91´ÎÔª

2024 Recommendations

• 1. Fully integrate Academic Affairs into the Strategic Operating Rhythm planning and evaluation process to inform and refine the institution’s effectiveness, assign resources, and improve student learning and achievement. [1]

  In FY25, the 91´ÎÔª advanced multiple initiatives to integrate Academic Affairs more fully into the institution’s Strategic Operating Rhythm and decision-making cycles. The Provost’s Office and OSPI collaborated to clarify the relationship between the University Playbook, Academic Affairs Playbook, and Research Playbook, including visual mapping of how Academic Affairs projects support each university objective. Faculty and academic officers participated directly in this alignment effort and were invited to help shape FY26 priorities.

  To improve planning coherence and follow-through, the Strategic Outlook process was revised to begin earlier in the year, encouraging greater participation by faculty and department chairs. Submitted Outlooks are now synthesized and shared with deans and the provost to inform sector-wide decision-making, and each dean engages in a one-on-one review meeting with the Provost. These Outlooks are also directly aligned with the annual performance review process. Additionally, a new “college call-out” structure and “critical conversation” topics were added to University Leadership Council Academic Officer, and deans’ agendas to better connect unit-level planning with institutional priorities.

  To enhance transparency and shared responsibility in resource allocation, the Provost’s Office is meeting mid-fall with each dean and their financial manager to review three-year expenditure forecasts. The University Budget Committee’s charge and membership are being refined to support clearer governance, and the budgeting process is now part of regular dialogue within ULC and strategic planning sessions. These changes, along with the development of new deans’ dashboards and improved access to planning data, represent meaningful steps toward embedding Academic Affairs in the institution’s core planning, evaluation, and resource processes.

  [1] NWCCU Standard 1.B.1. “The institution demonstrates a continuous process to assess institutional effectiveness, including student learning and achievement and support services. The institution uses an ongoing and systematic evaluation and planning process to inform and refine its effectiveness, assign resources, and improve student learning and achievement.”

• 2. Develop an inclusive and integrated University-wide framework to assess student learning outcomes at the program and degree level that is distinct from the use of student achievement data and metrics. [2]

  In FY25, Academic Affairs initiated a process to define Institutional Learning Outcomes (ILOs) that articulate core learning goals for all undergraduate students. Draft ILOs were developed by the Office of the Provost and the Assessment Advisory Committee using existing Program Outcomes, General Education Outcomes, AAC&U Value rubrics, and campus input. The ILOs and a proposed assessment plan, which is anchored in the General Education curriculum, will be shared broadly in Fall 2025 for campus feedback and refinement.

  Revised General Education assessment will begin with gateway writing and math. In AY25–26, Academic Affairs and the Office for Student Success will work with faculty to draft assessment frameworks for these courses, with implementation planned for FY27. The Writing Committee will also pilot Writing in the Disciplines (WID) assessment in FY27 to support future writing instruction and professional development. Lessons learned from these pilots will help guide how academic units assess ILOs through their General Education courses as part of Program Assessment.

  At the same time, all academic programs will submit draft Program Learning Outcomes (PLOs) in Fall 2025. These outcomes will form the basis of a revised Program Review and Assessment Framework, launching in Spring 2026. Programs will receive feedback and revise their PLOs for entry into CourseLeaf. The updated framework includes clear expectations, procedural guidance, and professional development to support sustainable, faculty-led assessment. Programs will submit initial assessment plans by January 2027.

  [2] NWCCU Standard 1.C.7. “The institution uses the results of its assessment efforts to inform academic and learning-support planning and practices to continuously improve student learning outcomes.”

• 3. Implement an effective identity verification process for students enrolled in distance education courses and programs, ensuring that the student completing the course is the same person whose work is evaluated, while maintaining privacy protections.

  The 91´ÎÔª is implementing a multi-phase identity verification strategy designed to meet accreditation standards, support instructional integrity, and protect student privacy. These new protocols represent a strengthened institutional commitment to secure identity practices, address known vulnerabilities, and reinforce the integrity of student access and participation in university systems.

  Beginning in Fall 2025, an interim identity verification assignment will be available in Canvas Commons. Faculty teaching asynchronous online courses are encouraged to incorporate this assignment, which prompts students to record a brief video introducing themselves and displaying a photo ID. The assignment is designed with clear instructions to support accessibility, privacy, and inclusive student participation.

  In Spring 2026, the identity verification assignment will be embedded directly into the standard Canvas course template used during course provisioning, ensuring consistency across asynchronous online offerings. The University is also developing processes to track usage and effectiveness, including collecting data on adoption rates and faculty feedback.

  In parallel, a cross-functional team is exploring long-term technology solutions, such as secure ID verification and proctoring tools, in collaboration with Legal Counsel, IT Security, Financial Aid, Enrollment Management, and the Registrar’s Office. This work is aimed at ensuring compliance with federal requirements while supporting a student-centered, privacy-respecting approach to online learning.

  Additionally, the University has implemented enhanced identity verification protocols at the IT Service Desk, which apply to all students, including those enrolled at a distance. As of Summer 2025 Government-issued photo IDs are required for any identity verification request; Griz Cards are no longer accepted. Over-the-phone identity verification is no longer authorized. Students requesting support for password resets or account access must verify their identity in one of two ways; in-person, using knowledge-based questions drawn from Banner; or remotely, via Zoom with a functioning webcam and microphone. Help Desk staff will provide a secure Zoom link for this process.