluation criteria

Student competencies

Overall program evaluation by students (an open ended question done at the end of the internship course)

In addition to retrospective evaluation tools and information, we are moving toward using concurrent student feedback during courses in the form of end of class written reflections. These reflections are qualitative, but provide a good and immediate sense of whether students are picking up the key concepts of the course as well as what is working and what is not working for students during the course.


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School of Law (SOL) The Concordia School of Law Faculty have adopted student learning outcomes and competencies that are shaped by Concordia's mission and values: http://law.cu-portland.edu/about/mission-and-values. Assessment is done as described below. Concordia School of Law evaluates its programs in achieving the goals set out in its learning outcomes and in individual courses. Examples of informal self-assessment include Faculty using a battery of multiple-choice questions to compare the level of performance achieved at Concordia Law with those at other schools or using performance on the battery over time to assess the impact of some types of instruction on likely bar passing ability. More structured assessment is provided by evaluations of students in externship and clinical programs, which provides evidence of students’ ability to perform in real-world environments. Concordia School of Law has reviewed closely the evaluations of the supervisors of its externship students. Concordia School of Law also uses bar exam results to assess its students. At this writing, it has three bar exams to judge from, the July 2015 results at 55.6 percent, and the February 2016 results at 71.4 percent, and the July 2016 results at 81.0 percent, for a weighted first time bar passage rate of 72.7 percent. Idaho shares with Alaska the highest cut score required for passage of the Uniform Bar Examination. Concordia School of Law exceeds all present and proposed ABA bar passage requirements. To measure the success of the program of legal education, Concordia School of Law has started the process of mapping the learning outcomes and assessment measures for each required course across the curriculum. This process took nearly a year, but each faculty member contributed to both the curriculum map and the assessment measures for the courses that faculty members teach. The current assessment measures map used to evaluate our program of legal education covers the mandatory courses, as well as the List A/B courses. Finally, Concordia School of Law is in the process of identifying ways to accurately measure the success of the school. The Faculty is discussing ways it might use bar passage rates, placement rates, and surveys of attorneys to better evaluate curriculum. School of Management (SOM) In additional to course-based assignments and associated rubrics, the School of Management utilizes nationally normed tests to assess student performance in specific disciplines. The SOM does pre-/post- testing of all SOM incoming and outgoing undergraduate majors and graduate students. Specifically, the SOM administers both the BCTST (Insight Assessment’s Business Critical Thinking Skills Test) and the Peregrine’s CPC (Common Professional Component) exams to assess the impact of its curriculum on students.

http://law.cu-portland.edu/about/mission-and-values

http://law.cu-portland.edu/about/mission-and-values


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4.A.4

Standard: The institution evaluates holistically the alignment, correlation, and integration of programs and services with respect to accomplishment of core theme objectives. Each university department (academic and support) annually creates a set of departmental objectives, including all programs and services, which are specifically driven from and articulated with the institution's strategic goals. The strategic goals are grounded directly in the university’s mission as shown in the Mission Vision Crosswalk . Holistic analysis of departmental performance and alignment with their strategic goals are reviewed annually. All departments then complete a mid-year and end-of-year assessment of performance on objectives. The midyear assessment directly informs the departments’ assessment of progress, and adjustment of objectives and departmental budget requests for the subsequent year. The annual comprehensive Mission Fulfillment Report provides a comprehensive assessment of university performance of core theme objectives to the Council of Trustees, the cabinet, the Campus Management Team, and the entire university community.

4.A.5

Standard: The institution evaluates holistically the alignment, correlation, and integration of planning, resources, capacity, practices, and assessment with respect to achievement of the goals or intended outcomes of its programs or services, wherever offered and however delivered. Concordia University currently evaluates the organization and effectiveness of the alignment and integration of its evolving and emerging institutional planning, resource allocation, practices, and assessment activities through discussions at Cabinet, campus management team meetings and as regularly utilized/re-assessed in the annual assessment-results-improvement process. Here, the effectiveness of these activities is also evaluated through the annual department objectives, plans, and assessment strategies of the University Analytics, Research, and Assessment (UARA) department as well as the university’s Business and Finance department. Annual faculty and staff surveys also include questions associated with the university’s mission, core themes, vision, strategic goals, and the institutional resource allocation process. Regular student and alumni surveys likewise include questions associated with the university’s mission, core themes, vision, and strategic goals. The results of these surveys are reviewed by the cabinet, campus management team, and individual departments.








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4.A.6

Standard: The institution regularly reviews its assessment processes to ensure they appraise authentic achievements and yield meaningful results that lead to improvement. Concordia regularly reviews its assessment processes to ensure they appraise authentic achievements and yield meaningful results that lead to improvement. We have worked to integrate these two clearly discrete, yet highly interrelated processes. At Concordia, the two concepts of appraising assessments and using results for improvement are inseparable, intentional and regular providing a crucial and integral part of our continuous improvement work at Concordia. The University Analytics, Research and Assessment Committee (UARAC) regularly reviews all assessment processes including survey content and design validity, operational and academic data collection, broad rubric construction and validity, data analysis and more. For example, each time that Concordia sends out any survey, the survey instrument, prior results and the messaging/scheduling mechanisms are all reviewed by a cross-campus collaborative team of faculty, staff, administrators and (where appropriate) students under the oversight of the UARAC. The goal here is to regularly review our assessment processes to ensure that we are utilizing increasingly authentic instruments which will continue to yield increasingly meaningful results leading to increasingly impactful improvement. As but one discrete example, the recent Fall 2016 Student Satisfaction Survey was reviewed by our Institutional Research Board, the ASCU Student Body President (with an option for him to include any/all other student he thought appropriate), our Marketing Department, faculty from various departments, Student Affairs staff, the CAO team including Registrar, Learning Solutions, Athletics, deans, Library and Student Affairs. The survey was enhanced through improved/clarified questions and answer choices, more nationally-aligned normative language, deeper integration with our nationally-normed and administered data collections (NSSE, LSSSE, CLA+, etc.), more targeted campaign plans and incentives. The UARAC also regularly reviews university-level and department-level results and coordinates with all relevant stakeholders to gain two types of recommendations: 1) recommendations regarding the assessment instruments and analysis to ensure that processes and data appraise authentic achievements and yield meaningful results, and 2) recommendations for university/departmental improvement which are grounded in assessment results and recommended by relevant stakeholders. UNIVERSITY-LEVEL Concordia follows an annual cycle of Assessment-Results-Improvement. Within this cycle are specific, annual, regular, intentional times when the institution regularly reviews its assessment processes to ensure that they appraise authentic achievements. Before each October Mission Fulfillment Report is provided to the President's Cabinet and the Council of Trustees, the cross-campus University Analytics, Research and Assessment Committee (UARAC) reviews each section of the report specifically to ensure best-practice assessment data collection, analysis and reporting are in place. Then, the UARAC plays the role of a clearinghouse in determining which next layer of stakeholders to involve in



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both a review of the report and the results (to ensure that these reflect reality) and to create recommendations for improvement, grounded in meaningful results. A similar set of checks-and-balances on both the assessment processes and the use of meaningful results for improvement occurs before each February Vision Attainment Report. The university creates two major assessment reports each year: the annual Vision Attainment Report and the annual Mission Attainment Report within the Concordia annual cycle of assessment-results-improvement. The Vision Attainment Report contains ten sub-reports - one for each of the ten Vision 2024 Strategic Goals. Each of these reports provides a front-page, one-page executive summary of results. Every report also contains a second page which includes two specific elements directly related to this standard. First, every page-two from the Vision Attainment Report contains Considerations Regarding Measurements. These are recommendations to provide even more enhanced assessment processes which appraise even more authentic achievements. Recommendations have resulted in many positive actions which enhance our assessment processes including:

Actions to increase survey responses for employees, students and alumni

Actions to redesign survey questions for greater clarity and more actionable results Actions to increase survey response rates

Addition/updating of survey questions to more greatly align with our investigations of mission fulfillment and vision attainment and for even more authentic appraisal of achievement

The addition of more stringent statistical analysis in the review of results

Deeper insight into respondent types to enhance clearer, more meaningful results leading to improvement

Greater collaboration and inclusion of nearly every department on campus as data collection spans appropriately to all areas of Concordia

An increase in our breadth of types of data included at the university level. Specifically, plans to supplement survey-based data with other sources including nationally-normed sources. Actions based on these recommendations include a Spring 2016 pilot run of the Collegiate Level Assessment (CLA+) of Liberal Arts Learning followed by an extremely successful Fall 2016 run of the CLA+ at Concordia. Also, a renewed focus on the implementation and use of results from the National Survey of Student Engagement and the Law School Survey of Student Engagement at Concordia. Finally, there are tangible plans underway to begin a rotating two-or three-year sequence of surveys to maintain appropriate reduction of survey fatigue and increase the quality of authentic assessments yielding meaningful results for improvement. Between Fall 2017 and Spring 2020, Concordia looks to responsibly incorporate such potential surveys as:

o Faculty Survey of Student Engagement o Library and Information Literacy Quality Assessment







http://nsse.indiana.edu/

http://nsse.indiana.edu/

http://lssse.indiana.edu/

http://fsse.indiana.edu/

https://www.libqual.org/home


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Second, every page-two from the Vision Attainment Report contains specific Recommended Actions for Improvement. While the UARAC and the UARA office act as a vital connecting-point providing data and results to stakeholders, the power of this part of each "page-two" is that UARA and the UARAC are acting as liaisons and concierges to related campus departments to secure recommendations for improvement directly from the relevant stakeholders and area experts. These recommended actions for improvement are deeply and clearly grounded in the results of the report. Then, in each subsequent year, the effectiveness of any enacted recommendations is reviewed considering changes to the original thresholds for improvement (in the Mission Fulfillment Report) or the Key Performance Indicators (KPIs of the Vision Attainment Report). COUNCIL OF TRUSTEES The Concordia integrated approach to reviewing and enhancing assessment processes and yielding meaningful results for improvement is also seen at the level of the Council of Trustees (COT). In February 2016, after reviewing the Vision 2024 Student Success Strategic Goal Report, the Council of Trustees recommended that they, themselves, establish a task-force to lead the process of drafting a mission-centric and compelling statement articulating the university's commitment to advance equity and diversity, for consideration by the entire Council of Trustees. This statement will serve as a guiding document to inform policy and program development moving forward. The COT Task Force on Equity, Inclusion and Diversity Statement is currently active with the intent to recommend a Diversity, Inclusion and Equity statement to the COT by July, 2017 including a framework by which we can regularly review our assessment processes to ensure they appraise authentic data regarding to inclusion and diversity which yield meaningful results that lead to improvement in this vital area of inclusion and diversity. GENERAL EDUCATION As an example at the student learning level, our approach to our Core Competency General Education assessment includes regular review of our Core Competency assessment processes to ensure they are appraising authentic student achievements and are yielding meaningful results, (specifically provided to and reviewed by faculty), which lead to specific, tangible improvements in the General Education learning of our undergraduate students. Before each Fall term, the faculty from the College of Arts and Sciences (wherein the majority of General Education courses reside) review the Core Competency assessment results from the prior year. Faculty from College of Health and Human Services are also involved as they teach one additional section of Core Competency General Education. Faculty review the results from the prior year within the context of many years of longitudinal data Fall 2013 to Spring 2016 CU General Education Core Competency Results Summary. Faculty then make two sets of recommendations. First, they recommended enhancements and changes to Core Competency assessment processes to gain increases in participation, more authentic student artifacts of achievement, to increase clarity of results, to increase the actionable nature of results, to increase deeper rubric-level reporting, and to apply more stringent

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00k6escefoz1hczfff/Fall_2016_CC_Results_for_Improvement_SUMMARY.pdf




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statistical analysis. This effort by faculty is with the goal of ensuring that assessments appraise authentic achievements and yield meaningful results that lead to improvement. Second, they recommend specific actions for improvement of both the student experience in, and the student achievement of, General Education Core Competencies at Concordia. See Fall of 2016 College of Arts and Sciences Faculty Recommendations and Actions for Core Competencies. This example also shows the integration of our review of assessment processes to ensure they appraise authentic achievements/data with meaningful results leading to improvement 2016-17 Action Items to Improve Gen Eds. ACADEMIC AND OPERATIONAL DEPARTMENTS Concordia follows an annual cycle of Assessment Results Improvement. Within this cycle, each academic and operational department embark upon a regular review of its assessment processes to ensure they appraise authentic achievements. In the summer or early fall, each department revisits their departmental assessment plan (Tree) from the prior year; updates the assessment plans/instruments/data collection/analysis for the upcoming year. Throughout the year, each department sets forth to actualize the data collection and analysis, and provides a twice-yearly reporting of meaningful results for allocation and improvement. In December, mid-point results are viewed, in context with historic results from prior years. New budget allocation requests for the following fiscal year are made grounded in these assessment results. At the end of each academic/fiscal year, final results are viewed, in context with historic results from prior years. Here, departmental recommendations for change are documented for the following academic year. Similar to the processes for the Mission and Vision Reports, at both of these stages, each department considers: 1) changes to the assessment plan/instruments/collection/analysis in order to ensure increasingly authentic achievements yielding meaningful results that lead to improvement, and, 2) recommendations for improvement which are documented, prioritized, then, appropriately, actualized. For evidence of both 1 and 2, see Example 2015-16 Recommendations for Improvement Based on Assessment Results. For additional details and evidence, see section 4.A.2. At the institutional level, Concordia provides many check and balances to existing assessment processes to ensure they appraise authentic achievements and yield meaningful results that lead to improvement. In our annual Vision Attainment Report, stakeholders annual reflect on the measures of each Strategic Goal. Stakeholders provide input and feedback regarding the measurements used and offer considerations to improvement measurements in the report for the following year. Each report contains a section detailing how considerations from the previous year have been addressed and completed in the current report. This provides an annual vehicle to appraise the assessment processes and measures and to regularly ensure they appraise authentic achievement and yield meaningful results leading to improvement. For additional details and evidence, see section 5.B.2.

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kshafsckfkhfzffy/2016-17_Faculty_recommendations_improvement_based_on_Core_Competency_Results.pdf










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4.B Improvement

4.B.1

Standard: Results of core theme assessments and results of assessments of programs and services are: a) based on meaningful institutionally identified indicators of achievement; b) used for improvement by informing planning, decision making, and allocation of resources and capacity; and c) made available to appropriate constituencies in a timely manner. The university's core theme assessment and results of assessments of programs and services are:

1. Based on meaningful institutionally identified indicators of achievement. At Concordia the University's core theme assessment begins with a broadly developed and board-approved set of objectives, indicators of achievement, and thresholds. These assessment elements are annually assessed and reviewed to ensure validity and reliability by a cross-campus group of evaluation-experts, content experts and relevant stakeholders (please, see section 4.A.6). These core themes are then linked to the university's strategic vision, Vision 2024, through a specific Mission Vision Crosswalk which links the core themes with strategic goals. The strategic goals are likewise described and assessed through related objectives, indicators of achievement, and thresholds. These are likewise annually assessed and reviewed.

2. Used for improvement by informed planning, decision-making, and

allocation of resources and capacity. As described above in section 4.A departmental planning, objectives, and assessment across the university are driven from and directly linked to the university's strategic goals. This linkage to the strategic goals of the university, and through the mission vision crosswalk, to the mission and core themes, drive the development of departmental plans and budget requests and inform ultimate resource allocation (please see the annual assessment-results-improvement cycle plan). On an annual basis, when the Mission Fulfillment Report, is shared with the Council of Trustees, the core theme champions includes a report of institutional actions and initiatives aimed at enhancing mission fulfillment. The 2016 report of Core Theme Enhancement Initiatives was presented in October 2016. Additionally, the subsequent budget allocation requests and recommendations for departmental improvement from each academic and operational department include the infusion of links/relationships to appropriate Vision 2024 Strategic Goals and, therefore, through the crosswalk, mission core themes.

3. Made available to appropriate constituencies in a timely manner. The annual Mission Fulfillment Report and Vision Attainment Report broadly distributed across the institution. These reports are formally shared with and discussed with the Council of Trustees, the President's Cabinet, and the






https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kmh7eyhcz3c5cefu/Core_Theme_Enhancement_Initiatives.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kmh7eyhcz3c5cefu/Core_Theme_Enhancement_Initiatives.pdf






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Campus Management Team. In addition, the results of these summative reports are shared with the university marketing department and Concordia University Foundation to inform structure and messages associated with the university marketing and recruitment materials, digital presence, and publications.

4.B.2

Standard: The institution uses the results of its assessment of student learning to inform academic and learning-support planning and practices that lead to enhancement of student learning achievements. Results of student learning assessments are made available to appropriate constituencies in a timely manner. Results of student learning outcomes are provided to the appropriate faculty, program directors, deans and other constituents on a consistent basis throughout the academic year. The institution regularly uses the results of its assessment of student learning to inform academic and learning-support planning and practices that lead to enhancement of student learning achievements. Examples Summer 2016, the Chemistry Department reviewed recent and historic results of student learning assessment for departmental outcomes. Faculty particularly investigated results where the departmental student learning outcome was not met. Assessment results led faculty to an informed academic decision to enhance student learning by “improving mathematical skills.” Upon investigation, faculty learned/confirmed that “students require extensive practice solving mathematically rigorous problems.” Faculty determined to achieve the departmental student learning outcome by providing “follow up homework assignments with appropriate mathematical difficulty [to be] given after Exam 3 until the score is 75% or better.” Summer 2016, the English Department reviewed recent and historic results of student learning assessment for departmental outcomes. Faculty particularly investigated results where the departmental student learning outcome was not met. Assessment results led faculty to an informed academic decision to enhance student learning as “students need additional practice reading critically and analyzing passages of literature.” The faculty review of the assessment results determined the change/improvement which would bring about this enhancement of student learning achievements: “Two textual analysis assignments will be given in the semester rather than just one in order to reach 60% proficiency in our English majors.” Additionally, assessment results led faculty to determine that "additional experience with literary and textual analysis is needed” which resulted in a decision that “literary analysis will be introduced earlier in the semester and more time will be spent teaching the mechanics of textual analysis.” For additional information on these and other examples of the institution using the results of its assessment of student learning to inform academic and learning support planning


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and practices that lead to enhancement of student learning achievements, please see: Example 2016-17 Recommendations for Improvement Based on Assessment Results 2016-17 Action Items to Improve Gen Eds School of Law (SOL) The School of Law embraces a variety of assessments of student learning and uses them to inform academic and learning-support decisions which lead to enhancement of student learning achievements. Results span the student lifecycle from before an applicant becomes a student to after a student has graduated. Below are some of the ways in which the School of Law uses data according to the chronology of the student life-cycle, from identifying prospective students with the talent to succeed in law school, to assessing the success of its education, to advising students on how to prepare for the bar exam:

1. First-Semester Academic Support:

All first-year courses require graded midterms, or in the case of Legal Research and Writing I, at least one significant assignment before the final through which the faculty member provides detailed feedback regarding the students’ performance. The first-semester results are especially important in identifying students in need of help before their academic records include final course grades.

To use these assessments to aid in identifying struggling students, the Associate Dean of Academics prepares a spreadsheet that standardizes the scores on all first-year midterms. The spreadsheet uses color-coding to identify students whose average scores on their midterms are poor even if their scores in any one course are sufficiently close to average to escape concern. These data are shared with the relevant instructors and discussed in meetings.

The School of Law uses the first-semester final exam results to determine the effectiveness of these efforts. Because all students participate in the programs, Concordia Law was unable to set up a control group for measuring its effects. However, a comparison of the midterm and course grades shows a change in distribution that reflects a reduction in the number of extremely low scores, moving from a negative to a positive skewness. That effect is especially remarkable because the midterm grades constituted part of their course grade, so the shift as to their post-midterm performance was even greater.

2. Assessing the Second-Semester Academic Support Program with Subsequent

Grades:

The School of Law uses its first-semester assessment of student learning to identify students for its academic support program.





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The School of Law's academic support curriculum includes the course "Foundations of Legal Analysis" (FLA), which is graded for credit. It focuses on fundamental lawyering skills (e.g., critical reading, writing, and analysis) with a primary goal of improving student performance across the first-year curriculum.

The School of Law incorporates existing data, results from other courses, as a form of embedded assessment of the FLA program. The course has a strongly positive effect on law school grades. Students who took the course experienced an increase in GPA from 2.12 to 2.63, measured from the semester before the course to the semester after the course, excluding students who did not take courses in either the semester before or the semester after FLA to avoid possible confounding factors.

3. Using Bar-Passage Results to Assess the Academic Program:

The School of Law uses its bar-passage statistics to assess its overall academic programs. These efforts are at a preliminary stage because the school has had only one-and-one-half years of bar takers, and these classes were relatively small.

The most general observation is that logistic regression analysis shows that law school grades are excellent predictors of bar passage. In fact, law school performance is a much better predictor than performance on the pre-admission predictors of success, such as UGPA and LSAT. This validates the courses offered by the school and the assessment in them, and shows that the School of Law is doing more than selecting good test takers.

The School of Law also uses data from the bar to assess individual programs. One example of this is with the one-credit course entitled Bar Exam Planning. Preliminary results suggested that the program was not helpful, with the students enrolling in the course having a bar passage rate of 50%, as opposed to 65% for the overall rate in those cohorts. These results led to discussions about revising the program. Subsequent results have been more positive, but the process of examining the data on performance of people who have been in the course, controlling for their other predictors of bar passage, such as law school grades, shows the commitment of the School of Law to evaluating its work.

The School of Law has an evaluation system specific to law school instruction that ultimately serves to help improve programming and student outcomes. The paper and online student evaluations, along with other forms (emails, student government proposals, student committee representatives) of student feedback, provides information and is utilized when considering curricular modifications and future hiring. Additionally, the law school conducts an annual Law School Survey of Student Engagement (LSSSE), which reviews the law school and classroom experiences more generally. This survey information and the annual trends are available and provided,


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specifically, to the Associate Dean of Academics, Assistant Dean of Career Services and Student Affairs, and the University Analytics, Research and Assessment department. Presentations of the findings are made to the Law Management Team and Faculty, with an opportunity to review the findings at their leisure.

College of Arts and Sciences (CAS) Each academic program within the College of Arts & Sciences (CAS) maintains an assessment file in Taskstream containing Vision 2024 strategic goals along with accumulated assessment artifacts. Departments typically review program assessment material at the end of each academic year. The Psychology Department, for example, introduced a new clinical psychology course PSY 364 in Spring 2016 after students under performed on the Area Concentration Achievement Test (ACAT) administered to program majors. Other programs within CAS are considering the use of ACAT tests in their respective disciplines: biology, English and history. Such tests provide departments with national comparisons for Concordia majors. In addition, CAS regularly assesses the seven Core Competencies for the general education curriculum:


Each general education course has 'competencies' assigned, based on an established matrix, and are assessed each semester. The results are provided to each undergraduate department responsible for general education courses (see results from AY 15-16 and AYs 13-16). Departments review core competency results and discuss appropriate curricular improvements. Those results are compiled and used to gather input on general education curricular improvement. This assessment process will be especially useful given the changes that were implemented into the general education curriculum in Fall 2016. College of Education (COE) The College of Education continually assesses the effectiveness of its programs and performance of its candidates through multiple measures, including: 6-8 critical assessments throughout each program, field experience and practicum assessments, student teaching performance assessments, edTPA scores, feedback from candidates during the Consortium year-end review, and candidate performance on state required teacher licensing tests. Information regarding program and candidate effectiveness is also gathered from university supervisors, supervising teachers, and host principals through completion of an electronic, end-of-year assessment.

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kmhmh7e_zohizffp/4.B.2_4_CAS_department_goals_COMBINED.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kmhmh7e_zohizffp/4.B.2_4_CAS_department_goals_COMBINED.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00klzrh7e_zohizffl/4.B.2_6_CAS_-_SCM_-_PSY_364_-_Clinical_Psychology.pdf

http://www.collegeoutcomes.com/lv1/KB/KB03001.aspx

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00khzuh7e_zohizffk/4.B.2_7_CAS_-_ACAT_Disciplines.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00khzuh7e_zohizffk/4.B.2_7_CAS_-_ACAT_Disciplines.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kdzxh7e_zohizffj/4.B.2_8_Gen_Ed_-_CC_matrix.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kqc2cpzlfnhizffu/4.B.2_9_CAS_-_CC_stats_15-16.pdf


https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kjf4cpzlfnhizffs/4.B.2_10_CAS_-_CC_results_13-16.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kjf4cpzlfnhizffs/4.B.2_10_CAS_-_CC_results_13-16.pdf



https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kff_zqzlfnhizffd/4.B.2_11_CAS_-_Ideas_for_improvement_based_on_CC_results.pdf


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The 6-8 identified critical assessments for each academic program measure candidate proficiency at certain checkpoints throughout a program. These critical assessments align with professional standards (i.e.: inTASC, NAEYC, etc.). Candidates submit critical assessments into Taskstream, where assignments are scored using standard specific rubrics to measure proficiency. Each department within the COE sets program benchmarks based on these critical assessments. Departments review the data collected for their academic programs each year, determine whether benchmarks have been met, and develop objectives based on data results. These assessment files are maintained within Taskstream. Programs that lead toward teacher licensure (certification) are approved by the State of Oregon's Teacher Standards and Practices Commission (TSPC). As part of the evaluation process, program completers are required to submit a program evaluation and invited to participate in focus group interviews conducted by the COE Consortium in June of each year. Results of the survey, focus group interviews, and feedback from university supervisors, supervising teachers, and host principals are compiled into a COE Program Assessment report. In the process of reviewing the teacher licensure programs, the COE Consortium reviews the reports, solicits feedback from Program Directors, and makes recommendations. The COE submits a TSPC Annual Report in September of each year that includes program goals, assessment summaries and recommendations from the COE Consortium. The Master of Arts in Teaching (MAT) department, for example, increased the credit hours of the assessment courses (MAT 536: Evaluation and Assessment of Learning, Elementary and MAT 537: Evaluation and Assessment of Learning, Secondary) and classroom management courses (MAT 548: Classroom Management, Elementary and MAT 549: Classroom Management, Secondary) from two semester hours to three semester hours based on data collected from the annual COE Program Assessment. The COE is currently working towards CAEP accreditation. In addition to methods currently in use, data collection, analysis, and use processes continue to be refined across critical assessments in coursework, clinical experience assessments, and disposition evaluations. Specifically, rubrics are being revised so that language focuses on individual indicators rather than holistic language. Rubrics will undergo additional review to increase construct validity. Efforts are also currently underway to collect impact data according to the specifications of CAEP Standard 4. College of Health and Human Services (CHHS) The College of Health and Human Services is actively engaged in program review, learning outcomes assessment, and program improvement throughout the year. Each of the four academic programs maintains an assessment file within Taskstream. Each program has developed their individual program outcomes. For Social Work, Nursing, and Healthcare Administration these program outcomes align with their discipline specific Accreditation Standards specific to the individual majors which are also mapped to the Concordia Vision 2024 strategic goals. More details of the specific program


https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00knzlf5e_zohizffd/4.B.2_19_COE_Program_Assessment_reportCOE_Program_Assessment_2014-2015.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00knzlf5e_zohizffd/4.B.2_19_COE_Program_Assessment_reportCOE_Program_Assessment_2014-2015.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kthrc6e_zohizffv/4.B.2_20_COE_Program_Assessment_reportConcordia_University_TSPC_Annual_Report_09.30.2016.pdf


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outcomes and the relation to university mission and vision can be found in the self-study reports from these programs:

1. Social Work Self Study Report 2. Nursing Self Study Report 3. Health Care Administration Self Study Report 4. Exercise and Sport Science Self Study Report

At the end of each semester, various forms of evidence that are reflective of desired learning outcomes are gathered. Each program uses a mix of artifacts and data to determine the performance level of our students on various dimensions of desired learning outcomes. These results are placed into Taskstream and provide longitudinal data for making data-informed curricular modifications. School of Management (SOM) The School of Management is actively engaged in program review, learning outcomes assessment, and program improvement throughout the year. Each of the four academic programs in the School of Management maintains an assessment file within Taskstream. The School of Management has defined learning objectives for each of their four programs:

1. BA Business Administration 2. BA Accounting 3. BA Marketing 4. Master in Business Administration (MBA)

Program-level Learning objectives are also linked (mapped) to the Concordia Vision 2024 strategic goals. At the end of each semester, we gather various forms of evidence that are reflective of desired learning outcomes. The School of Management uses a mix of artifacts and data to determine the performance level of our students on various dimensions of desired learning outcomes. The School of Management reviews assessment data from Taskstream as a full faculty at the annual Fall retreat. Specific areas for further analysis or action items are identified at the time, and followed up on throughout the year. For example, it was the recent results of our 2015-16 assessment cycle that caused the School to review aspects of its undergraduate curriculum in an attempt to address areas of student performance that did not meet benchmarks. Evidence-based recommendations for program changes are also entered into Taskstream. The School of Management is professionally accredited by ACBSP. To maintain our accreditation, we have established processes and timelines to ensure we conduct regular assessment of program outcomes, that we reflect on the findings, and that we take action and revise program curriculum or other aspects to address any areas of weak performance.

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00k3cwhlz0cbznzffc/2.C.1_8_SCW_Reaffirmation_Self_Study.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kjfvcmz0cbznzffd/2.C.1_9_CU_Nursing_Self_Study_-_2014.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00k0cycmz0cbznzffx/2.C.1_10_HCA_Self_Study_2015.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kpcqcefyhlznzffj/2.C.1_7_ESS_5yr_Program_Review.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00k7egzqzlfnhizffp/4.B.2_12_BA_Business_Administration_Program_Outcomes_and_Benchmarks_11.18.15.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00k0hizqzlfnhizffn/4.B.2_13_SOM_Accounting_Program_Outcomes_and_Benchmarks_1.25.16.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kcfozqzlfnhizffq/4.B.2_14_BA_MARKETING_Program_Outcomes.Benchmarks_2.1.16.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00k8e5e5e_zohizffc/4.B.2_15_MBA_Program_Outcomes_and_Benchmarks_1.25.16.pdf


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For example, we revised both our undergraduate (BA 247) and MBA (MBA 515) curriculum to create a new course in analytics and business decisions to address relatively low scores in quantitative analysis found in some programs. ACBSP reports and feedback can be accessed below: ACBSP Self-Study 2013 ACBSP Quality Assurance Report - Sept 2015 ACBSP Quality Assurance Report Feedback, 2015 Bridge Program The Bridge Program was incepted in 2012 in response to an increase in under-prepared students. The goal was to impact retention and success and the initial assessment of the first cohort is found here. Since that time, each year has had a cohort in the Bridge Program. This year fielded two cohorts for the first time. The program runs online and focuses on writing, critical thinking, connection to peers, and research skills. Data, recorded and yet-to-be recorded, indicates that retention levels among Bridge Program students are above 80%, and graduation data will demonstrate achieved success. Academic Resource Center The Academic Resource Center, in its third year, has provided learning support in two strands. Strand 1 is the Writing Center. The center serves both campus based and online students, equipping them to become scholar-writers. The center has varied hours, adjusting them as data indicates need. For example, in Fall 2016, we added an on-call Saturday option for online students who need timely, weekend assistance. Faculty have begun requiring entire classes to visit the center for certain written assignments. We have been tracking use data for the past 2-3 years and have seen an increase in both campus based and online usage. We are in the process of creating a feedback survey to replace the individual feedback forms previously utilized. Strand 2 consists of content tutors, available by individual appointment. Thus far in 2016-2017, there have been 84 requests for tutors. This past 2015-2016 academic year, there were 200 requests. The 2014-2015 year there were 220 tutor requests. Unfortunately, the laptop that held the data for tutoring was stolen last year, along with a feedback survey. A new survey for feedback is currently being designed.

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kwhaf5e_zohizffj/4.B.2_16_Concordia_University_SOM_ACBSP_Self_Study_2013.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kshdf5e_zohizffi/4.B.2_17_ACBSP_Qulatiy_Assurance_Report_-_Sept_2015.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kohgf5e_zohizffh/4.B.2_18_ACBSP_Quality_Assurance_Report_Feedback_Dec_2015.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00kphuc6e_zohizffu/4.B.2_1_Bridge_Program_Assessment_and_Recommendation_1_22_2103.pdf

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00klhxc6e_zohizfft/4.B.2_2_Tracking_Bridges_Success.pdf


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Math Placement Evaluation Current practice: Incoming undergraduate students take the Math Placement Evaluation (MPE) to demonstrate their current skill level on beginning and intermediate algebra concepts. The Math Placement Evaluation is available electronically on our Blackboard LMS. Students are also able to take, or re-take, a paper-and-pencil version during orientation. Results indicate whether or not each student is ready for the 100-level math course that is needed for their program. Those with skill deficits take developmental math courses to prepare them for the college-level math courses needed in their program. Background: Student success is our goal. Our Math Placement Evaluation is forty questions based on the four levels of our developmental math sequence, MTH 094, MTH 095, MTH 096, and MTH 097. The first ten questions are taken from the final exam for the MTH 094 course. A score of 7 or more correct of those 10 questions is 'passing.' That same pattern is used for each level. Based on student performance on the Math Placement Evaluation, students are able to continue their math skill building without being bored or frustrated. Developmental Math Current practice: To equip students with the math skills that they need to be successful in their 100-level college math courses, we offer four half-semester courses, MTH 094, MTH 095, MTH 096, and MTH 097. All levels are offered each half-semester. Both campus based and online sections are offered in the fall and spring semesters. Summer courses are online. We use ALEKS, a web-based learning system that uses an artificial intelligence interface to personalize each student's learning pathway based on their skills. We then structure the course schedule so that goals are set. Some students have more work to do than others to get to their learning goals on time. However, the ALEKS system and the instructors provide learning resources, support, and scaffolding to help each student work toward success. We have offered the developmental math courses online and campus based since 2005. We are advocates for student choices. See Developmental Math Presentation for more information.

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00koz0c6e_zohizffu/4.B.2_3_CU_Presentation_with_Ref_Apr_2009.pdf


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Standard 5: Mission Fulfillment, Adaptation, and Sustainability


Standard: The institution systematically applies clearly defined evaluation and planning procedures, assesses the extent to which it achieves its mission and core themes, uses the results of assessment to effect institutional improvement, and periodically publishes the results to its constituencies. Through these processes it regularly monitors its internal and external environments to determine how and to what degree changing circumstances may impact the institution and its ability to ensure its viability and sustainability. All operational activity at the university is driven and informed by our institutional mission and vision. All operating units (40+) within the university adapt their resource allocation on an annual basis in an effort to lead to the ultimate vision attainment which may not be fully realized for several years into the future. Each year these operating units are required to assess their progress in moving their individual unit closer toward achievement of the institutional vision. This assessment data is then synthesized and graded for a high-level review by the Board of Regents to be used to inform their assessment of overall institutional progress and where resource allocation may be needed to achieve the vision. Likewise, the assessment is also performed at the operating unit level to determine where reallocation of existing resources may be necessary or where additional resources may be required to continue to make progress toward vision attainment. Using these internal metrics viewed through a lens with all the external forces affecting the university helps create the basis for a sustainable condition both annually and on a long-term basis. Results are published and shared with its constituencies regularly.

5.A Mission Fulfillment

5.A.1

Standard: The institution engages in regular, systematic, participatory, self-reflective, and evidence-based assessment of its accomplishments. Concordia University engages in assessment on a regular basis at both the strategic/governance and the tactical/operational level. These comprehensive assessment strategies are directly supported by the University Analytics, Research, and Assessment department and rely heavily on the use of Taskstream an enterprise software resource to provide a repository and reporting tool for the assessment of student learning and institutional performance and to document all artifacts and processes. This tool supports the full cycle of assessment across campus and in a variety of applications. Each fall the Council of Trustees receives and discusses the Mission Fulfillment Report which includes presentation and analysis of data on the attainment of the core




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theme objectives as well as the degree of fulfillment regards to the specified thresholds. These reports are compiled by the cabinet level champion for each core theme, discussed with appropriate staff across the university, and presented to the Council of Trustees along with a description of plans and actions aimed at enhancing institutional attainment on core theme objectives. The result of this report inform trustee actions and decisions, including the annual presidential performance assessment in April. Each winter the Council of Trustees receives and discusses the Vision Attainment Report which includes presentation and analysis of data on the attainment of the institution with regards to its strategic goals which are a direct reflection of its vision, a desired future manifestation of its mission. As with the mission fulfillment report, this report is shared broadly across the university, and discussed in depth by the Council of Trustees. Based on this report Council of Trustees establish, from the strategic goals, a set of strategic priorities which will further inform and guide resource allocation for the subsequent year. As with the Mission Fulfillment Report, the results of this report inform trustee actions and decisions, including the annual presidential performance assessment in April. Informed by the core themes, strategic goals, and annual strategic priorities, academic and support departments of the university develop annual objectives, including assessment metrics, which inform their departmental planning and allocation of resources. These departmental objectives are formally reviewed twice a year, including assessment of performance on objectives. The midyear evaluation is used to inform departmental budget priorities and requests for the subsequent year. The end of your evaluation provides summative evaluation of departmental performance as well as informing non-budgetary changes in departmental operations, procedures, and policies. See annual assessment-results-improvement cycle.

5.A.2

Standard: Based on its definition of mission fulfillment, the institution uses assessment results to make determinations of quality, effectiveness, and mission fulfillment and communicates its conclusions to appropriate constituencies and the public. The university annually completes a comprehensive Mission Fulfillment Report and Vision Attainment Report, as described in section 5.A.1. These collaborative reports include determinations of quality, effectiveness, mission fulfillment and vision attainment (please see 4.A.4 and 4.A.6). These reports are shared broadly across campus and with administrative and governance groups. Both reports are shared and discussed with the campus management team. Departmental managers and leaders use the core theme objectives and strategic goals and priorities, as well as results of these reports, and the creation of their departmental plans and budgets, and the assessment of their performance. These reports are also shared with the Director of Brand and Marketing, and the Concordia








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University Foundation, for the purpose of informing institutional marketing and communications, both print and electronic.

5.B Adaptation and Sustainability

5.B.1

Standard: Within the context of its mission and characteristics, the institution evaluates regularly the adequacy of its resources, capacity, and effectiveness of operations to document its ongoing potential to fulfill its mission, accomplish its core theme objectives, and achieve the goals or intended outcomes of its programs and services, wherever offered and however delivered. The evaluation of the adequacy of resources, capacity, and effectiveness of operation begins with the assessment of the university's fulfillment of its mission which is assessed annually and synthesized into the annual Mission Fulfillment Report. This evaluation is further explicated in the annual assessment of the university's progress in attaining its vision in the annual Vision Attainment Report. These core themes, objectives, and strategic goals serve as the starting point for departmental objectives, planning, and budget requests and allocation. Campus managers of all academic and support departments, encompassing the entire operation of the university, engage in biannual formal assessment of departmental performance in relation to departmental objectives. This process informs both formative and summative departmental assessments and decisions related to allocation of institutional resources. In addition, all academic programs are regularly reviewed for mission-fit, adequacy of resources, capacity and effectiveness of operations. The composite portfolio of Existing Academic Program Review documents provides knowledge of the place of academic programs in the university potential to fulfill its mission, accomplish the Lutheran, Rigor and Servant Leadership core themes and achievement the goals or intended outcomes of each academic program. This process is see in the Concordia Review of Academic Programs template and process. This process is a regular, biennial review of current academic degree-granting programs enables Concordia University Portland to ensure that strengths and resources are aligned with mission, vision and market and to maximize Rigor, Student Success, Intentional Enrollment, and Stewardship/Value. The Program Review process allows for faculty reflection on their work as pedagogues and scholars. Collaborative exchanges to evaluate and refine the alignment of programs in terms of desired student outcomes, strategic priorities, accountability, and resource stewardship can result in innovative new ideas and effective improvements to existing programs. The first programs to undergo the newly redesigned Concordia Review of Academic Programs will complete their programs in December 2016. Following this the CAO will review the results and direct improvements. The new redesigned Concordia Review of Academic




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Programs takes place and is entirely documented in Taskstream, Concordia's assessment software solution. See a copy of the online form here.

5.B.2

Standard: The institution documents and evaluates regularly its cycle of planning, practices, resource allocation, application of institutional capacity, and assessment of results to ensure their adequacy, alignment, and effectiveness. It uses the results of its evaluation to make changes, as necessary, for improvement. The university's cycle of planning, practice, resource allocation, review of institutional capacity, and assessment of results is documented and evaluated on a regular basis: annual assessment-results-improvements/allocations cycle. New employee on-boarding, both faculty and staff, includes a review of the universities values, mission, and vision, including a discussion of the university's core themes and strategic goals. This initial orientation is accompanied by print and electronic materials which clearly present these critical institutional processes and touch points. The university's chief administrative team, the President's Cabinet, meets on a regular basis for the purpose of addressing institutional issues of strategic importance. This allows the university to consider and implement critical strategic adjustments as required. While the university's vision is crafted on a 10 year horizon, the existing strategic planning process provides for the mission and vision to be to be reviewed and evaluated in depth, and necessary adjustments to the vision and strategic goals to be considered, on a four-year cycle. This process begins with a broad-based assessment of the processes and practices of the previous strategic planning cycle resulting in recommendations by the Strategic Planning Council (SPC) for modifications in the subsequent strategic planning process. Changes made to the Vision 2024 strategic planning process based on assessment of the previous assessment cycle can be seen in Concordia's Vision 2024 Planning Cycle Changes. Approximately two years ago, the university formed and charged the collective group of institutional departmental leaders and managers as the Campus Management Team (CMT). This group currently meets six times a year (or more as needed) to receive institutional reports, share departmental progress, participate in professional development, and provide critical operational feedback on a variety of important and emergent institutional issues. This provides an opportunity for cross departmental communication and coordination. This group serves as a major source of input to the university's resource allocation processes and also receives and discusses the Mission Fulfillment Report and 2024 Vision Attainment Report on an annual basis. Concordia uses the results of its institution-level evaluation to make changes, as necessary, for improvement. Each February, the Council of Trustees receives an annual update on

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our progress toward our Vision 2024 in our annual Vision Attainment Report. This contains:

Results from the current year

Detailed analysis of each key performance indicator

Recommended actions for improvement generated by stakeholders based on results from the current year

Documentation as to progress on actions for improvement generated the prior year

The Vision Attainment Report illustrates changes made for improvement based on institution level evaluation. As one example, in response to our evaluation of our Intentional Enrollment goal:

An accelerated, hybrid, BS in Nursing Degree was developed, approved by accrediting agencies and launched in August, 2016. More degree programs are being researched in 2016-2017 using an external market research firm, Eduventures and HotChalk’s market research department.

New freshmen recruitment focused on the following new freshmen pools for Fall 2016: Honors program, Club sports, and under enrolled academic programs. Overall Fall 2016 enrollment exceeded the goal. With the introduction of a more intentional and early action application calendar, Fall 2017 freshmen applications increased by 20+% as of January, 2017.

Three Articulation Agreements were executed.

The Equity and Inclusion Statement Task Force was appointed by the president under the direction of the Council of Trustees in the fall of 2015. This task force continues to operate and is currently in final drafting phase of the report with the intent of bringing a recommendation to the Council trustees in July, 2017.

Following a national search completed during the summer and fall of 2016, Yashica Island was hired to serve as Concordia’s Director of Diversity and Multicultural Learning.

In spring of 2016 the title and job description of the Vice President for Human Resources were expanded to include responsibilities of equity and diversity in the university's workforce.

The Title IX Coordinator role has been enhanced and modified to report directly to the Chief Academic Officer.

In July 2016, Founding Dean and Dean Emeritus of the Concordia University School of Law, Cathy Silak took on the role of Vice President of Community Engagement in Boise.

The Student Persistence Team (SPT) is comprised of University Analytics Research and Assessment, Enrollment Management Student Affairs, academic leadership, athletics, finance, financial aid and many other cross-campus groups. Since April 2016, the SPT is utilizing an informed and dynamic three-part framework for admissions and persistence-to-graduation including:

o Predictive analytics project the landscape of incoming students through




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a statistical model infused with real-time relational data leading to individualized intervention plans for each student designated as at-alert to not enroll/retain.

o Review academic programs – this effort will gain more momentum in Spring/Summer 2017.

o Connections to career/market/alumni trends will sync with market research for new program efforts toward Summer/Fall 2017.

Further examples are provided in the 2017- Vision 2024 Results of 2016 Recommended Actions for Improvement report.

5.B.3

Standard: The institution monitors its internal and external environments to identify current and emerging patterns, trends, and expectations. Through its governance system it uses those findings to assess its strategic position, define its future direction, and review and revise, as necessary, its mission, core themes, core theme objectives, goals or intended outcomes of its programs and services, and indicators of achievement. Concordia University employs a variety of strategies for monitoring and responding to internal and external patterns, trends, and evolving expectations. The strategic planning process as executed and managed by the Strategic Planning Council (SPC) includes a significant component of assessment of institutional strengths and weaknesses as well as prioritization and analysis of environmental opportunities and threats. Issues of critical strategic importance are identified and prioritized with input from across campus, including faculty, staff, students, administrators, trustees, and community partners. This broad input is then synthesized and prioritized by the community, focusing institutional attention on those trends and issues identified as having the greatest strategic significance. The results of this process from the Vision 2024 process can be found in the SWOT Analysis Synthesis. The strategic planning Council then commissions a member of the university faculty, staff of trustees to complete a white paper on each of the strategic topics, joined by one SPC member to track the progress and provide input. These white papers were commissioned to provide insight and additional information to inform the strategic planning process and the development of the university’s vision. A summary of that process can be seen in the Vision 2024 SWOT White Papers. The strategic level SWOT analysis is augmented on a continuing basis by ongoing research and analytics provided in-house and through externally contracted vendors. This research includes analysis of trends in higher education, and specific academic program trends including program design, competition, markets, and employment trends. The external contracted vendor relationships are managed through the University Analytics, Research, and Assessment (UARA) department. Also, UARA and other campus constituents engage

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in regular review of high-quality, insightful external (non-solicited) research and internal/national surveys/research in which Concordia participates provides additional insight into monitoring internal and external environments to identify current and emerging patterns, trends, and expectations. In addition, the university has, on a regular basis, engaged its faculty, staff, and trustees and presentations and discussions concerning emerging issues of strategic importance. Most recently, in July 2016, the university hosted three campus wide and trustee discussions with Dr. Sally Johnstone, President NCHEMS, past Vice President for academic advancement at Western Governors University, past Provost at Winona State University, and past Executive Director at WCET at WICHE, on the topic of “Emerging trends in academic program design and delivery, especially focusing on competency-based educational models,” Keith Baker, Senior Associate Athletics Director for Business Operations, Grand Canyon University, on the topics of “Levering athletics to student success, persistence, and perception of value,” and Dr. Steve Hodownes, CEO ORBIS Education, past CEO SNHU Online & College of Continuing Education (COCE), and past President / Consultant at Embanet, on the topic of “Creating a comprehensive culture and brand to enhance and support student persistence and success.” This information and input regularly and intentionally impacts the university’s strategic planning process, the establishment and analysis of its progress on mission fulfillment and vision attainment, as well as the departmental and program assessment and improvement activities.


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Conclusion

Conclusion

Concordia’s Year Seven Self-Evaluation Report provides an overview of the university’s educational purpose as defined by its mission, core themes, core means, and related institutional assessment indicators. Concordia’s mission describes a vibrant teaching institution that seeks to develop leaders who can positively impact society through service to others. The report emphasizes Concordia’s legacy as a Lutheran, liberal arts institution that has built successful academic degree programs contributing to the Pacific Northwest and beyond. The Core Themes and Core Means together express Concordia’s mission, goals, and values which intentionally impact the University’s Strategic Plan and its tactical operations. These critical foundational elements have all been adopted and endorsed by the University’s Board of Regents and Council of Trustees. The report includes assessment indicators which provide a picture of the impact of the Concordia experience on the students it serves, and describe how effectively Concordia fulfils its intentions. Concordia’s three Core Themes include clear thresholds for assessment of their effectiveness, as well as the effectiveness of their associated goals and objectives. The Core Themes are applied effectively at the course, program, and university level. Throughout the university, faculty, staff, students, and administrators integrate the mission, c ore themes and assessment indicators in planning, teaching and for the allocation and management of resources. Higher education is in a period of rapid transition with many external entities and agencies demanding accountability, affordability, and access for students. Concordia’s mission, core themes, and strategic plan provide a pathway and forum for addressing these issues as we explore the best way forward to provide a transformative teaching and learning environment. In addition to providing a quality educational experience through the faculty, curriculum, and co-curriculum, Concordia lives out its mission through a deep commitment to service as evident in its numerous community engagement initiatives that enable the university to serve as a major contributor to our local community and beyond. The university is also committed to growing enrolment by adding and enhancing undergraduate and graduate degree programs using a variety of modalities. Both the 3 to PhD and Transforming Teaching and Learning initiatives will propel Concordia toward its mission of transforming society through teaching, learning, and service. Our Year Seven Report provides evidence that Concordia University has adequate resources, capacity, and supportive processes in place to fulfill our mission, accomplish our Core Themes, and meet or exceed the university’s goals and objectives.


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Addenda

Addenda to Year Seven Report

Addenda 1 - Regarding Recommendation One from the Year Three Evaluation Recommendation one from the Year Three Evaluation Although the Vision 2020 strategic plan elegantly incorporates the university’s mission, core themes and strategic goals, Concordia University has not yet articulated its understanding of mission fulfillment. Similarly, the university has established objectives for each of its three core themes, but a realistic plan for assessing the core theme objectives has not yet been fully accomplished. The evaluation committee recommends that the university arrive at a definition of mission fulfillment and articulate those accomplishments or outcome that represent an acceptable level of mission fulfillment and implement meaningful, assessable and verifiable indicators of achievement of all core theme objectives (Standard 1.A.2 and 1.B.2). Response to recommendation one from the Year Three Evaluation The university has done significant work between 2013 and 2017 to address mission fulfillment and attainment to the benefit of the institution and in compliance with Standards 1.A.2 and 1.B.2. Immediately after receiving the report and the July 31, 2013 affirmation letter from the Commission, the president assigned three cabinet members to champion each of the university’s three core themes under the direction of the Chief Vision Officer. Each core theme champion formed and convened a committee and worked with the University Analytics, Research and Assessment (UARA) team to establish a realistic plan for assessing the core theme objectives and creating and implementing meaningful, assessable, and verifiable indicators of achievement for all core theme objectives. Each champion has created and delivered mission attainment reports to the University’s Council of Trustees for three years. Each year the report has been improved and the most recent versions include dashboards to demonstrate measure of objectives in a highly visual manner. Included is the clear articulation of acceptable levels of mission fulfillment. Later sections of this report discussing standards one and five will also refer to and document these changes. (Deferred in 14 July.2015 NWCCU Letter in which the NWCCU requested that the university again address Recommendation 1 in the Spring 2017 Year 7 Mission Fulfillment and Sustainability Self- Evaluation Report) Please see also sections 1.A.2 and 1.B.2 of this Year Seven Self-Evaluation report.


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Addenda 2 - Regarding Recommendation Two from the Year Three Evaluation Recommendation two from the Year Three Evaluation The evaluation committee recommends that Concordia University define an institution wide policy with respect to ownership, copyright, control, compensation, and revenue derived from the creation and production of intellectual property (Standard 2.A.24). Response to recommendation two from the Year Three Evaluation Immediately following the Year Three Self-Evaluation Report, The Provost drafted an institution wide Intellectual Property Policy [Exhibit 2] and processed it with the deans, Faculty, and Board. This policy was approved in August, 2013 and submitted to the NWCCU. This policy is currently housed on Concordia’s intranet for easy access for faculty and staff. Resolution of recommendation two from the Year Three Evaluation NWCCU accepted resolution - 29 July ’14 NWCCU affirmation letter Addenda 3 - Regarding Recommendation Three from the Year Three Evaluation Recommendation three from the Year Three Evaluation As acknowledged in the institution’s report, staff performance evaluations are inconsistently completed across the university. The evaluation committee recommends that the university take the necessary steps to assure that administrators and staff are all regularly evaluated with regard to performance of work duties and responsibilities as outlined in the Concordia University Staff Handbook (Standard 2.B.2). Response to the recommendation three from the Year Three Evaluation Performance evaluations in the administrative departments of Admissions, Foundation, IT, Athletics, President’s office, and Physical Plant Services are conducted on a regular basis and in a consistent manner. In FY16, the human resources department implemented a new performance evaluation tool and process for the remaining administrative departments. As a result of this implementation, 27% of additional staff were evaluated for FY 15/16 and 53% of additional staff were evaluated in FY16/17. The VP of HR implemented a new system that will provide reminders for the evaluation process, and ensure more effective monitoring and analysis of the evaluation process. Human Resources will implement this system during the 17/18 academic year. (Deferred 31 July ’13 NWCCU affirmation letter)




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Please see also section 2.B.2 Lutheran, 2.B.2 Rigor, 2.B.2 Servant Leadership of this Year Seven Self-Evaluation report. Addenda 4 - Regarding Recommendation Four from the Year Three Evaluation Recommendation four from the Year Three Evaluation Although thoughtful preparatory groundwork has been established for general education assessment, the evaluation committee recommends that assessment data on desired student learning outcomes (DSOs) be broadly collected, meaningfully interpreted and widely disseminated in a way that will inform ongoing revision of courses and curricula wherever offered and however delivered (Standard 2.C.1 and 2.C.10). Response to recommendation four from the Year Three Evaluation Since the last accreditation visit by NWCCU, the faculty at Concordia University established a task force to assess curricular alignment of the general education requirements for all undergraduate degrees. The task force was recommended by the Academic Policies Committee (APC), a subcommittee of the Executive Committee of the Faculty (ECF). The task force was comprised of faculty representatives from across the four colleges providing undergraduate degrees. Recommendations were approved by the faculty in 2013 and implemented in Fall 2016. This overhaul of the general education curriculum now groups courses into four categories:

CATEGORY BA DEGREE BS DEGREE

Freshman Foundation (composition, humanities, fitness, math, science)


Spiritual Formation 6 credit hours 6 credit hours

Intercultural Experiences (diversity studies, foreign language, cultural experience)

5-11 credit hours 5 credit hours

Studies in Arts & Sciences (natural science, fine arts, psychology, writing)


TOTAL REQUIRED CREDITS 44-50 hours 35 hours

Among the general education recommendations implemented in Fall 2016:

1. Application to the B.S. programs of the Desired Student Outcomes (now Core


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Competencies) adopted for the B.A. programs.

2. A “freshman foundation” core of 15 hours for all freshman, regardless of degree.

3. A minimum group of common courses all undergraduate students must take to

insure a “common Concordia experience,” with one course taught by a Lutheran theologian (REL 401).

4. A foreign language requirement to B.A. degrees to strengthen cultural

competency.

5. An intercultural experience for all B.A. degrees to strengthen cultural literacy.

6. Six hours of elective liberal arts courses, including three hours of upper division writing.

A second faculty-led task force was established in 2015 to assess the Desired Student Outcomes (DSOs) for the general education curriculum. During the last NWCCU accreditation visit, Concordia had six general education DSOs. However, the faculty had added additional “sub-DSOs” that brought the number of assessable outcomes to 34. The large number of DSOs made the assessment process unwieldy. The task force reviewing the DSOs was comprised of faculty representing the four colleges that serve undergraduate students. Their recommended changes were approved by the faculty and subsequently implemented in Fall 2015. At the same time, the nomenclature for general education assessment was changed from “DSO” to “Core Competency.” See General Education Core Competency Matrix [Exhibit 3]. Modeled on the 16 “VALUE Rubrics” from the Association of American Colleges & Universities (AAC&U), the university now utilizes seven “core competencies” to assess the general education curriculum. The Core Competencies are:


These competencies were “mapped back” to the six “core DSOs” under the former assessment process permitting continued use of previous assessment data. There was previously no specific DSO for “intercultural knowledge” or “quantitative reasoning” assessment which have now been added to the Core Competencies.



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The first round of assessment under the new Core Competencies was conducted in Fall 2015. Assessment of each competency is now conducted every semester. The reporting process has been automated with the competencies added into the Blackboard gradebook for each general education course. Instructors assess the assigned competencies for each general education course at the end of each semester. The data is aggregated and shared with departments within the College of Arts & Sciences. The reduction of 34 DSOs to 7 Core Competencies has made it easier to analyze data, see trends over time, and make curricular changes and improvements based on the data. The University Assessment and Research Analysis (UARA) collected assessment data for the general education requirements through Fall 2013 and presented the information to the plenary faculty. The faculty spent significant time reflecting on the data and work groups were formed to discuss curricular improvements. Resulting from the work groups, several new initiatives are being implemented to improve student success, including:

1. Formation of a Math/Science Corps 2. Providing more connection opportunities between faculty and students

through an initiative known as Passports to Professors 3. Realignment of the open hours for the Academic Resource Center (writing

support) 4. Establishment of a standing faculty task force to annually review the general

education requirements, based on data from the Core Competencies 5. Identification of department norm--referenced testing options for measuring

the Core Competencies. In addition, the university decided in AY15-16 to annually offer the Collegiate Learning Assessment (CLA+) to inbound freshmen and graduating seniors in undergraduate programs. The 90-minute proctored exam assesses critical thinking, problem solving and written communication skills providing an opportunity for a nationally normed pre- and post- liberal arts assessment experience for undergraduate students. The CLA+ was first offered to graduating seniors in Spring 2016, with very limited participation. Freshmen were first offered the assessment tool in Fall 2016. A total of 100 students opted to take the CLA+. The assessment instrument will be offered to seniors again next academic year. As of this writing, the College of Arts & Sciences is waiting for CLA+ test results to compare to Core Competency data. Each major/minor has developed outcomes that directly connect to the vision of the university and its 10 strategic goals. In addition, each course contains specific outcomes related to the course as articulated in each course prospectus. Student performance is assessed in each class through instructor-developed rubrics. Results are collected at the end of each semester and incorporated into Taskstream for each major/program. Program faculty review the benchmarks and findings annually for their respective areas and make recommendations for curricular change and improvement. Changes that require approval


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of the Concordia Academic Policy Committee (CAPC) are submitted for review and approval as required. Students are provided an opportunity each course to evaluate the instructor and course. Course evaluations are available to department chairs for review. Information related to specific courses can be useful in making major/minor decisions. Nationally normed tests are utilized, in some programs, to assess student performance in specific disciplines. The Psychology Department, for example, administers the Area Concentration Achievement Test (ACAT) to its majors to assess the impact of its curriculum on students. Assessment results indicated that students were underperforming in the knowledge of clinical/counseling psychology. In addition, the department conducted student surveys among its majors and found most of its students were interested in graduate work in clinical/counseling. These findings resulted in development of a new course: Introduction to Clinical Psychology. (Deferred 31 July ’13 NWCCU affirmation letter) Please see also sections 2.C.1 and 2.C.10 of this Year Seven Self-Evaluation report. Addenda 5 - Regarding Recommendation Five from the Year Three Evaluation Recommendation five from the Year Three Evaluation The evaluation committee recommends that the university identify learning outcomes and a realistic strategy for assessing them be clearly identified for each academic program and that this assessment of learning outcomes begin to be utilized in curricular decision- making for all academic programs (Standard 2.C.1 and 2.C.11). Response to recommendation five from the Year Three Evaluation The deans and Faculty of each academic college identified programmatic learning outcomes and assessment strategies for each academic program and are utilizing the assessment strategy in curricular decision making, with the assistance and support of the University Analytics, Research and Assessment team (UARA). Since July 2015 enhancements include the purchase and use of Taskstream assessment and accountability management system, increased use of nationally normed assessments (e.g., CLA+, NSSE, LSSSE, GivePulse), and enhanced internal cross validation of rubrics including infusion of the AACU VALUE Rubric conceptual frameworks. (Standards 2.C, 4.A and 4.B) (Accepted 7 July ’15 NWCCU affirmation letter) Resolution of recommendation five from the Year Three Evaluation NWCCU accepted resolution – 7 July ’15 NWCCU affirmation letter


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Addenda 6 - Regarding Recommendation Six from the Year Three Evaluation Recommendation six from the Year Three Evaluation The Concordia University Annual Campus Security and Fire Safety Report is a well written document and largely complete. The evaluation committee recommends that the university review the federal regulations and ensure compliance with the reporting, publication and distribution of crime statistics, and the identification of Campus Security Authorities (Standard 2.D.2). Response to recommendation six from the Year Three Evaluation In September, the Director of Campus Safety provides messaging to all faculty, staff, and students notifying them of the report's publication, and providing them with a link to the entire report prior to the deadline. The report is also posted on the university website as specified in the Clery reporting requirements. Further, we have directed Human Resources to include a link to the report to all job applicants as required by the Clery reporting guidance. Lastly, we have reviewed the list of those who meet the definition of Campus Security Authorities (CSA) in the Clery report guidance, and annually send them an email reminding them of their obligation as a CSA. See 2016 reports: CU Annual Campus Security and Fire Safety Report - Portland [Exhibit 4] CU Annual Campus Security and Fire Safety Report - Boise [Exhibit 5] Resolution of recommendation six from the Year Three Evaluation NWCCU accepted resolution - 14 July '15 NWCCU affirmation letter Addenda 7 - Regarding Recommendation Seven from the Year Three Evaluation Recommendation seven from the Year Three Evaluation With the significant growth and expansion Concordia University has initiated in the past three years, the evaluation committee has identified that the university is currently at its limits in relation to several financial measures related to cash flow and unrestricted operating net assets as evidenced by its financial bond covenant results for the past couple years and continuing negative current unrestricted operating net asset balances. While the university expects and projects continued growth over the next few years to improve these measures, given the newness of these programs the committee recommends that the university develop expanded financial contingency plans should one or more of the projected assumptions not materialize. The committee also recommends that the university adopt a goal and associated plan to build unrestricted operating net assets to a sustained positive balance in order to assure continued financial stability with sufficient cash flow and reserves to support its programs and services into the future (Standard 2.F.1

https://file.taskstream.com/FileLink/kezezezuhczxhdfd/kphdfc00knhgfkhlzhz0chfj/CU_Annual_Campus_Safety_and_Fire_Report_-_Portland.pdf

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and 2.F.2). Response to recommendation seven from the Year Three Evaluation Recent action taken by the university that addresses the recommendation was to restructure a large portion of its public financed bond debt. This action will result in significant benefits both annually and in the long term. Overall savings from this transaction will amount to approximately $4.9 million over the term of the loan and $250,000 annually in terms of annual operating budget savings. In addition, this restructure will also mitigate the covenant risk that was called out in Recommendation Seven. The university also continues to comply with maintaining the level of fiscal viability as defined by the US Department of Education’s annual test and composite score. The ED ranks institutions in three levels:

1. Fail -1.0 to .9 2. Zone 1.0 to 1.4 3. Pass 1.5 to 3.0

For the two most recently completed fiscal years, the university scored 1.7 and 2.0 for the FY16 and FY15 respectively. This is a composite evaluation of the university’s reserves, equity, and net income. The university has had and continues to maintain a large available line of credit through the Concordia University System. This credit line, currently at $13 million, represents 10% of the university’s annual E&G expenditures which is more than sufficient to address the issue of a short term contingency. In regards to the adoption of a goal directed at increasing unrestricted net assets, the University Board of Regents has a long standing requirement that the University’s annual operating budget provide for a 3% margin, or surplus, based upon gross annual revenues. This is designed intentionally to increase unrestricted net assets over time. Please see sections 2.F.1 and 2.F.2 for additional information.

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