template for team report - morningside college · web viewreport of a comprehensive evaluation...

DRAFT

REPORT OF A COMPREHENSIVE EVALUATION VISIT

TO

MORNINGSIDE COLLEGESioux City, Iowa

March 16-19, 2014

FOR

The Higher Learning CommissionA commission of the North Central Association

EVALUATION TEAM

Dr. Jerry C. Davis, President, College of the Ozarks, Point Lookout, MO 65726

Dr. Brock M. Reiman, VP for Academic Affairs, Indiana Wesleyan University, Marion, IN 46953

Dr. J. Keith Keeling, VP, Dean, and Professor of Philosophy and Religion, Emeritus, Central Methodist University, Fayette, MO 65248

Dr. Diane Fladeland, VP for Academic Affairs, University of Mary, Bismarck, ND 58504

Dr. Susan J. Lindahl, COO/EVP Administrative Services, Baker University, Baldwin City, KS 66006

PEAQ Comprehensive Evaluation ReportMorningside College

Contents

I. Context and Nature of Visit..........................................................................................3

II. Commitment to Peer Review.......................................................................................4

III. Compliance with Federal Requirements......................................................................5

IV. Fulfillment of the Criteria for Accreditation.....................................................................

a. Criterion One...................................................................................................5 b. Criterion Two....................................................................................................8c. Criterion Three...............................................................................................14d. Criterion Four.................................................................................................19e. Criterion Five..................................................................................................24

V. Team Recommendation...........................................................................................31

VI. Embedded Changes in Affiliation Status..................................................................33

VII. Additional Comments and Explanations...................................................................33

Attachments

a. Interactions with Constituencies....................................................................34 b. Documents Reviewed....................................................................................36c. Federal Compliance Worksheet.....................................................................38

Version 2.4 2013 2 4/16/14


I. CONTEXT AND NATURE OF VISIT

A. Purpose of Visit

The team conducted a visit to Morningside College, Sioux City, Iowa, for a comprehensive review for continuing accreditation.

B. Institutional Context

Morningside College is a private institution related to the United Methodist Church. Primarily conferring baccalaureate degrees, the College also offers a Master of Arts in Teaching degree presently via Distance Education.

Since the last comprehensive visit in 2004, Morningside College has made progress in the areas of assessment as well as finances.

In many ways, Morningside College is a different institution that what it was in 2004. Substantial improvements have been made in many areas—physical plant, campus life, academic standing (including the MAT degree program). The financial operation of the College has greatly strengthened due to good decision-making, careful monitoring, and successful fund-raising.

The team reviewed two third-party comments (including discussing these with college officials) and does not feel additional consideration is warranted.

Morningside College has made considerable progress over the past decade. Driving all of this progress is strong leadership which enjoys strong support throughout the institution.

C. Unique Aspects or Additions to the Visit

Distance Education for the MAT was reviewed along with the RN to BSN degree.

D. Additional Locations or Branch Campuses Visited (if applicable)

None

E. Distance Delivery Reviewed

Version 2.4 2013 3 4/16/14


Morningside College was granted approval by HLC in 2008 to begin offering the Master of Arts in Teaching (MAT) through distance education delivery. The College began offering the degree solely online in the Fall of 2013. The RN to BSN degree completion program is totally online with four (4) students enrolled.

These programs equal less than 5% of the total number of programs at Morningside College.

II. COMMITMENT TO PEER REVIEW

A. Comprehensiveness of the Self-Study Process

The team believes Morningside College has produced a useful and comprehensive report. Members of the 24-member Institutional Steering Committee were interviewed, as well as numerous faculty, staff, and students who were engaged in the process. Broad representation was evident. The Self-Study was organized under the Steering Committee with eight sub-committees. The team reviewed minutes kept for the Self-Study.

B. Integrity of the Self-Study Report

Morningside College was forthright in reviewing the College. At every level, the team perceived an awareness of the importance of this undertaking. Board members, faculty, staff, and students were candid in their introspection of Morningside College. The Self-Study document was descriptive and evaluative.The team believes the Self-Study presented a picture of Morningside College that was both informative and accurate.

C. Adequacy of Progress in Addressing Previously Identified Challenges

The institution has made progress in addressing previous concerns. The team reviewed the HLC report concerning the explanation of the online MAT degree and the expectations regarding assessment. While the College has made significant progress in these areas, there is still a need for evidence regarding “best practices in e-learning” and a renewed commitment to assessment as referenced in this HLC team report.

D. Notification of Evaluation Visit and Solicitation of Third-Party Comment

Version 2.4 2013 4 4/16/14


Requirements were fulfilled.

III. COMPLIANCE WITH FEDERAL REQUIREMENTS

The team met with appropriate college personnel and reviewed institutional documents to affirm compliance with federal requirements. See Appendix C.

IV. FULFILLMENT OF THE CRITERIA FOR ACCREDITATION

CRITERION ONE: MISSION. The institution’s mission is clear and articulated publicly; it guides the institution’s operations.

Core Component 1A: The institution’s mission is broadly understood within the institution and guides its operations.

Subcomponent 1. The mission statement is developed through a process suited to the nature and culture of the institution and is adopted by the governing board.

Subcomponent 2. The institution’s academic programs, student support services, and enrollment profile are consistent with its stated mission.

Subcomponent 3. The institution’s planning and budgeting priorities align with and support the mission.

Team Determination: Core Component is met

Evidence: Morningside College has clearly articulated its mission. In reviewing Self-Study

materials and conducting on-site interviews and observations, the team found ample evidence that the mission of Morningside College is clearly articulated and guides the institution’s operations.

The team found the Mission and Vision Statements of Morningside College reflect the inclusive culture of the College. Evidence of this is easily seen in the process by which these statements were developed, the participation of all campus constituencies, with subsequent endorsement by the faculty and approved by the Board of Directors.

Morningside’s Mission and Vision Statements, which date from 2000, were restudied and confirmed by the Board of Directors and the Faculty in 2010. Survey results confirm that these statements are widely known and understood. They have been effectively used to guide the development of the whole curricular structure of Morningside educational programs. The institution’s eight Student Learning Outcomes were derived from them, as were its Flag, Service Learning, and Religious Traditions requirements and its May Term travel learning emphasis. Similarly, the MAT program’s five student learning outcomes are Mission/Vision driven. Curriculum, strategic planning, budget planning, and assessment, among other things, are clearly Mission and Vision driven at Morningside.

Version 2.4 2013 5 4/16/14


Student support services reflect the mission of the College. Evidence of this is clear in the operation of the Writing Center, Academic Support Center, a Director of Student Success for at-risk students, and a Career Services Center. All such components are geared toward the type of students enrolled at Morningside College.

Morningside College mission guides the planning and budget priorities of the institution. Evidence for this is reflected in the updated and publicly posted goals of the College. The College states forthrightly, “All goals are directly related to Morningside’s becoming ‘one of the best private residential colleges in the Midwest.’” The President’s goals, along with short and long-term planning, are a reflection of the Mission and Vision Statements.

Core Component 1B: The mission is articulated publicly.

Subcomponent 1. The institution clearly articulates its mission through one or more public documents, such as statements of purpose, vision, values, goals, plans, or institutional priorities.

Subcomponent 2. The mission document or documents are current and explain the extent of the institution’s emphasis on the various aspects of its mission, such as instruction, scholarship, research, application of research, creative works, clinical service, public service, economic development, and religious or cultural purpose.

Subcomponent 3. The mission document or documents identify the nature, scope, and intended constituents of the higher education programs and services the institution provides.


Evidence: Morningside College distinctively articulates is mission publicly. This succinct, one-

sentence statement appears pervasively throughout the institution—business cards, all letterhead stationery, most web pages, and various publications. “The Morningside College experience cultivates a passion for influencing leading and a dedication to ethical leadership and civic responsibility,” is easily remembered, and thoroughly discussed in the First Year Seminar course.

Along with the Mission Statement of the College is a Vision Statement as well. These statements affect the student learning outcomes and form the basis of the curriculum, budget preparation, and strategic planning.

The Mission Statements of Morningside College are current and explain the character of a Morningside education. This is evidenced by a review of mission documents as recently as 2011 by the Board of Directors. With appropriate input from others, a lengthy consideration of Mission and Vision Statements occurred. Though possible changes were discussed, the statements were reaffirmed.

The team found that the Mission and Vision Statements and the eight student learning objectives speak to the nature of the graduates intended at the College and the effect intended for graduates of the College. Evidence for this is a desire for graduates to “effect positive change through leadership or active participation in their communities.” Civic responsibility is promoted.

Version 2.4 2013 6 4/16/14


Core Component 1C: The institution understands the relationship between its mission and the diversity of society.

Subcomponent 1. The institution addresses its role in a multicultural society.

Subcomponent 2. The institution’s processes and activities reflect attention to human diversity as appropriate within its mission and for the constituencies it serves.


Evidence: The team noted that Morningside College clearly addresses and understands its role

in a multicultural society. Ample evidence indicates this; diversity is a required aspect of the curriculum and it is presented in numerous ways on campus. Courses required affirm this via a Global Awareness course, a Religious Traditions requirement, an American Experience course, and a May Term providing opportunities for travel.

Processes were found to exist that allow for differences of opinions and appropriate avenues to express these. Understanding other cultures is encouraged by travel programs, international student exchanges, and public forums. Resource allocation reflects the College mission, curriculum, and co-curricular commitments.

Core Component 1D: The institution’s mission demonstrates commitment to the public good.

Subcomponent 1. Actions and decisions reflect an understanding that in its educational role the institution serves the public, not solely the institution, and thus entails a public obligation.

Subcomponent 2. The institution’s educational responsibilities take primacy over other purposes, such as generating financial returns for investors, contributing to a related or parent organization, or supporting external interests.

Subcomponent 3. The institution engages with its identified external constituencies and communities of interest and responds to their needs as its mission and capacity allow.


Evidence: Clearly, Morningside’s Mission explicitly commits to serving the public good, stating its

dedication to educating for “ethical leadership and civic responsibility.” Evidence abounds: the Vision Statement articulates those concepts in the “development of the whole person” including “cultural understanding...spiritual discernment, and ethical action.” The curriculum requirements clearly carry forward these commitments educationally, as do Morningside’s co-curricular programs.

Morningside College fosters a service function beyond the Morningside community. Evidence indicates this is successful. Divergent opinions, minority viewpoints, human rights issues, cultural differences, and political perspectives are openly discussed. For example, recent campus guests were President Obama and other prominent leaders.

Version 2.4 2013 7 4/16/14


The College understands its public role, albeit as a private, non-profit institution. It is governed by a Board of Directors that assures that Morningside College serves the public interest and honors its role as an educational resource for the community. Part of the general studies curriculum is a service learning requirement. Students provide a variety of community service activities (humanitarian, cultural, athletic, etc.).

As a private, non-profit educational institution, Morningside College does not have investors or a parent organization. A review of its financial statements reflects the stewardship of the College and its Board of Directors. The College is accredited by The University Senate of the United Methodist Church.

Historically, the main external influence on Morningside College has been the United Methodist Church. External influences are now broad. Evidence includes community, state, federal agencies and a myriad of professional organizations. The College’s independence is maintained by 42 Directors which hold the institution in trust.

Team Determination on Criterion One: Criterion is met

Summary Statement on Criterion:

The team observed that the Mission and Vision Statements of Morningside College are clear and are periodically reviewed by an inclusive process and properly approved by the Board of Directors. These statements drive the decision-making at the College and are reflected in the institution’s various programs.

Morningside College is making a concerted effort to relate to the broader society and has developed appropriate programs both inside and outside of the college community. The planning and budgeting priorities are mission-driven and carefully monitored. The team affirms the view held by the school’s constituencies that strong, stable leadership drives the enterprise and has created confidence and optimism about the future of Morningside College.

The delivery of distance education programs at Morningside College is consistent with the stated mission. The scope of distance-delivered programs at Morningside College is limited to the MAT and the RN to BSN. Historically, the College began offering these programs online in 2013 and no other programs are currently offered online.

The team suggests the College continue its periodic review of institutional Mission and Vision Statements, especially in light of the rapid growth of the Graduate Education program, as well as the consideration of new programs.

CRITERION TWO: Integrity: Ethical and Responsible Conduct. The institution acts with integrity; its conduct is ethical and responsible.

Core Component 2A: The institution operates with integrity in its financial, academic, personnel, and auxiliary functions; it establishes and follows fair and ethical policies and

Version 2.4 2013 8 4/16/14


processes for its governing board, administration, faculty, and staff.


Evidence: Morningside College demonstrates financial integrity through the practice of maintaining

a balanced budget, as evidenced by review of financial records and by following their established Budget and Planning Process.

A review of the Faculty, Employee, Student, and Board of Directors handbooks and interviews with each group gives clear evidence that Morningside College has policies in place to ensure ethical behavior. This is further exemplified by the implementation of the Campus Conduct Hotline in which employees can contact anonymously to report unethical behavior.

A review of the Faculty, Employee, Student, and Board of Directors handbooks showed the inclusion of policies and procedures to guide the behaviors of the members of the College community to ensure that decisions and activities reflect high levels of integrity. The Office of Human Resources and the AVP/Controller provides oversight of both College training and compliance, creating a campus atmosphere that reflects the mission of the College. Evidential documents and website information were reviewed for compliance and best practices and are listed in Appendix B.

The College participated in The Chronicle of Higher Education’s Great Colleges to Work For survey. This survey includes questions related to integrity. Morningside College was named to the 2009 Honor Roll as one of the Great Colleges to Work For in the small college category. Morningside College employees scored notably higher than its peers on integrity related questions. In addition, the College operates the Campus Conduct Hotline which provides an opportunity for anonymous concerns to be made. Only one such concern has been filed. This evidence reflects positively on the operation of the College.

Core Component 2B: The institution presents itself clearly and completely to its students and to the public with regard to its programs, requirements, faculty and staff, costs to students, control, and accreditation relationships.


Evidence: Morningside College’s publications and website are clear for students regarding

programs, requirements, costs, and accreditation relationships. The institution’s intranet contains a Consumer Information link which includes Academic Programs and Policies, the Student Profile, information on Student Financial Assistance, Graduation Rates, Campus Security, and more. The published Fact Book offers historical data on enrollment, student to faculty ratios, retention and persistence rates, and faculty profiles.

The College complies with the federal Jeanne Clery Disclosure of Campus Security Policy and Crime Statistics Act. The Department of Public Safety is responsible for compiling and distributing the required information. The department’s webpage includes

Version 2.4 2013 9 4/16/14


the Annual Security and Safety Report and the required three years of Campus Crime Statistics. The 2013 report on crime statistics shows that there were very few reportable crimes occurring during the three years reported.

Morningside College’s website gives clear information for the curriculum and related matters for the MAT program, however, it does not give a clear indication that the graduate program is delivered through distance education.

Core Component 2C: The governing board of the institution is sufficiently autonomous to make decisions in the best interest of the institution and to assure its integrity.

Subcomponent 1. The governing board’s deliberations reflect priorities to preserve and enhance the institution.

Subcomponent 2. The governing board reviews and considers the reasonable and relevant interests of the institution’s internal and external constituencies during its decision-making deliberations.

Subcomponent 3. The governing board preserves its independence from undue influence on the part of donors, elected officials, ownership interests, or other external parties when such influence would not be in the best interest of the institution.

Subcomponent 4. The governing board delegates day-to-day management of the institution to the administration and expects the faculty to oversee academic matters.


Evidence: To ensure integrity of sufficient autonomy, a Board and Governance Committee, a

representative stakeholders group, recruits many board members for Morningside College’s Board of Directors which was corroborated by an interview with the Board of Directors.

Meeting minutes and an interview with the Board of Directors members indicate the Board clearly deliberates to preserve and enhance Morningside College. Interviews with senior leadership signified that at the annual Board retreat in February 2014, issues around distance education and graduate studies were emphasized. Leadership indicated that the Board is discussing the likelihood of adding a standing committee on graduate education.

Agendas from meetings indicate Morningside College’s Board of Directors’ strong investment in all constituencies when making decisions for the institution.

Morningside College’s policies reviewed give evidence that they require the Board of Directors’ members to disclose any conflict of interests with a policy for abstaining from voting on topics where conflicts exist.

From the Board of Directors meeting minutes, attendance indicates strong engagement in the oversight of Morningside College while establishing a clear expectation that faculty oversee academic issues. An interview with the Faculty Senate further confirmed their perceived support and freedom from undue pressure from the Board of Directors in daily operations.

Version 2.4 2013 10 4/16/14


A review of the By-Laws of the Board of Directors reveals clearly stated composition and responsibility. “The Board of Directors shall consist of no fewer than 25 and no more than 45 persons. The president of the College, the resident Bishop of the Iowa Conference of the United Methodist Church or his/her designate and 3 other persons recommended by the Governance Committee to the Bishop, the duly elected representative of the Morningside College Alumni Association, the duly elected representative of the academic faculty of the College, and the duly elected student body president of the College, shall all be ex-officio members of the Board of Directors with all rights, powers and responsibilities of elected members of the board.”

A review of Board of Directors meeting minutes evidence the Board’s attention to its fiduciary and legal responsibilities via oversight of the financial activities of the College, review and approval of the academic and program priorities, and the gathering of information from members of the college community to help in decision-making. The Directors meet as part of their quarterly schedule (separately and with official representatives at the Board meeting) with administrators, faculty members, staff, and students to receive updates and information on programs and activities implemented to meet the priorities of the College.

Core Component 2D: The institution is committed to freedom of expression and the pursuit of truth in teaching and learning.


Evidence: The results from the Chronicle of Higher Education’s Survey of Great Places to Work

give evidence that Morningside College’s faculty perceive the freedom to approach academic issues without undue interference. Additionally, interviews with faculty members corroborated that they feel free to express and pursue truth in their work. The Student Handbook encourages Morningside College’s students to share in open dialogue based on “textual evidence” and gives clear guidelines to appeal perceived violations of this privilege.

The College has policies and procedures focused on academic honesty which include definitions of cheating, dishonest conduct, plagiarism, and collusion. Some programs have expanded expectations for students’ conduct regarding academic honesty and integrity in accordance with professional associations and specialized accrediting agencies. Faculty members review academic honesty requirements in students’ written work and research activities. Student conduct codes, published in College bulletins and handbooks, identify the potential consequences of academic dishonesty.

Grievance policies and procedures are included in the faculty, student, and employee handbooks. The policies were found to be satisfactory and include definitions of a grievance and describe the procedures individuals should follow to submit informal and formal grievances. The procedures include identification of which individual/groups adjudicate and decide grievances. The steps to file an appeal of grievances are also listed.

Version 2.4 2013 11 4/16/14


Core Component 2E: The institution ensures that faculty, students, and staff acquire, discover, and apply knowledge responsibly.

Subcomponent 1. The institution provides effective oversight and support services to ensure the integrity of research and scholarly practice conducted by its faculty, staff, and students.

Subcomponent 2. Students are offered guidance in the ethical use of information resources.

Subcomponent 3. The institution has and enforces policies on academic honesty and integrity.


Evidence: A high percentage of Morningside College’s students engage in research with clear

policies and procedures communicated regarding the monitoring of academic honesty. At the Palmer Student Research Symposium, 270 students presented, demonstrating the encouragement of discovery and application of knowledge.

To ensure effective oversight for research, Morningside College utilizes an Institutional Research Review Board (IRRB) and has explicit training standards for protecting human research participants. During an interview with Faculty Senate, it was confirmed that the IRRB membership has needed to be increased due to the volume of research being reviewed.

Morningside College students are educated early in their programs through taking a course to fulfill the Ethics and Personal Values course. The syllabi show particular emphasis regarding plagiarism and “ethical acquisition and use of knowledge” to ensure their ethical use of resources. Additionally, the Writing Center offers training and guidance to assist students in developing quality compositions.

Morningside College gives clear guidance on copyright use and plagiarism to students as indicated in the Student Handbook with evidence in the Academic Dishonesty Reports showing action taken for violations of academic honesty. In interviews, faculty reported support for decisions made regarding discipline actions due to dishonesty.

Team Determination on Criterion Two: Criterion is met


Morningside College demonstrates ethical and responsible conduct and acts with integrity. A review of the Faculty, Employee, Student, and Board of Directors handbooks showed, with interviewing confirming, the inclusion of policies and procedures to guide the behaviors of the members of the College community to ensure that decisions and activities reflect high levels of integrity.

Morningside College presents itself clearly to its students as indicated in their publications, website, and printed materials. The institution’s intranet contains a Consumer Information link which includes Academic Programs and Policies, the Student Profile, information on Student Financial Assistance, Graduation Rates,

Version 2.4 2013 12 4/16/14


Campus Security, and more. Regarding promotion of the programs offered through distance education, the website pages for the RN-BSN clearly advertise as an online program; however, the web pages related to the MAT do not give a clear indication that the program is delivered online. The Graduate Bulletin does explain this delivery model, but it is not readily knowable without searching this document.

Evidence from records demonstrates that Morningside College complies with the federal Jeanne Clery Disclosure of Campus Security Policy and Crime Statistics Act.

The Board of Directors meeting minutes, an interview with the Board of Directors, and interviews with administrators and faculty, indicate clear integrity of sufficient autonomy of Morningside College’s Board and demonstrate their strong investment in all constituencies when making decisions for the institution while avoiding any conflict of interest. A review of the By-Laws of the Board of Directors reveals clearly stated composition and responsibility. Additionally, a review of Board of Directors meeting minutes demonstrate the Board’s attention to its fiduciary and legal responsibilities via oversight of the financial activities of the College, review and approval of the academic and program priorities, and the gathering of information from members of the college community to help in decision-making.

Morningside College demonstrates a commitment to freedom of expression and the pursuit of truth in teaching and learning as indicated by policies and procedures focused on academic honesty which include definitions of cheating, dishonest conduct, plagiarism, and collusion. Student conduct codes, published in College bulletins and handbooks, identify the potential consequences of academic dishonesty and clear grievance policies and procedures are included in the faculty, student, and employee handbooks.

Morningside College ensures that faculty, students, and staff acquire, discover, and apply knowledge responsibly. A high percentage of Morningside College’s students engage in research with clear policies and procedures communicated regarding the monitoring of academic honesty. To ensure effective oversight for research, Morningside College utilizes an Institutional Research Review Board (IRRB) and has explicit training standards for protecting human research participants. Morningside College students are educated early in their programs through taking a course to fulfill the Ethics and Personal Values. Additionally, the Writing Center offers training and guidance to assist students in developing quality compositions. Finally, Morningside College gives clear guidance on copyright use and plagiarism to students as indicated in the Student Handbook with evidence in the Academic Dishonesty Reports showing action taken for violations of academic honesty.

By all indications, Morningside College acts with integrity in governing the institution and in ethically conducting the pursuit and application of knowledge.

The team suggests the College review the webpages relative to the MAT to make sure that the online delivery method for this program is explained as it is in the Graduate Bulletin.

CRITERION THREE: Teaching and Learning: Quality, Resources, and Support. The institution provides high quality education, wherever and however its offerings

Version 2.4 2013 13 4/16/14

https://www.ncahlc.org/Information-for-Institutions/glossary-criteria-for-accreditation.html


are delivered.

Core Component 3A: The institution’s degree programs are appropriate to higher education.

Subcomponent 1. Courses and programs are current and require levels of performance by students appropriate to the degree or certificate awarded.

Subcomponent 2. The institution articulates and differentiates learning goals for its undergraduate, graduate, post-baccalaureate, post-graduate, and certificate programs.

Subcomponent 3. The institution’s program quality and learning goals are consistent across all modes of delivery and all locations (on the main campus, at additional locations, by distance delivery, as dual credit, through contractual or consortial arrangements, or any other modality).


Evidence: Morningside’s five baccalaureate degree programs (BA, BS, BSN, BM, BME) are

standard in higher education, require 124 semester hours of Carnegie defined units, require a broad and carefully crafted general education component, a substantial major in recognized fields of study, and electives. The Mission and Vision Statements have guided the development of eight student learning outcomes (SLOs) and a set of knowledge, skills, and dispositions (KSDs). The General Education Program is designed to meet these learning outcomes and develop these KSDs. The BSN, BM and BME are appropriately accredited by their professional agencies. This carefully developed deductive structure insures a curriculum and degree programs that develop breadth of knowledge, skills, and attitudes to fulfill the mission and vision of the College.

Morningside’s only graduate degree, the MAT, requires 36 standard semester hours, has several recognized and carefully articulated professional educator tracks, has clearly defined learning outcomes, and is accredited by the Iowa Department of Education.

The team’s review of the academic program found that the great majority of Morningside’s undergraduate courses are all delivered face-to-face on campus; however, since 2010, Morningside has been experimenting with online delivery of the same courses taught principally by the same faculty member who teaches classroom courses using the same requirements. Appropriate instructor training is developing, and appropriate evaluation is being used to guide further development so that learning is consistent in all modes of delivery. The online delivery of the RN Degree Completion program began in the fall of 2013 with a dedicated faculty instructor, careful controls, and ongoing evaluation. These measures insure that program quality, learning goals, and assessment are consistent across modes of delivery.

In the fall of 2013, the MAT changed from a mixture of face-to-face, hybrid, and online courses to exclusively online. Instruction and evaluation use the same processes, procedures, and quality assurances which appear adequate but continue to be evaluated. Graduate faculty recognize that curriculum development in the online program does not have consistent oversight, templates, and processes in place to assure program outcomes are met.

Version 2.4 2013 14 4/16/14


Core Component 3B: The institution demonstrates that the exercise of intellectual inquiry and the acquisition, application, and integration of broad learning and skills are integral to its educational programs.

Subcomponent 1. The general education program is appropriate to the mission, educational offerings, and degree levels of the institution.Subcomponent 2. The institution articulates the purposes, content, and intended learning outcomes of its undergraduate general education requirements. The program of general education is grounded in a philosophy or framework developed by the institution or adopted from an established framework. It imparts broad knowledge and intellectual concepts to students and develops skills and attitudes that the institution believes every college-educated person should possess.

Subcomponent 3. Every degree program offered by the institution engages students in collecting, analyzing, and communicating information; in mastering modes of inquiry or creative work; and in developing skills adaptable to changing environments.

Subcomponent 4. The education offered by the institution recognizes the human and cultural diversity of the world in which students live and work.

Subcomponent 5. The faculty and students contribute to scholarship, creative work, and the discovery of knowledge to the extent appropriate to their programs and the institution’s mission.


Evidence: Morningside educates students to collect, analyze, and communicate through a

variety of skills and modes of inquiry. These skills are taught beginning with its four credit hour First Year Seminar, and proceeding through distribution requirements, major and electives that involve writing across the curriculum, writing proficiency endorsement, critical thinking emphasis, creative expression, student research programs, service learning programs, and senior capstone courses. The team verified this through interviews and publications.

Morningside recognizes that its immediate environment does not represent much

diversity and has taken its responsibility to educate students to understand social and cultural diversity seriously. Of its eight distribution requirements, three directly address understanding and working with various forms of diversity: Global Awareness, American Experience, and Religious Traditions. Much of the Service Learning component also educates in diversity as well as much of the May Term travel experience, its co-curricular programs, and its minority recruitment strategies.

The team noted that while identifying itself as an institution focused on teaching and learning, Morningside does much to promote creative work and scholarship. It provides some $23,600 a year in faculty research grants, promotes student-faculty research through several programs, reduced teaching load from 24 to 20 credit hours a year (plus May Term every third year), and recognizes student scholarly accomplishments.

Version 2.4 2013 15 4/16/14


Core Component 3C: The institution has the faculty and staff needed for effective, high-quality programs and student services.

Subcomponent 1. The institution has sufficient numbers and continuity of faculty members to carry out both the classroom and the non-classroom roles of faculty, including oversight of the curriculum and expectations for student performance; establishment of academic credentials for instructional staff; involvement in assessment of student learning.

Subcomponent 2. All instructors are appropriately credentialed, including those in dual credit, contractual, and consortial programs.Subcomponent 3. Instructors are evaluated regularly in accordance with established institutional policies and procedures.

Subcomponent 4. The institution has processes and resources for assuring that instructors are current in their disciplines and adept in their teaching roles; it supports their professional development.

Subcomponent 5. Instructors are accessible for student inquiry.

Subcomponent 6. Staff members providing student support services, such as tutoring, financial aid advising, academic advising, and co-curricular activities, are appropriately qualified, trained, and supported in their professional development.


Evidence: Morningside has a well-credentialed faculty who provide effective, high-quality

academic and student services programs. It maintains an undergraduate student/faculty ratio of approximately 13:1 with 81 full-time undergraduate faculty, 74% of whom have terminal degrees. Although some MAT courses are taught by full-time undergraduate faculty, of its MAT adjunct faculty, only 10% are doctorate, 9% Educational Specialist, and 81% are Masters. While these adjuncts are active professionals, their activities are not documented. The College is moving to increase the number of adjuncts with terminal degrees. Faculty are regularly evaluated by appropriate publically published procedures that are standard good practices in higher education. Faculty are selected, promoted, and tenured by published and standard procedures that involve faculty colleagues, deans, and the president.

Morningside was found to provide a strong program and exceptional resources for the professional development of the faculty. The Faculty Development Committee assists in providing faculty workshops, reviews sabbatical requests and development grant requests, and provides a program on Reflective Dialogues on teaching. Faculty receive $600 annually for professional development and can accumulate this up to $2000. In addition, named funds provide a total of over $46,000 annually for professional development.

Morningside College promotes an “open-door” policy for student access. The team found this to be true. Evidence affirming this is reflected in a student survey (2009) indicating that 92% of the respondents felt faculty would make time for them outside of regular office hours. Students, understandably, did not want this policy changed. Interviews with student leaders reflect the high regard students hold for their teachers.

Version 2.4 2013 16 4/16/14


Morningside clearly recognizes the need to provide increased opportunity and support for professional development of the staff of student support services. Currently staff are encouraged to pursue advanced degrees, and a number are doing so. Annual performance evaluations provide goals for development, and some webinars and on-campus training in technology and other matters are offered.

Core Component 3D: The institution provides support for student learning and effective teaching.

Subcomponent 1. The institution provides student support services suited to the needs of its student populations.

Subcomponent 2. The institution provides for learning support and preparatory instruction to address the academic needs of its students. It has a process for directing entering students to courses and programs for which the students are adequately prepared.

Subcomponent 3. The institution provides academic advising suited to its programs and the needs of its students.

Subcomponent 4. The institution provides to students and instructors the infrastructure and resources necessary to support effective teaching and learning (technological infrastructure, scientific laboratories, libraries, performance spaces, clinical practice sites, museum collections, as appropriate to the institution’s offerings).Subcomponent 5. The institution provides to students guidance in the effective use of research and information resources.


Evidence: As a dominantly 18/22-year-old, residential campus, Morningside provides an

extensive Residential Life Program, short term counseling and referrals, and an ecumenical Campus Ministry Program to meet student needs. It also provides academic advising that next year will include full-time professional advisors for first-year and faculty-major field advisors thereafter. This change was recommended by an Advising Task Force to improve first-year service and retention. The new Academic Village facility will house advisors. These programs and changes demonstrate careful attention to student support services, which seem adequate and operating well.

The Learning Center provides not only library functions but also the Student Success Program, Academic Support (Tutoring) Center, disability services, and the Writing Center. However, as resources for additional student assistance have developed, financial support of library book and journal resources have been substantially reduced (from $45K in 2005 to $18K in 2011), and Learning Center budget reduced from $221K to $206K.

To provide teaching and learning support, the library is open 92.5 hours per week with 24/7 access to extensive databases and catalog. The IT department has 10 full-time staff as well as 8-10 part-time assistants to help other students. However, there is no dedicated position to help select, organize and lead training in new technologies, and faculty are relied on for these functions. The College recognizes this shortcoming.

Version 2.4 2013 17 4/16/14


Morningside College provides many services for teaching and learning. Interviews with student leaders provide evidence that this is especially true for advising. Food Service, Counseling, Athletics, various facilities (some new), Technology, and the new Academic Village all contribute to a positive campus atmosphere.

The Morningside campus provides 56 classrooms, 7 study lounges in the 7 residence halls, 2 art galleries, a theatre and auditorium, and adequate athletic fields. These facilities are in good condition, well equipped, and provide a sound and safe learning environment. The Academic Village will open next fall, providing new additional facilities for nursing, education, the new applied Agriculture and Food Studies Program, and a new Advising Center. These facilities adequately meet the learning needs for the current student population.

Core Component 3E: The institution fulfills the claims it makes for an enriched educational environment.

Subcomponent 1. Co-curricular programs are suited to the institution’s mission and contribute to the educational experience of its students.Subcomponent 2. The institution demonstrates any claims it makes about contributions to its students’ educational experience by virtue of aspects of its mission, such as research, community engagement, service learning, religious or spiritual purpose, and economic development.


Evidence: This team believes Morningside provides an appropriate educational environment for

its students and faculty not only through facilities, learning technologies, and library resources (see 3D), but also through (1) the Student Research Symposium (270 presenters in 2013), its interdisciplinary Honors Program, its Study Abroad and May Term programs, and its Externship Program, which makes use of the resources of the greater Sioux City area.

Morningside provides extensive and adequate co-curricular programs to support its 1,200+ resident and local 18-22-year-old student population. These include student government and a wide variety of student organization programs, intramural athletics, and an impressive Intercollegiate Athletics Program with 52% of its students participating in NAIA Division II sports. Adequate programs and events presented by Theatre, Music, and Art Departments also enrich the academic environment.

Team Determination on Criterion Three:Criterion is met

Summary Statement on Criterion:The Visiting Team’s examination of all written materials provided along with extensive interviews on campus with all of the relevant officials and a review of materials supplied on campus during the visit, substantiate Morningside College’s provision of high quality education through all of its programs and teaching delivery systems. The College

Version 2.4 2013 18 4/16/14


recognizes several areas where improvements are needed. These include continuing efforts to educate for social and cultural diversity, substantial improvement in the terminal degree preparation of the graduate faculty for the MAT, additional Learning Center resource support, leadership for evaluating new educational technologies, and training the faculty in the use of these technologies.

There is no indication that a standard for distance learning course development is followed as a measure of best practice. Though not following a consistent instructional design standard, interviews with staff of these programs gave evidence that support is available for the writing of curriculum for online courses.

Students reported that they receive an orientation to online learning and received support when they contact Morningside College personnel. However, according to an interview with the Director of Information Services, the Help Desk for the College is only staffed Monday through Friday with no support for online students during other times, other than contacting instructors.

Since these educational needs are already recognized, and the College demonstrates many educational strengths, the Team commends its educational achievements and its further aspirations in providing high quality education.

The team suggests that the College consider additional ways of recognizing faculty and student scholarly accomplishments. Also, the team suggests a careful review of support for Library and Learning Center resources, although substantial support has already been giving for online learning resources and IT support.

CRITERION FOUR: Teaching and Learning: Evaluation and Improvement. The institution demonstrates responsibility for the quality of its educational programs, learning environments, and support services, and it evaluates their effectiveness for student learning through processes designed to promote continuous improvement. Core Component 4A: The institution demonstrates responsibility for the quality of its educational programs.

Subcomponent 1. The institution maintains a practice of regular program reviews.Subcomponent 2. The institution evaluates all the credit that it transcripts, including what it awards for experiential learning or other forms of prior learning. Subcomponent 3. The institution has policies that assure the quality of the credit it accepts in transfer.

Subcomponent 4. The institution maintains and exercises authority over the prerequisites for courses, rigor of courses, expectations for student learning, access to learning resources, and faculty qualifications for all its programs, including dual credit programs. It assures that its dual credit courses or programs for high school students are equivalent in learning outcomes and levels of achievement to its higher education curriculum.

Subcomponent 5. The institution maintains specialized accreditation for its programs as appropriate to its educational purposes.

Subcomponent 6. The institution evaluates the success of its graduates. The institution assures that the degree or certificate programs it represents as preparation for advanced study or

Version 2.4 2013 19 4/16/14


employment accomplish these purposes. For all programs, the institution looks to indicators it deems appropriate to its mission, such as employment rates, admission rates to advanced degree programs, and participation rates in fellowships, internships, and special programs (e.g., Peace Corps and Americorps).


Evidence: Morningside College’s strategic plan, Enhancing the Morningside Journey: Moving

Forward to 2020, has a section on “Providing an Increasingly Vigorous and Challenging Academic Experience,” outlining five recommended practices related to their educational programs. The team finds these to be thoughtful and worthwhile.

Faculty and administration agree that the adoption of a merit pay system with specific criteria for excellence in teaching, service, and scholarship has been an important incentive, indicating the value of quality teaching and learning. Review of the merit pay evaluative guidelines indicates that the institution rewards excellence in teaching, scholarship, and service.

Morningside College has established a cycle of program review in the Departmental Reviews Purposes and Process document, indicating that each academic department will accomplish a program review on a six-year cycle, unless otherwise indicated by a specialized accreditation entity. The team reviewed the program review reports and visited with the Curriculum Policies and Assessment Committee (CPAC) to affirm that data from the program review process is used for program revision and budgeting. However, a review of the schedule of program review and discussion with the Dean of Graduate Studies indicates that the rapidly growing distance education program in graduate education has not had a program review to date.

Meetings with the Registrar confirm that Morningside College’s evaluation of credit for transcripts follows a clear procedure, ensuring accurate awarding of credits earned.The policy for awarding credits was documented in the Self-Study and affirmed in conversation with the Registrar and faculty advisors. Very few students apply for experiential learning credits, approximately 1-2 per year, with a portfolio of evidence for evaluation by the appropriate faculty, consistent with the College policy. As noted in the Self-Study, dual credit is awarded primarily for a Physics course that has had faculty approval.

The team reviewed the website, Catalog, and the transfer guide and discussed the policy with faculty and the Registrar to affirm that Morningside College has policies in place for assuring the quality of transfer credits. Transcripts of graduates were reviewed and found to be in compliance.

Team members met with faculty and members of CPAC to affirm that Morningside College has policies and procedures in place indicating the authority of faculty, particularly demonstrated through the operations of the Curriculum Policies and Assessment Committee (CPAC). Discussion with the Department Chairs and the Academic Dean indicate that faculty qualifications are set by the appropriate department chair and the Academic Dean.

Version 2.4 2013 20 4/16/14


Meeting with undergraduate and graduate students, on campus and distance education students, as well as library staff indicate that the library resources, availability of electronic text and data bases, as well as the structure of the library web portal, are meeting the learning needs of students on campus and in distance education programs. The Director of Library Services indicated he has more than 180,000 electronic resources available for students and faculty. A good percentage of his budget is spent on electronic data bases for distance education and on campus students.

Morningside College offers two dual credit courses. The team affirms that they follow the same approval process as all other curriculum.

Meetings with the faculty, Chairs and VPAA confirm the information in the Self-Study, marketing materials and on the web that Morningside College holds specialized accreditation for three of its programs (Education, Nursing, and Music) with re-accreditation maintained for each. However, there has been a current concern raised by the National Association of Schools of Music (NASM) in which Morningside College is responding to four standards cited by recent site visit evaluators. The College is addressing these forthrightly.

Morningside College evaluates the success of the graduates of undergraduate

programs, including tracking of employment and placement of undergraduate students into graduate programs. Students, faculty, advisors, and the placement center staff indicate a strong placement rate above 90%. The graduate program (MAT) does not have a robust tracking system or consistent data base for graduate success after completion. The Dean of Graduate Studies indicated that this need has been identified, and his office is including this in their strategic plan.

Core Component 4B: The institution demonstrates a commitment to educational achievement and improvement through ongoing assessment of student learning.

Subcomponent 1. The institution has clearly stated goals for student learning and effective processes for assessment of student learning and achievement of learning goals.

Subcomponent 2. The institution assesses achievement of the learning outcomes that it claims for its curricular and co-curricular programs.

Subcomponent 3. The institution uses the information gained from assessment to improve student learning.

Subcomponent 4. The institution’s processes and methodologies to assess student learning reflect good practice, including the substantial participation of faculty and other instructional staff members.

Team Determination: Core Component is met with concerns

Evidence: Morningside College has established eight undergraduate student learning

educational goals and five graduate education goals. The team met with the graduate committee, CPAC, the Associate Dean of Assessment and Institutional Research, the Dean of Faculty, and the Dean of Graduate Studies. The outcomes are identified for each program, and assessment plans are complete for half of the

Version 2.4 2013 21 4/16/14


undergraduate programs and the graduate program. Data for the undergraduate programs is collected but has not been systematically analyzed for feedback for program improvement. The graduate committee, Dean of Graduate Studies, and CAO indicate that assessment of the graduate program is ‘haphazard’.

As noted in the Morningside Self-Study and recommended in the HLC site visit report in 2008, the review of the Graduate Committee structure and function to provide oversight to graduate assessment and curriculum development has not been implemented.

As a demonstration of its commitment to developing assessment, Morningside College hired a fulltime Dean of Assessment and Institutional Research. Each department and the graduate program is expected to establish a curriculum map and program outcomes with subsequent reporting of the assessment of these student learning outcomes yearly. Compliance is slow and inconsistent. Assessment plans and data provided to the team confirm this slow adoption of best practices. Of serious concern is the lack of progress in assessing the online graduate program in education. While the HLC team in 2008 asked for rubric development prior to online course development and robust assessment collection and analysis, the faculty and staff indicate they are beginning to work with a portfolio method of assessment but have no longitudinal or annual data for the team to review.

The website page for Academic Program Assessment only has data from Business and no other programs. Discussion with the Dean of Assessment and Institutional Research led the team to data from 9 other programs, while the remaining 10 other undergraduate programs do not have assessment plans posted.

Morningside College does not indicate learning outcomes nor provide an assessment process for co-curricular programming.

The CPAC indicated several examples of how Morningside College demonstrates good use of data, including implementing interventions for students with low quantitative proficiency when compared to other colleges, developing a Student Success Plan to increase National Council Licensure Examination (NCLEX) pass rates, and using rubrics for writing competency to improve the first year seminar.

Morningside College demonstrates commitment to assessment as evidenced by the purchase of an e-portfolio provider to assist with assessment of student learning and developing an assessment website giving access to all faculty for reports related to assessment. While the graduate program is planning on using the electronic portfolio and rubric for gathering artifacts and assessment, this process has not yet been implemented.

Demonstrating faculty engagement for assessment practices, the Associate Dean for Assessment and Institutional Research holds lunches to discuss assessment related topics (estimating approximately 18-24% of faculty have attended these events). The institution has initiated an annual award for faculty who demonstrate excellence in assessment of teaching and learning. Faculty point to this award as an indication that the institution values assessment, and the Dean of Assessment expressed that compliance with the requirement for assessment of outcomes and use of data for program improvement is improving.

Version 2.4 2013 22 4/16/14


Morningside College's administration, Dean of Graduate Studies, Dean of Assessment, VPAA, and Graduate Committee exhibited self-awareness regarding the lack of strength of its graduate, online, and adult non-traditional assessment processes. Administration and faculty were not able to provide data regarding student satisfaction or program outcomes.

Core Component 4C: The institution demonstrates a commitment to educational improvement through ongoing attention to retention, persistence, and completion rates in its degree and certificate programs.

Subcomponent 1. The institution has defined goals for student retention, persistence, and completion that are ambitious but attainable and appropriate to its mission, student populations, and educational offerings.

Subcomponent 2. The institution collects and analyzes information on student retention, persistence, and completion of its programs.

Subcomponent 3. The institution uses information on student retention, persistence, and completion of programs to make improvements as warranted by the data.

Subcomponent 4. The institution’s processes and methodologies for collecting and analyzing information on student retention, persistence, and completion of programs reflect good practice. (Institutions are not required to use IPEDS definitions in their determination of persistence or completion rates. Institutions are encouraged to choose measures that are suitable to their student populations, but institutions are accountable for the validity of their measures.)


Evidence: Morningside College defines goals and tracks retention, persistence, and graduation

rates for undergraduate students as indicated by data in the Fact Book, conversations with the Dean of Advising and CAO. The first to second year retention rate for traditional freshmen has been 71-73% with a goal to increase the retention one percent each year. The team did not find any goals for retention, persistence, and graduation rates of online graduate students in the MAT program.

Morningside College collects and analyzes data for retention, persistence, and completion related to overall institutional performance, but did not show evidence for program level data.

Based on data collected, Morningside College has made improvements through the development of an advising strategy indicated by the Advising Task Force Report and the improvement of the Academic Advising web page. The College is investing in an advising center, is adding a Vice President for Advising and Retention, and adding several professional advisors.

While desiring to make further progress, Morningside College has made improvements in graduation rates from 2001-2004 to 2005-2008 according to IPEDS data, from 49% (5 year) to 53% and has maintained these improvements as evidenced in the Fact Book.

Version 2.4 2013 23 4/16/14


Team Determination on Criterion Four:Criterion is met with concerns


The distance education program, MAT, has a process for approving curricular changes that includes review by the Graduate Committee, consisting of both graduate and undergraduate faculty, with all curricular changes placed on the “consent calendar” for approval by the Faculty Committee. While a Graduate Assessment Plan is in place for the MAT, no evidence was produced to indicate that Morningside College evaluates the effectiveness of its online learning offering systematically. Furthermore, the MAT has outlined Student Learning Outcomes that will be evaluated through comprehensive essays produced by the students; the assessment plan that is currently in place needs further data to evaluate the rigor of the program. The plan is to vet an established rubric through an internal and external review process for validation before it is used to grade the e-portfolio submissions. An interview with the Dean of Graduate Studies verified that e-portfolio artifacts are already being gathered this semester.

The College has recognized that the MAT program is not wholly sown into the institution’s systems of governance and academic oversight for the delivery. Evidence of Morningside’s concern for the care of the MAT program is clear by the review of a proposal to change the Graduate Committee constituency which will be strengthened by adding members from various stakeholders of the institution.

Morningside College offers quality educational programs as demonstrated through program review, accreditation of professional programs, faculty recognition and reward for excellence in teaching, and retention and graduation rates of undergraduate students.

The team is concerned that while the institution has made progress on assessment of student learning since the last comprehensive visit, the majority of undergraduate and the graduate program in education have not yet implemented a systematic and sustained practice and culture of assessment nor are assessment results regularly disseminated to students or to stakeholders.

CRITERION FIVE: Resources, Planning, and Institutional Effectiveness. The institution’s resources, structures, and processes are sufficient to fulfill its mission, improve the quality of its educational offerings, and respond to future challenges and opportunities. The institution plans for the future.

Core Component 5A: The institution’s resource base supports its current educational programs and its plans for maintaining and strengthening their quality in the future.

Subcomponent 1. The institution has the fiscal and human resources and physical and technological infrastructure sufficient to support its operations wherever and however programs are delivered.Subcomponent 2. The institution’s resource allocation process ensures that its educational purposes are not adversely affected by elective resource allocations to other areas or

Version 2.4 2013 24 4/16/14


disbursement of revenue to a superordinate entity.Subcomponent 3. The goals incorporated into mission statements or elaborations of mission statements are realistic in light of the institution’s organization, resources, and opportunities.Subcomponent 4. The institution’s staff in all areas are appropriately qualified and trained.Subcomponent 5. The institution has a well-developed process in place for budgeting and for monitoring expense.


Evidence: As a tuition-driven institution (80%), enrollment and tuition discounting are of

paramount importance. The accumulated debt service adds to the equation for maintaining a balanced budget. Morningside College reflects an unqualified audit for 2012-13 and is maintaining its positive direction for financial operations.

The budget year 2013-14 follows a familiar pattern as the YTD statements indicate a continuation of financial operations similar to the 2013 Audit Report. Morningside is depending on physical improvements, supplemented by athletics and gifts to meet long term obligations. This strategy builds on recent successes.

The Balance Sheet (2013) for the College evidences movement in the right direction. That is, total assets are up by $10M, due to the strength of the stock market and contributions receivable from donors including "related partners.” Total liabilities are virtually the same as 2012.

The physical and technological attributes of Morningside College are apparent. Considerable improvements have been made over the last ten years; ten projects in ten years. Living facilities, athletic facilities, technology infrastructure have all improved the appearance and attractiveness of the College.

An important component of the strategic plan will be to address distance education/technology expenses in concert with planned enrollment growth. Planning for enrollment growth appears to have occurred without full assessment of increased cost for infrastructure and other enrollment costs.

Morningside College is a not-for-profit organization. As such, the College does not have any superordinate entity to which resources are allocated or channeled. There is not a parent organization as the College is organized as a 501c (3), nonprofit activity with an educational purpose and is chartered by the State of Iowa.

On site, the team reviewed the qualifications and training of staff members at Morningside College. Evidence indicates a well-qualified group, many with years of experience at the College. Recent executive positions have been added at the Vice President level (communication and marketing, institutional advancement) and a 2014 position for advising and retention. The team believes such additions will strengthen the College.

Evidence is clear that the President and senior staff revise and realistically adjust operations based on strategic goals and objectives. In addition to weekly meetings,

Version 2.4 2013 25 4/16/14


they annually meet off campus for a day to have an in-depth look at the College's strengths, weaknesses, opportunities, and challenges. From this process, continuous adjustments have been thoughtfully made throughout the year.

Evidence suggests a functioning system for budget and monitoring. For example, the Vice President for Business and Finance gathers input from the Finance and Facilities Committee of the faculty and prepares a budget that is presented to the Board at the spring meeting. Monitoring of the approved budget takes place throughout the year by the President and other administrators. The process is described as transparent and mission-driven. However, a survey revealed that some believe the process needs to be better communicated. The administration intends to address this perception.

Staff and faculty grievance process is clearly outlined with internal avenues through traditional reporting lines. Review of reports of all stakeholders reveals no significant issues.

Graduate delivery modality is online and blended delivery is a strategic planning goal with associated planning for resources and revenue. Funding and systematic integration within the strategic plan is yet to be developed.

Core Component 5B: The institution’s governance and administrative structures promote effective leadership and support collaborative processes that enable the institution to fulfill its mission.

Subcomponent 1. The institution has and employs policies and procedures to engage its internal constituencies—including its governing board, administration, faculty, staff, and students—in the institution’s governance.

Subcomponent 2. The governing board is knowledgeable about the institution; it provides oversight for the institution’s financial and academic policies and practices and meets its legal and fiduciary responsibilities.

Subcomponent 3. The institution enables the involvement of its administration, faculty, staff, and students in setting academic requirements, policy, and processes through effective structures for contribution and collaborative effort.


Evidence: The Board of Directors is engaged and knowledgeable about the institution, including

its financial and academic health. The management letter and board minutes reflect the legal and fiduciary responsibilities. The Board meets three times per year and has an annual retreat; it takes its fiduciary responsibilities seriously.

Morningside has a governance and administrative structure that reflects a shared governance model. The College is intentional about collaboration among the constituencies of the institution. Evidence for this is the inclusion of a faculty member, a student, and an alumnus as voting members of the Board of Directors. To meet fiduciary responsibilities toward the facilities and technology planning, the Board instituted a separate Facilities Committee with designated funding for deferred maintenance (with additional allocations of $400,000 per year).

Version 2.4 2013 26 4/16/14


The College describes its Board of Directors as "engaged, generous, and diligent in carrying out its fiduciary responsibilities.” The team observes this to be accurate. Ample evidence indicates the Directors approve a budget and insist on accurate reporting. The most recent audit is unqualified and the A-133 Financial Aid audit lists no concerns.

The team has verified that the Board is knowledgeable of the institution. Numerous opportunities exist for interaction with internal constituencies of the College. Evidence for this is the Board meets three times a year with meetings and open forum dinners with Faculty.

Morningside's strategic plans (2008 update, Enhancing the Morningside Journey: Moving Forward to 2020) provide context for the College's approach to planning. While the plan provides structure and focus, it allows for adaptation based on the need to respond in a nimble and flexible fashion to a dynamic educational environment congruent with mission and vision.

College resources are carefully planned to anticipate and meet current needs and plan for future growth. External audit reports verify the extent to which resources and allocations are appropriately determined by the College. Operating revenues have exceeded operating expenses for nine consecutive years (p. 141, Net Position and Endowment table). Expendable Financial Resources to Debt and other ratios are verified in the unqualified audit reports by Henjes, Conner & Williams, PC (May 2011, 12, 13).

Success in previous fundraising resulted in campus improvements. Over the past ten years, with generous donor support, Morningside has completed ten major projects with the construction of new facilities or the renovation of existing facilities. The Vision 2020: Transformation II campaign, launched in 2011, has raised $42,900 of the $50,000,000 goal as of December 2013. The team finds this admirable.

Core Component 5C: The institution engages in systematic and integrated planning.

Subcomponent 1. The institution allocates its resources in alignment with its mission and priorities.

Subcomponent 2. The institution links its processes for assessment of student learning, evaluation of operations, planning, and budgeting.

Subcomponent 3. The planning process encompasses the institution as a whole and considers the perspectives of internal and external constituent groups.

Subcomponent 4. The institution plans on the basis of a sound understanding of its current capacity. Institutional plans anticipate the possible impact of fluctuations in the institution’s sources of revenue, such as enrollment, the economy, and state support.Subcomponent 5. Institutional planning anticipates emerging factors, such as technology,

Version 2.4 2013 27 4/16/14


demographic shifts, and globalization.

Team Determination: Core Component is met with concerns

Evidence: Institutional planning documents express the intent to include internal and external

stakeholders; interviews with internal and external stakeholders (Trustees and community members) validated the alignment with mission.

Development of a formal, college-wide process will assist the College in instituting internal systems and a culture of planning. The resources of Morningside College are allocated thoughtfully and with preparation. However, the allocation of future faculty positions (MAT online) and technology support and investment has not been as proactively illustrated in the strategic planning process.

The assessment process at Morningside College identifies strengths and weaknesses; there are needs for assessment support in the new delivery programs in distance education. An example of meeting an identified need is the decision to create a new Department of Writing and Rhetoric to improve writing across the disciplines.

The planning process of Morningside College encompasses the institution as a whole and considers the perspective of internal and external constituencies. Evidence that this occurs is the implementation of a new Agricultural Program. In addition to internal perspectives, external perspectives were sought from key stakeholders in banking, farming, and food processing representatives. The result was the Applied Agricultural and Food Services major.

Morningside College has a systematic and integrated planning system. Evidence for this was observed in its inclusiveness involving Board, faculty, staff, students, and external stakeholders. The team notes Morningside College takes planning very seriously.

Evidence that institutional planning in recent years has anticipated emerging factors is limited. The College has been slow to analyze growth needs in technology for the growth of online courses or by provision of full technological support for student learning. The development and prioritization of funding is not clear in the current strategic planning process.

Regarding institutional planning for distance education, there is no evidence that Morningside College has strategically planned for the sustainability or growth of these online programs. The Comprehensive Plan written in 2010 did not contain any mention of distance education. Also, the update to the 2008 strategic plan Enhancing the Morningside Journey: Moving Forward to 2020 mentions the increase of competition in online delivery and the need to prepare students for the use of technology; however, no indication is given that there is an intentional plan that integrates distance learning into Morningside College’s regular planning or evaluation process. During interviews, the Vice President for Academic Affairs and Dean of the College and the Dean of Graduate Studies acknowledged this lack of planning and articulated several steps being taken to remedy this issue. Starting with an engagement with the Board of Directors at a retreat in February 2014, discussions among many constituencies have begun.

Version 2.4 2013 28 4/16/14


Core Component 5D: The institution works systematically to improve its performance.

Subcomponent 1. The institution develops and documents evidence of performance in its operations.Subcomponent 2. The institution learns from its operational experience and applies that learning to improve its institutional effectiveness, capabilities, and sustainability, overall and in its component parts.


Evidence: Morningside College reflects the institutional mission and direction as outlined in the

strategic planning of the College, outlining the eight goals and corresponding initiatives. SWOT analysis and peer comparison data provide context and validate goal selection and direction.

The College has a system for carefully monitoring the environment in which it operates. Each year the President, Vice President for Student Life and Enrollment, Admissions Director, and Director of Student Financial Planning review enrollment projections, financial aid discount rate, and other areas to see if expectations were met. Adjustments are determined for the upcoming year. Particular focus is on revenue streams, enrollment projections, and awarded financial aid. Evidence of how seriously this is taken was the 2012-13 budget year in which enrollment numbers were low compared to goal; budget cuts ensued.

Morningside College is looking ahead with advancing technologies as evidenced by the three year plan to refresh all supporting technology. Physical plant upgrades are ongoing.

The College has shown a willingness to keep pace with demographic shifts and globalization. Evidence for this is reflected in increased study abroad programs, opportunities for civic engagement, and new programs such as the Applied Agricultural and Food Services, broadening the recruiting territory, and experimenting with an online RN to BSN Completion Program.

Morningside College cites previous experience for the strong position they are in today by developing and adopting a dashboard approach that informs a proactive planning approach. Recent evidence of this is the enrollment shortfall and projected budget shortfall, resulting in a proactive decision to reduce the operational expenses; an appropriate institutional response was formulated and financial adjustments were made. Immediate emphasis was placed on marketing and realistic goals, factoring in a potential decrease of students due to the economy, increased competition, etc. The College remains committed to fiscal responsibility.

Morningside College is working on a process for the assessment data for program improvement to develop a system that more fully supports institutional mission. Academic programs undergo review every five to seven years. Integration into the strategic plan will develop ongoing systems for improvement.

Team Determination on Criterion Five:

Version 2.4 2013 29 4/16/14


Criterion is met with concerns


The team found that overall Morningside College has planned carefully to anticipate and meet current needs and to plan for the future. The new strategic plan reflects the mission, provides continuity with the previous plan, and clearly links to mission and values. Recent external audits have provided unqualified reports. Revenues are sufficient to support achievement of Morningside College’s mission related goals and planning. However, there is a need for a clear link between the plans for growth (e.g. enrollment and technology expansion) and the budget. College-wide communication and strategic goals in planning are not evident, as expressed by key constituents.

Morningside College’s human resources are adequate to support its operations, and the staff is highly qualified in terms of education and experience and very committed to the College. The College is planning for new and updated facilities. The College appears to have a sound understanding of its current financial capacity and has had balanced budgets for several years. SWOT analysis and peer comparison data provide context and validate goal selection and direction.

Based on a thorough review of the Self-Study document, its associated evidentiary documentation, interviews, and observations throughout the comprehensive evaluation visit, the team determined that Morningside College meets the Commission’s Criteria for Accreditation. Morningside College is a mission-driven college. The mission is transparent and pervasive throughout the campus community. Evidentiary documentation and interviews clearly indicate that the mission is central to academic as well as the non-academic decisions.

The College demonstrates a sound financial resource base with an endowment increase from $30,000,000 in 2004 to $43,000,000 in 2013 (Net Position and Endowment chart, p. 141 of Self-Study). Morningside's fiscal stewardship is evidenced in the fact that its financial resource base allows the College to not only maintain its viability, but position itself to implement a strategic plan to move it forward in the future.

A clear strength of Morningside is its faculty. Students suggested that faculty clearly “live” the mission and are dedicated to the highest quality of education but, more importantly, help to “guide and shape” students for their roles in society via an emphasis on civic engagement. Faculty’s academic credentials and experiential expertise are evident. A random review of faculty files, including annual evaluations, spoke to a faculty committed to on-going improvement in their specialty fields as well as academic skills.

The team has some concerns about whether institutional planning has effectively anticipated emerging factors such as technology and demographic enrollment shifts in educational delivery. The College has been slow to analyze technology delivery, and seems still not to have planned effectively to support diverse student, faculty and staff populations. There also is not a clear connection between strategic planning and actions such as the expansion of distance education delivery for growth programs.

Version 2.4 2013 30 4/16/14


Regarding institutional planning for distance education, Morningside College has not strategically planned for the sustainability or growth of these online programs. The Comprehensive Plan written in 2010 did not contain any mention of distance education. Also, the update to the 2008 strategic plan Enhancing the Morningside Journey: Moving Forward to 2020 mentions the increase of competition in online delivery and the need to prepare students for the use of technology; however, no indication is given that there is an intentional plan that integrates distance learning into Morningside College’s regular planning or evaluation process. During interviews, the Vice President for Academic Affairs and Dean of the College and the Dean of Graduate Studies acknowledged this lack of planning and articulated several steps being taken to remedy this issue. Starting with an engagement with the Board of Directors at a retreat in February 2014, discussions among many constituencies have evolved.

V. TEAM RECOMMENDATION

A. Affiliation Status

1. Recommendation: Re-affirmation of Accreditation

2. Timing for Next Reaffirmation Evaluation: 2023-2024

3. Rationale:

Morningside College is in many ways a different institution than what it was ten years ago. Driving this has been strong leadership and a willingness to deal forthrightly with institutional concerns. The College has substantially strengthened its financial operations and assessment efforts as reported to HLC in 2007.

This HLC team (after conducting numerous interviews at every level, as well as having examined many institutional documents, reports, and publications) believes Morningside College has met the Criteria for Accreditation. It is clear that the College’s mission is clear and appropriate and that the school operates with a high level of integrity. A teaching faculty focused on student learning is committed to self-improvement and institutional goals. Although Morningside College is a tuition-dependent college heavily dependent on enrollment, it manages well what it has. The authorization by HLC for Morningside College to offer an online MAT degree has been met with rapid growth and success.

Moreover, the team notes the ability of the College to deal with disappointment (i.e. enrollment drop of 2012). Such a development was anticipated and appropriately dealt with. This quality of leadership and responsibility is noteworthy.

The team believes the College will continue to progress with the development of its assessment programs and the oversight of its graduate program.

4. Criterion-related Monitoring Required (report, focused visit):

Monitoring: Report on Assessment of Student Learning by May 2016

Rationale:

Version 2.4 2013 31 4/16/14


HLC visiting teams in 2004 and 2008 cited the College for having an inadequate assessment program, including requiring a progress report in 2007. The Commission accepted the plans offered in the progress report and noted the College should “design a rubric for evaluating online courses that serves as a set of guidelines for course development and delivery.” These expectations have not as yet materialized. The Morningside College Self-Study noted that “assessment of programmatic objectives has lagged....and must be improved.” The Monitoring Report should include the following:

1. Evidence that assessment is integral to program improvement of both undergraduate and graduate programs including assessment plans, data collected showing effectiveness of learning in both general education and program offerings, areas identified that need improvement based on the data, steps taken to improve and what further efforts have been utilized to ensure that the process is continuous.

2. Analysis of the methods of assessment including direct and indirect measures in all aspects of the institutions operations, that Morningside has established a 'culture of assessment' that permeates the College from curricula to non-academic aspects of its operation including co-curricular activity.

3. Inclusion of the template/rubric for development of online graduate courses and a detailed discussion of the process for assuring quality control of curriculum development, assessment of learning, and the process for assuring a feedback loop that results in program improvement for online learning.

Monitoring: Report on planning with particular attention to graduate education and online delivery by May 2016

Rationale:

Graduate enrollment currently represents a significant portion of total enrollment and the College states a goal to continue aggressive enrollment growth in this sector. The College should develop a means of assuring quality in course development, assessment of learning outcomes, faculty qualifications and development, and graduate and online student support services. The Monitoring Report should include:

1. Details of how these quality controls and student services have been implemented, including who in the College is charged with oversight

2. Plans to and data indicating an increase of faculty with terminal degrees teaching in the graduate program, and documentation of professional expertise of those without terminal degrees teaching in the graduate program.

3. The process for assuring adjunct faculty in the graduate program are involved in scholarly development

4. Technology support for full and part-time faculty as well as distance education students, and other measures to establish a culture of graduate education.

5. Federal Compliance Monitoring Required (report, focused visit):

Monitoring: None

Version 2.4 2013 32 4/16/14


Rationale:

B. Commission Sanction or Adverse Action None

VI. EMBEDDED CHANGES IN AFFILIATION STATUS

Did the team review any of the following types of change in the course of its evaluation? Check Yes or No for each type of change.

( ) Yes (X) No Legal Status

( ) Yes (X) No Degree Level

( ) Yes (X) No Program Change

( ) Yes (X) No Distance or Correspondence Education

( ) Yes (X) No Contractual or Consortial Arrangements

( ) Yes (X) No Mission or Student Body

( ) Yes (X) No Clock or Credit Hour

( ) Yes (X) No Additional Locations or Campuses

( ) Yes (X) No Access to Notification

( ) Yes (X) No Access to Expedited Desk Review

( ) Yes (X) No Teach-out Arrangement

( ) Yes (X) No Other Change

VII. ADDITIONAL COMMENTS AND EXPLANATIONS

No additional comments.

Version 2.4 2013 33 4/16/14


Appendix AInteractions with Constituencies

PresidentVice President for Student AffairsVice President for Communications/MarketingVice President for Institutional AdvancementVice President for Student Life/EnrollmentVice President for Academic AffairsVice President for Business and FinanceBoard of DirectorsFifty Faculty Members from the following departments:

Education EnglishBusiness AdministrationLibraryWriting Center/First Year ProgramAcademic AffairsPsychologyGraduate Program EducationBiology/ChemistryHistory and Political ScienceMathematicsWriting and RhetoricReligious StudiesPhysicsComputer ScienceMass CommunicationModern LanguagesUndergraduate EducationAssessmentArtPhilosophyNursingGraphic Design

Staff members--86Faculty DevelopmentFaculty SenateCPAC CommitteeDepartment Chairs (16)Dean of Graduate StudiesAcademic DeanGraduate Committee (14)Alumni and Community LeadersGraduate FacultyGraduate Students

Version 2.4 2013 34 4/16/14


ChaplainDean of AdvisingRegistrarInstitutional Data CoordinatorInformation Technology SpecialistDivision of Nursing DirectorLibrarianIT ManagerAssoc. Dean of Assessment and Institutional ResearchStudent Government PresidentStudent Government SecretaryCommunity RepresentativesSchool District Superintendent

Version 2.4 2013 35 4/16/14


Appendix BPrincipal Documents, Materials, and Web Pages Reviewed

Self-Study for Morningside CollegeCollege Catalog (2013-14)Website

AssessmentGraduate Assessment PlanEight Undergraduate Assessment PlansNoel Levitz Survey ResultsPersistence and Retention DataProgram Persistence and Retention

Board of Trustees InformationThree Years of Board Meetings—Including Agenda, Board Packets, MinutesArticles of IncorporationBoard MotionsBoard By-LawsCertificate of Good Standing 2013Code of EthicsSigned Board Code of Ethics

Faculty InformationFaculty MinutesFaculty HandbookSyllabus Format (Template)Full-time Faculty ContractsFaculty Vitae

FinancialsIndependent Audits (2009-13)General Fund BudgetsJenzabar Budget Template for General Fund and GrantsOrganizational ChartManagement Letters (2009-13)Dashboard Template for Strategic Financial Policy

PoliciesEmployee Technology Usage Policies and ProceduresFinancial Aid PoliciesFinancial Management PoliciesPersonnel Policies and ProceduresStudent Policies and Procedures Student Technology

Version 2.4 2013 36 4/16/14


Program InformationCourse Schedules by semesterProgram ReviewsCourse SyllabiProgram Review GuideSchedule of Program Review

Specialized AccreditationCCNE Report

Strategic PlanningFinal Strategic Plan Committee ReportsStrategic Plan 2008-13, 2013-2020Third Party Comments

Compliance DocumentsHotline/web reports (1 in 3 years)Compliance TrainingRisk Management ReportsFaculty, Staff, Students Complaint RecordFire SafetyClery Act

Version 2.4 2013 37 4/16/14


Appendix C

Federal Compliance Worksheet for Evaluation TeamsEffective September 1, 2013 – August 31, 2014

Evaluation of Federal Compliance Components

The team reviews each item identified in the Federal Compliance Guide and documents its findings in the appropriate spaces below. Teams should expect institutions to address these requirements with brief narrative responses and provide supporting documentation, where necessary. Generally, if the team finds in the course of this review that there are substantive issues related to the institution’s ability to fulfill the Criteria for Accreditation, such issues should be raised in appropriate sections of the Assurance Section of the Team Report or highlighted as such in the appropriate AQIP Quality Checkup Report.

This worksheet outlines the information the team should review in relation to the federal requirements and provides spaces for the team’s conclusions in relation to each requirement. The team should refer to the Federal Compliance Guide for Institutions and Evaluation Teams in completing this worksheet. The Guide identifies applicable Commission policies and an explanation of each requirement. The worksheet becomes an appendix to the team’s report. If the team recommends monitoring on a Federal Compliance requirement in the form of a report or focused visit, it should be included in the Federal Compliance monitoring sections below and added to the appropriate section in the team report template.

Institution under review: Morningside College

Assignment of Credits, Program Length, and Tuition

Address this requirement by completing the “Team Worksheet for Evaluating an Institution’s Assignment of Credit Hours and on Clock Hours” in the Appendix at the end of this document.

Institutional Records of Student Complaints

The institution has documented a process in place for addressing student complaints and appears to be systematically processing such complaints as evidenced by the data on student complaints since the last comprehensive evaluation.

1. Review the process that the institution uses to manage complaints as well as the history of complaints received and processed with a particular focus in that history on the past three or four years.

2. Determine whether the institution has a process to review and resolve complaints in a timely manner.

3. Verify that the evidence shows that the institution can, and does, follow this process and that it is able to integrate any relevant findings from this process into its review and planning processes.

Version 2.4 2013 38 4/16/14


4. Advise the institution of any improvements that might be appropriate.

5. Consider whether the record of student complaints indicates any pattern of complaints or otherwise raises concerns about the institution’s compliance with the Criteria for Accreditation or Assumed Practices.

6. Check the appropriate response that reflects the team’s conclusions:

X The team has reviewed this component of federal compliance and has found the institution to meet the Commission’s requirements.

___ The team has reviewed this component of federal compliance and has found the institution to meet the Commission’s requirements but recommends Commission follow-up.

___ The team has reviewed this component of federal compliance and has found the institution not to meet the Commission’s requirements and recommends Commission follow-up.

___ The team also has comments that relate to the institution’s compliance with the Criteria for Accreditation. See Criterion (insert appropriate reference).

Comments:

Additional monitoring, if any:

Publication of Transfer Policies

The institution has demonstrated it is appropriately disclosing its transfer policies to students and to the public. Policies contain information about the criteria the institution uses to make transfer decisions.

1. Review the institution’s transfer policies.

2. Review any articulation agreements the institution has in place, including articulation agreements at the institution level and program-specific articulation agreements.

3. Consider where the institution discloses these policies (e.g., in its catalog, on its web site) and how easily current and prospective students can access that information.

Determine whether the disclosed information clearly explains the criteria the institution uses to make transfer decisions and any articulation arrangements the institution has with other institutions. Note whether the institution appropriately lists its articulation agreements with other institutions on its website or elsewhere. The information the institution provides should include any program-specific articulation agreements in place and should clearly identify program-specific articulation agreements as such. Also, the information the institution provides should include whether the articulation agreement anticipates that the institution under Commission review: 1) accepts credit from the other institution(s) in the articulation agreement; 2) sends credits to the other institution(s) in the articulation agreements that it accepts; or 3) both offers and accepts credits with the other institution(s).




Version 2.4 2013 39 4/16/14




Comments:


Practices for Verification of Student Identity

The institution has demonstrated that it verifies the identity of students who participate in courses or programs provided to the student through distance or correspondence education and appropriately discloses additional fees related to verification to students and to protect their privacy.

1. Determine how the institution verifies that the student who enrolls in a course is the same student who submits assignments, takes exams, and earns a final grade. The team should ensure that the institution’s approach respects student privacy.

2. Check that any fees related to verification and not included in tuition are explained to the students prior to enrollment in distance courses (e.g., a proctoring fee paid by students on the day of the proctored exam).






Comments:


Title IV Program Responsibilities

The institution has presented evidence on the required components of the Title IV Program.

This requirement has several components the institution and team must address:

General Program Requirements. The institution has provided the Commission with information about the fulfillment of its Title IV program responsibilities, particularly findings from any review activities by the Department of Education. It has, as necessary, addressed any issues the Department raised regarding the institution’s fulfillment of its responsibilities in this area.

Version 2.4 2013 40 4/16/14


Financial Responsibility Requirements. The institution has provided the Commission with information about the Department’s review of composite ratios and financial audits. It has, as necessary, addressed any issues the Department raised regarding the institution’s fulfillment of its responsibilities in this area. (Note that the team should also be commenting under Criterion Five if an institution has significant issues with financial responsibility as demonstrated through ratios that are below acceptable levels or other financial responsibility findings by its auditor.)

Default Rates. The institution has provided the Commission with information about its three year default rate. It has a responsible program to work with students to minimize default rates. It has, as necessary, addressed any issues the Department raised regarding the institution’s fulfillment of its responsibilities in this area. Note for 2012 and thereafter institutions and teams should be using the three-year default rate based on revised default rate data published by the Department in September 2012; if the institution does not provide the default rate for three years leading up to the comprehensive evaluation visit, the team should contact Commission staff.

Campus Crime Information, Athletic Participation and Financial Aid, and Related Disclosures. The institution has provided the Commission with information about its disclosures. It has demonstrated, and the team has reviewed, the institution’s policies and practices for ensuring compliance with these regulations.

Student Right to Know. The institution has provided the Commission with information about its disclosures. It has demonstrated, and the team has reviewed, the institution’s policies and practices for ensuring compliance with these regulations. The disclosures are accurate and provide appropriate information to students. (Note that the team should also be commenting under Criterion One if the team determines that disclosures are not accurate or appropriate.)

Satisfactory Academic Progress and Attendance. The institution has provided the Commission with information about policies and practices for ensuring compliance with these regulations. The institution has demonstrated that the policies and practices meet state or federal requirements and that the institution is appropriately applying these policies and practices to students. In most cases, teams should verify that these policies exist and are available to students, typically in the course catalog or student handbook. Note that the Commission does not necessarily require that the institution take attendance but does anticipate that institutional attendance policies will provide information to students about attendance at the institution.

Contractual Relationships. The institution has presented a list of its contractual relationships related to its academic program and evidence of its compliance with Commission policies requiring notification or approval for contractual relationships (If the team learns that the institution has a contractual relationship that may require Commission approval and has not received Commission approval the team must require that the institution complete and file the change request form as soon as possible. The team should direct the institution to review the Contractual Change Application on the Commission’s web site for more information.)

Consortial Relationships. The institution has presented a list of its consortial relationships related to its academic program and evidence of its compliance with Commission policies requiring notification or approval for consortial relationships. (If the team learns that the institution has a consortial relationship that may require Commission approval and has not received Commission approval the team must require that the institution complete and file the form as soon as possible. The team should

Version 2.4 2013 41 4/16/14


direct the institution to review the Consortial Change Application on the Commission’s web site for more information.)

1. Review all of the information that the institution discloses having to do with its Title IV program responsibilities.

2. Determine whether the Department has raised any issues related to the institution’s compliance or whether the institution’s auditor in the A-133 has raised any issues about the institution’s compliance as well as look to see how carefully and effectively the institution handles its Title IV responsibilities.

3. If an institution has been cited or is not handling these responsibilities effectively, indicate that finding within the federal compliance portion of the team report and whether the institution appears to be moving forward with corrective action that the Department has determined to be appropriate.

4. If issues have been raised with the institution’s compliance, decide whether these issues relate to the institution’s ability to satisfy the Criteria for Accreditation, particularly with regard to whether its disclosures to students are candid and complete and demonstrate appropriate integrity (Core Component 2.A and 2.B).






Comments:


Required Information for Students and the Public

1. Verify that the institution publishes fair, accurate, and complete information on the following topics: the calendar, grading, admissions, academic program requirements, tuition and fees, and refund policies.





Version 2.4 2013 42 4/16/14



Comments:


Advertising and Recruitment Materials and Other Public Information

The institution has documented that it provides accurate, timely and appropriately detailed information to current and prospective students and the public about its accreditation status with the Commission and other agencies as well as about its programs, locations and policies.

1. Review the institution’s disclosure about its accreditation status with the Commission to determine whether the information it provides is accurate and complete, appropriately formatted and contains the Commission’s web address.

2. Review institutional disclosures about its relationship with other accrediting agencies for accuracy and for appropriate consumer information, particularly regarding the link between specialized/professional accreditation and the licensure necessary for employment in many professional or specialized areas.

3. Review the institution’s catalog, brochures, recruiting materials, and information provided by the institution’s advisors or counselors to determine whether the institution provides accurate information to current and prospective students about its accreditation, placement or licensure, program requirements, etc.






Comments:


Review of Student Outcome Data

1. Review the student outcome data the institution collects to determine whether it is appropriate and sufficient based on the kinds of academic programs it offers and the students it serves.

Version 2.4 2013 43 4/16/14


2. Determine whether the institution uses this information effectively to make decisions about academic programs and requirements and to determine its effectiveness in achieving its educational objectives.






Comments:


Standing with State and Other Accrediting Agencies

The institution has documented that it discloses accurately to the public and the Commission its relationship with any other specialized, professional or institutional accreditor and with all governing or coordinating bodies in states in which the institution may have a presence.

The team has considered any potential implications for accreditation by the Higher Learning Commission of sanction or loss of status by the institution with any other accrediting agency or loss of authorization in any state.

Important note: If the team is recommending initial or continued status, and the institution is now or has been in the past five years under sanction or show-cause with, or has received an adverse action (i.e., withdrawal, suspension, denial, or termination) from, any other federally recognized specialized or institutional accreditor or a state entity, then the team must explain the sanction or adverse action of the other agency in the body of the Assurance Section of the Team Report and provide its rationale for recommending Commission status in light of this action. In addition, the team must contact the staff liaison immediately if it learns that the institution is at risk of losing its degree authorization or lacks such authorization in any state in which the institution meets state presence requirements.

1. Review the information, particularly any information that indicates the institution is under sanction or show-cause or has had its status with any agency suspended, revoked, or terminated, as well as the reasons for such actions.

2. Determine whether this information provides any indication about the institution’s capacity to meet the Commission’s Criteria for Accreditation. Should the team learn that the institution is at risk of losing, or has lost, its degree or program authorization in any state in which it meets state presence requirements, it should contact the Commission staff liaison immediately.


Version 2.4 2013 44 4/16/14






Comments:


Public Notification of Opportunity to Comment

The institution has made an appropriate and timely effort to solicit third party comments. The team has evaluated any comments received and completed any necessary follow-up on issues raised in these comments. Note that if the team has determined that any issues raised by third-party comment relate to the team’s review of the institution’s compliance with the Criteria for Accreditation, it must discuss this information and its analysis in the body of the Assurance Section of the Team Report.

1. Review information about the public disclosure of the upcoming visit, including sample announcements, to determine whether the institution made an appropriate and timely effort to notify the public and seek comments.

2. Evaluate the comments to determine whether the team needs to follow-up on any issues through its interviews and review of documentation during the visit process.






Comments:


Version 2.4 2013 45 4/16/14


Institutional Materials Related to Federal Compliance Reviewed by the Team

Provide a list materials reviewed here:

Website, all College publications, Self-Study for Morningside College, College Catalog (2013-14, Three Years of Board Meetings—Including Agenda, Board Packets, and Minutes, Articles of Incorporation, Certificate of Good Standing 2013, Code of Ethics, Syllabus Format (Template), Independent Audits (2009-13—Includes A-133 Financial Aid Audit), General Fund Budgets, Jenzabar Budget Template for General Fund and Grants, Organizational Chart, Management Letters (2009-13), Dashboard Template for Strategic Financial Policy, Financial Aid Policies, Financial Management Policies, Personnel Policies and Procedures, Student Policies and Procedures, Program Reviews, Course Syllabi, Program Review Guide, CCNE Report, Strategic Plan 2008-13, 2013-2020, Third Party Comments, Hotline/web reports (1 in 3 years), Compliance Training, Risk Management Reports, Faculty, Staff, Student Compliant Record, Fire Safety, Clery Act

Version 2.4 2013 46 4/16/14


Appendix D

Team Worksheet for Evaluating anInstitution’s Program Length and Tuition,

Assignment of Credit Hours and on Clock Hours

Institution under review: Morningside College

Part 1: Program Length and Tuition

Instructions

The institution has documented that it has credit hour assignments and degree program lengths within the range of good practice in higher education and that tuition is consistent across degree programs (or that there is a rational basis for any program-specific tuition). Review the “Worksheet for Use by Institutions on the Assignment of Credit Hours and on Clock Hours” as well as the course catalog and other attachments required for the institutional worksheet.

Worksheet on Program Length and Tuition

A. Answer the Following Questions

Are the institution’s degree program requirements within the range of good practice in higher education and contribute to an academic environment in which students receive a rigorous and thorough education?

XYes ____ No

Comments:

Are the institution’s tuition costs across programs within the range of good practice in higher education and contribute to an academic environment in which students receive a rigorous and thorough education?

X Yes ____ No

Comments:

B. Recommend Commission Follow-up, If Appropriate

Is any Commission follow-up required related to the institution’s program length and tuition practices?

Version 2.4 2013 47 4/16/14


____ Yes X No

Rationale:

Identify the type of Commission monitoring required and the due date:

Part 2: Assignment of Credit Hours

Instructions

In assessing the appropriateness of the credit allocations provided by the institution the team should complete the following steps:

1. Review the Worksheet completed by the institution, which provides information about an institution’s academic calendar and an overview of credit hour assignments across institutional offerings and delivery formats, and the institution’s policy and procedures for awarding credit hours. Note that such policies may be at the institution or department level and may be differentiated by such distinctions as undergraduate or graduate, by delivery format, etc.

2. Identify the institution’s principal degree levels and the number of credit hours for degrees at each level. The following minimum number of credit hours should apply at a semester institution:

Associate’s degrees = 60 hours

Bachelor’s degrees = 120 hours

Master’s or other degrees beyond the Bachelor’s = at least 30 hours beyond the Bachelor’s degree

Note that one quarter hour = .67 semester hour

Any exceptions to this requirement must be explained and justified. 3. Scan the course descriptions in the catalog and the number of credit hours assigned for courses in

different departments at the institution.

At semester-based institutions courses will be typically be from two to four credit hours (or approximately five quarter hours) and extend approximately 14-16 weeks (or approximately 10 weeks for a quarter). The description in the catalog should indicate a course that is appropriately rigorous and has collegiate expectations for objectives and workload. Identify courses/disciplines that seem to depart markedly from these expectations.

Institutions may have courses that are in compressed format, self-paced, or otherwise alternatively structured. Credit assignments should be reasonable. (For example, as a full-time load for a traditional semester is typically 15 credits, it might be expected that the norm for a full-time load in a five-week term is 5 credits; therefore, a single five-week course awarding 10 credits would be subject to inquiry and justification.)

Teams should be sure to scan across disciplines, delivery mode, and types of academic activities.

Federal regulations allow for an institution to have two credit-hour awards: one award for Title IV purposes and following the above federal definition and one for the purpose of defining progression in and completion of an academic program at that institution.

Version 2.4 2013 48 4/16/14


Commission procedure also permits this approach.

4. Scan course schedules to determine how frequently courses meet each week and what other scheduled activities are required for each course. Pay particular attention to alternatively-structured or other courses with particularly high credit hours for a course completed in a short period of time or with less frequently scheduled interaction between student and instructor.

5. Sampling. Teams will need to sample some number of degree programs based on the headcount at the institution and the range of programs it offers.

At a minimum, teams should anticipate sampling at least a few programs at each degree level.

For institutions with several different academic calendars or terms or with a wide range of academic programs, the team should expand the sample size appropriately to ensure that it is paying careful attention to alternative format and compressed and accelerated courses.

Where the institution offers the same course in more than one format, the team is advised to sample across the various formats to test for consistency.

For the programs the team sampled, the team should review syllabi and intended learning outcomes for several of the courses in the program, identify the contact hours for each course, and expectations for homework or work outside of instructional time.

The team should pay particular attention to alternatively-structured and other courses that have high credit hours and less frequently scheduled interaction between the students and the instructor.

Provide information on the samples in the appropriate space on the worksheet.

6. Consider the following questions:

Does the institution’s policy for awarding credit address all the delivery formats employed by the institution?

Does that policy address the amount of instructional or contact time assigned and homework typically expected of a student with regard to credit hours earned?

For institutions with courses in alternative formats or with less instructional and homework time than would be typically expected, does that policy also equate credit hours with intended learning outcomes and student achievement that could be reasonably achieved by a student in the timeframe allotted for the course?

Is the policy reasonable within the federal definition as well as within the range of good practice in higher education? (Note that the Commission will expect that credit hour policies at public institutions that meet state regulatory requirements or are dictated by the state will likely meet federal definitions as well.)

If so, is the institution’s assignment of credit to courses reflective of its policy on the award of credit?

7. If the answers to the above questions lead the team to conclude that there may be a problem with the credit hours awarded the team should recommend the following:

Version 2.4 2013 49 4/16/14


If the problem involves a poor or insufficiently-detailed institutional policy, the team should call for a revised policy as soon as possible by requiring a monitoring report within no more than one year that demonstrates the institution has a revised policy and evidence of implementation.

If the team identifies an application problem and that problem is isolated to a few courses or single department or division or learning format, the team should call for follow-up activities (monitoring report or focused evaluation) to ensure that the problems are corrected within no more than one year.

If the team identifies systematic non-compliance across the institution with regard to the award of credit, the team should notify Commission staff immediately and work with staff to design appropriate follow-up activities. The Commission shall understand systematic noncompliance to mean that the institution lacks any policies to determine the award of academic credit or that there is an inappropriate award of institutional credit not in conformity with the policies established by the institution or with commonly accepted practices in higher education across multiple programs or divisions or affecting significant numbers of students.

Worksheet on Assignment of Credit Hours A. Identify the Sample Courses and Programs Reviewed by the Team (see #5 of instructions in

completing this section)EDUC 595 SPED 560 EDUC 512 NURS 204 BUSN 341 GradEDUC 863 EDUC 765 NURS 307 Distance Ed

B. Answer the Following Questions

1) Institutional Policies on Credit Hours

Does the institution’s policy for awarding credit address all the delivery formats employed by the institution? (Note that for this question and the questions that follow an institution may have a single comprehensive policy or multiple policies.)

X Yes ____ No

Comments:

Does that policy relate the amount of instructional or contact time provided and homework typically expected of a student to the credit hours awarded for the classes offered in the delivery formats offered by the institution? (Note that an institution’s policy must go beyond simply stating that it awards credit solely based on assessment of student learning and should also reference instructional time.)

X Yes ____ No

Comments:

For institutions with non-traditional courses in alternative formats or with less instructional and homework time than would be typically expected, does that policy equate credit hours with intended learning outcomes and student achievement that could be reasonably achieved by a student in the timeframe and utilizing the activities allotted for the course?

Version 2.4 2013 50 4/16/14


____ Yes ____ No

Comments:

Is the policy reasonable within the federal definition as well as within the range of good practice in higher education? (Note that the Commission will expect that credit hour policies at public institutions that meet state regulatory requirements or are dictated by the state will likely meet federal definitions as well.)

____ Yes ____ No

Comments:

2) Application of Policies

Are the course descriptions and syllabi in the sample academic programs reviewed by the team appropriate and reflective of the institution’s policy on the award of credit? (Note that the Commission will expect that credit hour policies at public institutions that meet state regulatory requirements or are dictated by the state will likely meet federal definitions as well.)

X Yes ____ No

Comments:

Are the learning outcomes in the sample reviewed by the team appropriate to the courses and programs reviewed and in keeping with the institution’s policy on the award of credit?

X Yes ____ No

Comments:

If the institution offers any alternative delivery or compressed format courses or programs, were the course descriptions and syllabi for those courses appropriate and reflective of the institution’s policy on the award of academic credit?

X Yes ____ No

Comments:

If the institution offers alternative delivery or compressed format courses or programs, are the learning outcomes reviewed by the team appropriate to the courses and programs reviewed and in keeping with the institution’s policy on the award of credit? Are the learning outcomes reasonably capable of being fulfilled by students in the time allocated to justify the allocation of credit?

X Yes ____ No

Comments:

Version 2.4 2013 51 4/16/14


Is the institution’s actual assignment of credit to courses and programs across the institution reflective of its policy on the award of credit and reasonable and appropriate within commonly accepted practice in higher education?

X Yes ____ No

Comments:

C. Recommend Commission Follow-up, If Appropriate

Review the responses provided in this section. If the team has responded “no” to any of the questions above, the team will need to assign Commission follow-up to assure that the institution comes into compliance with expectations regarding the assignment of credit hours.

Is any Commission follow-up required related to the institution’s credit hour policies and practices?

____ Yes X No

Rationale:


D. Identify and Explain Any Findings of Systematic Non-Compliance in One or More Educational Programs with Commission Policies Regarding the Credit Hour

Version 2.4 2013 52 4/16/14


Part 3: Clock Hours

Does the institution offer any degree or certificate programs in clock hours?

____ Yes X No

Does the institution offer any degree or certificate programs that must be reported to the Department of Education in clock hours for Title IV purposes even though students may earn credit hours for graduation from these programs?

____ Yes X No

If the answer to either question is “Yes,” complete this part of the form.

Instructions

This worksheet is not intended for teams to evaluate whether an institution has assigned credit hours relative to contact hours in accordance with the Carnegie definition of the credit hour. This worksheet solely addresses those programs reported to the Department of Education in clock hours for Title IV purposes.

Complete this worksheet only if the institution offers any degree or certificate programs in clock hours OR that must be reported to the U.S. Department of Education in clock hours for Title IV purposes even though students may earn credit hours for graduation from these programs. Non-degree programs subject to clock hour requirements (an institution is required to measure student progress in clock hours for federal or state purposes or for graduates to apply for licensure) are not subject to the credit hour definitions per se but will need to provide conversions to semester or quarter hours for Title IV purposes. Clock-hour programs might include teacher education, nursing, or other programs in licensed fields.

For these programs Federal regulations require that they follow the federal formula listed below. If there are no deficiencies identified by the accrediting agency in the institution’s overall policy for awarding semester or quarter credit, accrediting agency may provide permission for the institution to provide less instruction provided that the student’s work outside class in addition to direct instruction meets the applicable quantitative clock hour requirements noted below.

Federal Formula for Minimum Number of Clock Hours of Instruction (34 CFR §668.8)

1 semester or trimester hour must include at least 37.5 clock hours of instruction1 quarter hour must include at least 25 clock hours of instruction

Note that the institution may have a lower rate if the institution’s requirement for student work outside of class combined with the actual clock hours of instruction equals the above formula provided that a semester/trimester hour includes at least 30 clock hours of actual instruction and a quarter hour include at least 20 semester hours.

Worksheet on Clock HoursA. Answer the Following Questions

Version 2.4 2013 53 4/16/14


Does the institution’s credit to clock hour formula match the federal formula?

____ Yes ____ No

Comments: N/A

If the credit to clock hour conversion numbers are less than the federal formula, indicate what specific requirements there are, if any, for student work outside of class?

Did the team determine that the institution’s credit hour policies are reasonable within the federal definition as well as within the range of good practice in higher education? (Note that if the team answers “No” to this question, it should recommend follow-up monitoring in section C below.)

X Yes ____ No

Comments:

Did the team determine in reviewing the assignment of credit to courses and programs across the institution that it was reflective of the institution’s policy on the award of credit and reasonable and appropriate within commonly accepted practice in higher education?

X Yes ____ No

Comments:

B. Does the team approve variations, if any, from the federal formula in the institution’s credit to clock hour conversion?

____ Yes X No

(Note that the team may approve a lower conversion rate than the federal rate as noted above provided the team found no issues with the institution’s policies or practices related to the credit hour and there is sufficient student work outside of class as noted in the instructions.)

C. Recommend Commission Follow-up, If Appropriate

Is any Commission follow-up required related to the institution’s clock hour policies and practices?

____ Yes X No

Rationale:


Version 2.4 2013 54 4/16/14