Year 7 Evaluation of Institutional Effectiveness Evidence
Standard One 鈥 Student Success, and Institutional Mission and Effectiveness
The institution articulates its commitment to student success, primarily measured through student learning and achievement, for all students, with a focus on equity and closure of achievement gaps, and establishes a mission statement, acceptable thresholds, and benchmarks for effectiveness with meaningful indicators. The institution鈥檚 programs are consistent with its mission and culminate in identified student outcomes leading to degrees, certificates, credentials, employment, or transfer to other higher education institutions or programs. Programs are systematically assessed using meaningful indicators to assure currency, improve teaching and learning strategies, and achieve stated student learning outcomes for all students, including underrepresented students and first-generation college students.
1.A. Institutional Mission
-
1.A.1 Mission
The institution鈥檚 mission statement defines its broad educational purposes and its commitment to student learning and achievement.
Select Evidence for 1.A.1:
-
1.B. Improving Institutional Effectiveness
-
1.B.1 Continuous Process to Assess Institutional Effectiveness
The institution demonstrates a continuous process to assess institutional effectiveness, including student learning and achievement and support services. The institution uses an ongoing and systematic evaluation and planning process to inform and refine its effectiveness, assign resources, and improve student learning and achievement.
Select Evidence for 1.B.1:
UAA Strategic Plan
- UAA 2027 (Summary of mission, vision, and aspirations)
- UAA 2027 Landing Page (Includes development process)
UAA 2027 Supporting Plans and AY2024-2025 Progress Reports-
-
- Strategic Enrollment Management (SEM) Plan - Website, SEM Plan Progress Report
- 熊猫在线视频 Native Success Initiative (ANSI) Plan - Website, ANSI Plan Progress Report
- Academic Plan DRAFT April 2025, Academic Plan Progress Report
- Research Strategic Plan 2023-2027, Research Strategic Plan Progress Report
- UAA Campus Master Plan 2022, Campus Master Plan Progress Report
- UAA IT Strategic Plan FY25-FY27, IT Strategic Plan Progress Report
-
College Strategic Plans and AY2024-2025 Progress Reports-
-
- College of Arts and Sciences (CAS) - CAS Plan, CAS Progress Report
- College of Business and Public Policy (CBPP) - CBPP Plan, CBPP Progress Report
- College of Engineering (CoEng) 鈥 CoEng Plan, CoEng Progress Report
- College of Health (COH) - COH Plan, COH Progress Report
- Community and Technical College (CTC) 鈥 CTC Plan, CTC Progress Report
- School of Education (SOE) 鈥 SOE Draft Plan, SOE Progress Report
- Consortium Library -
-
Community Campus Strategic Plans and AY2024-2025 Progress Reports-
-
- Kenai Peninsula College (KPC), KPC Plan, KPC Progress Report
- Kodiak College Plan (KOD), KOD Draft Plan, KOD Progress Report
- Prince William Sound College (PWSC), PWSC Plan, PWSC Progress Report
- Note: The Matanuska Susitna College plan is currently under development.
-
Regular and systematic evaluation of mission fulfillment- Progress on Mission Fulfillment 鈥 Website
Regular and systematic evaluation of student learning and achievement- Academic Program Review - Website
- Program Student Learning Outcomes Assessment - Website
- Core Competency Assessment (primary method)
- Core Competency Assessment (supplementary method)
-
1.B.2 Definition of Mission Fulfillment
The institution sets and articulates meaningful goals, objectives, and indicators of its goals to define mission fulfillment and to improve its effectiveness in the context of and in comparison with regional and national peer institutions.
Select Evidence for 1.B.2:
- Progress on Mission Fulfillment - Website
- Graduate Exit Survey - Core Competency Assessment
- - Dashboard (IR Website under Public Data and Information)
- Peer Comparison - Static Charts (IR Website under Public Data and Information)
-
1.B.3 Inclusive Planning Process
The institution provides evidence that its planning process is welcoming and offers opportunities for comment by appropriate constituencies, allocates necessary resources, and leads to improvement of institutional effectiveness.
Select Evidence for 1.B.3:
Plans are developed and implemented through inclusive processes
- UAA 2025 Planning Process
- UAA 2025 Extended to UAA 2027
- UAA Strategic Enrollment Management
- 熊猫在线视频 Native Success Initiative (ANSI)
- UAA Academic Plan
- UAA Research Strategic Plan 2023-2027
- Research Strategic Plan 2023-2027 (Includes description of plan鈥檚 development, pages 2-3)
- AY2024-2025 Research Strategic Plan Progress Report
- UAA Campus Master Plan 2022
- Campus Master Plan 2022 (Includes stakeholder engagement, page 9)
- Facilities, Space and Planning Committee - Website
- AY2024-2025 Campus Master Plan Progress Report
- UAA IT Strategic Plan FY25-FY27
New funding requests are reviewed by a representative, institutional-level group and integrate mission fulfillment and student achievement criteria- Campus Planning Advisory Board (CPAB) - Website
-
1.B.4 Monitoring Internal and External Environments
The institution monitors its internal and external environments to identify current and emerging patterns, trends, and expectations. Through its governance system it considers such findings to assess its strategic position, define its future direction, and review and revise, as necessary, its mission, planning, intended outcomes of its programs and services, and indicators of achievement of its goals.
Select Evidence for 1.B.4:
- Board of Regents & UA System
- (EAB findings presented at January 2025 BOR Ad Hoc Committee on Recruitment, Retention, and Graduation meeting)
- UAA Annual Report on Institutional and Programmatic Accreditation to the UA Board
of Regents
- (Pages 1-18)
- (Pages 1-19)
- (Pages 11-21)
- UAA Annual Report on Academic Program Review to the UA Board of Regents
- (Pages 1-2)
- (Pages 1-3)
- (Pages 1-2)
- (Pages 20-28)
- (Pages 1-10)
- UAA Institutional Research - Website
- - Dashboard
- - Dashboard
- Progress on Mission Fulfillment - Website
- - Dashboard
- - Dashboard
- Environmental Scanning Resources - Website
- Survey Results - Website
- Board of Regents & UA System
1.C. Student Learning
-
1.C.1 Academic Programs
The institution offers programs with appropriate content and rigor that are consistent with its mission, culminate in achievement of clearly identified student learning outcomes that lead to collegiate-level degrees, certificates, or credentials and include designators consistent with program content in recognized fields of study.
Select Evidence for 1.C.1:
Programs with appropriate content and rigor consistent with its mission
-
-
- (Example from the February 21, 2025 Board of Regents agenda. See Mission and Strategic Alignment, page 2.)
-
-
- UAA Academic Catalog - General University Requirements (GURs)
- (GURs)
- (GURs)
- (GURs)
- (GURs)
- (GURs)
- (GURs)
- (GURs)
-
- (Scroll down to F.2)
- (Open the Course Numbering System toggle and scroll down to Academic Credit Courses)
- (External confirmation of appropriate content and rigor)
- UAA Community and Industry Advisory Boards - List
Curriculum review- - Website
- UAA Faculty Senate - Website
- UAA Faculty Senate Constitution
- UAA Faculty Senate Bylaws
- Faculty Senate Undergraduate Academic Board (UAB) - Website
- General Education Council (UAB Subcommittee) - Website
- Faculty Senate Graduate Academic Board (GAB) 鈥 Website
- UAA Curriculum Handbook
Clearly identified student learning outcomes- (Click on a program and go to the Learning Outcomes tab)
- (Click on a program and go to the Learning Outcomes tab)
Recognized fields of study- Academic Unit Memo Example (Demonstrates the use of Classification of Instructional Program [CIP] codes)
- UAA Prefix Request Form
- UAA Community and Industry Advisory Boards - List
-
-
1.C.2 Award of Credit, Degrees, Certificates, or Credentials
The institution awards credit, degrees, certificates, or credentials for programs that are based upon student learning and learning outcomes that offer an appropriate breadth, depth, sequencing, and synthesis of learning.
Select Evidence for 1.C.2:
Award of credit
-
- (See Contact Hours)
Program Student Learning Outcomes- (See C.3)
- (Click on a program and go to the Learning Outcomes tab)
- (Click on a program and go to the Learning Outcomes tab)
Breadth-
- (Scroll down to General Education Requirements for Associate of Applied Sciences Degrees)
Depth and sequencing- (Click on a program to see the major requirements, demonstrating depth and sequencing)
- (See F - Course Numbering System)
- (Open the Course Numbering System toggle and scroll down to Academic Credit Courses)
Synthesis- (Open the Course Numbering System toggle and scroll down to Academic Credit Courses - Upper-Division Courses - A400-A499)
- Examples of credentials with summative synthesizing experiences
- Baccalaureate examples
- Seminars: , , ,
- Capstones: , , , ,
- Internships:
- Certificate and associate鈥檚 examples
- Internships: , ,
- Practicums: , ,
- Baccalaureate examples
-
-
1.C.3 Learning Outcomes
The institution identifies and publishes expected program and degree learning outcomes for all degrees, certificates, and credentials. Information on expected student learning outcomes for all courses is provided to enrolled students.
Select Evidence for 1.C.3:
Program Student Learning Outcomes
- (Click on a program and go to the Learning Outcomes tab)
- (Click on a program and go to the Learning Outcomes tab)
- UAA Curriculum Management - Program Form (Scroll down to the Student Learning Outcomes section, page 2)
Degree Student Learning Outcomes- (Scroll down to the section GER Student Learning Outcomes)
- (Scroll down to the section General Education Requirements for Associate of Applied Science Degrees)
- (General education is embedded in the major requirements.)
- (General education is embedded in the major requirements.)
Course Student Learning Outcomes- UAA Curriculum Management - Course Form (Scroll down to Other Course Specific Student Learning Outcomes and Assessment Measures,
page 9)
- Course Form Example (WRTG A111) (Scroll down to Other Course Specific Student Learning Outcomes and Assessment Measures, pages 4-5)
-
1.C.4 Admission and Completion Requirements
The institution鈥檚 admission and completion or graduation requirements are clearly defined, widely published, and easily accessible to students and the public.
Select Evidence for 1.C.4:
Admission requirements and procedures
-
- UAA Office of Admissions - Website
- Undergraduate Admissions - Website (The Admissions website above serves as the main page for undergraduate admissions.)
- Graduate Admissions - Website
Completion and graduation requirements- UAA Academic Catalog
- General University Requirements (GURs)
- (GURs)
- (GURs)
- (GURs)
- (GURs)
- (GURs)
- (GURs)
- (GURs)
- General Education Requirements (GERs)
- (Scroll down to General Education Requirements for Associate of Applied Sciences Degrees)
- College-level requirements
- Major requirements
- (Select any program)
- (Select any program)
- General University Requirements (GURs)
- Tracking graduation requirements
- DegreeWorks Tool - Website
- DegreeWorks Help Page - Website
Degree plans for associate and baccalaureate degrees- UAA Academic Catalog - (Select any associates or baccalaureate program and go to the Sample Plan tab)
-
-
1.C.5 Assessment of Learning
The institution engages in an effective system of assessment to evaluate the quality of learning in its programs. The institution recognizes the central role of faculty to establish curricula, assess student learning, and improve instructional programs.
Select Evidence for 1.C.5:
Program and General Education Student Learning Outcomes
- (Click on a specific program and go to the Learning Outcomes tab)
- (Click on a specific program and go to the Learning Outcomes tab)
Effective system of assessment- UAA Faculty Senate Academic Assessment Committee - Website
- Program Student Learning Outcomes Assessment - Website (Outlines the process; publishes Academic Assessment Plans; publishes the
biennial reports)
- Institutional Summaries - Program Student Learning Outcomes (PSLO) Assessment Report Summary (formerly called Academic Assessment Report Summary)
- Earlier program reports and institutional-level summaries are saved behind a log in.
Faculty role in course and program improvements- UAA Faculty Senate - Website
- UAA Faculty Senate Constitution
- UAA Faculty Senate Bylaws
- Faculty Senate Undergraduate Academic Board (UAB) - Website
- General Education Council (UAB Subcommittee) - Website
- Faculty Senate Graduate Academic Board (GAB) 鈥 Website
- UAA Curriculum Handbook
- UAA Curriculum Management - Course Form
- Course Form Example (WRTG A111) (See Changes Proposed By, top of page 1)
- UAA Curriculum Management - Program Form
- Program Form Example (OEC Bookkeeping) (See Changes Proposed By, top of page 1)
-
1.C.6 Institutional Learning Outcomes or Core Competencies
Consistent with its mission, the institution establishes and assesses, across all associate and bachelor level programs or within a General Education curriculum, institutional learning outcomes and/or core competencies. Examples of such learning outcomes and competencies include, but are not limited to, effective communication skills, global awareness, cultural sensitivity, scientific and quantitative reasoning, critical analysis and logical thinking, problem solving, and/or information literacy.
Select Evidence for 1.C.6:
- UAA Institutional Research - Progress on Mission Fulfillment - Website (See Objective 1: Students develop and achieve UAA鈥檚 Core Learning Competencies)
- Core Competency Assessment (primary method)
- Core Competency Assessment (supplementary method)
-
1.C.7 Assessment Results Used to Improve Student Learning
The institution uses the results of its assessment efforts to inform academic and learning-support planning and practices to continuously improve student learning outcomes.
Select Evidence for 1.C.7:
- Program Student Learning Outcomes Assessment - Website
- Institutional Summaries - Program Student Learning Outcomes (PSLO) Assessment Report
Summary (formerly called Academic Assessment Report Summary)
- AY2023-2024 Program Student Learning Outcomes Assessment Report Summary
- AY2022-2023 Academic Assessment Report Summary
- AY2021-2022 Academic Assessment Report Summary
- AY2020-2021 Academic Assessment Report Summary
- Earlier program reports and institutional-level summaries are saved behind a log in.
- Annual (now biennial) Program Student Learning Outcomes Assessment/Academic Assessment
Report Examples
- AY2023-2024 GC Children鈥檚 Mental Health
- AY2023-2024 AAS/PBCT Paralegal Studies/BA Legal Studies
- AY2022-2023 AAS Construction Management
- AY2022-2023 BA History
- AY2022-2023 BA/BS Mathematics
- AY2022-2023 BS Geological Sciences
- AY2022-2023 MEd Educational Leadership/GC Educational Leadership: Principal
- AY2022-2023 MPH Public Health Practice
- Institutional Summaries - Program Student Learning Outcomes (PSLO) Assessment Report
Summary (formerly called Academic Assessment Report Summary)
- Academic Program Review - Website
- Academic Program Review Report Examples, Question #3a, 鈥淧rogram Student Learning Outcomes
Assessment and Improvement Process and Actions鈥
- AY2023-2024 BS/MS Civil Engineering (pages 5-7)
- AY2023-2024 AAS/OEC Culinary Arts & OEC Baking and Pastry Arts (pages 7-8)
- AY2022-2023 MS Applied Geological Sciences (pages 5-6)
- AY2022-2023 BA Political Science (pages 4-5)
- AY2021-2022 AAS Air Traffic Control (pages 5-6)
- Academic Program Review Report Examples, Question #3a, 鈥淧rogram Student Learning Outcomes
Assessment and Improvement Process and Actions鈥
- Program Student Learning Outcomes Assessment - Website
-
1.C.8 Transfer Credit and Credit for Prior Learning
Transfer credit and credit for prior learning is accepted according to clearly defined, widely published, and easily accessible policies that provide adequate safeguards to ensure academic quality. In accepting transfer credit, the receiving institution ensures that such credit accepted is appropriate for its programs and comparable in nature, content, academic rigor, and quality.
Select Evidence for 1.C.8:
Transfer of credit policies and procedures
- and - Transfer of Credit
-
- (Same as above general link)
- Graduate Transfer
- (See #4 for transfer)
- (See #9 for transfer)
- UAA Admissions - Transfer Students - Website
- UAA Registrar鈥檚 Office - Transfer Credit - Website
-
1.C.9 Graduate Programs
The institution鈥檚 graduate programs are consistent with its mission, are in keeping with the expectations of its respective disciplines and professions, and are described through nomenclature that is appropriate to the levels of graduate and professional degrees offered. The graduate programs differ from undergraduate programs by requiring, among other things, greater: depth of study; demands on student intellectual or creative capacities; knowledge of the literature of the field; and ongoing student engagement in research, scholarship, creative expression, and/or relevant professional practice.
Select Evidence for 1.C.9:
Efforts around institutional planning of graduate programs
- Progress on Institutional Planning of Graduate Programs (April 16, 2025) (Documents achievements since the Mid-Cycle Evaluation)
- Progress on Institutional Planning of Graduate Programs (Completed for the Mid-Cycle Evaluation)
- Ad Hoc Report to Address Recommendations from 2018 Cycle (Submitted to NWCCU on March 1, 2020, pages 3-7 and 21)
Graduate programs align to UAA鈥檚 mission- UAA New Program Proposal Example - (See Mission and Strategic Alignment, page 2)
Graduate programs meet disciplinary and professional expectations and use appropriate nomenclature- UAA Academic Catalog -
-
- UAA Academic Catalog -
- UAA Licensure and Certification - Website
- Community and Industry Advisory Boards - List
- Academic Unit Memo Example (Demonstrates the use of Classification of Instructional Program [CIP] codes)
Graduate programs differ from undergraduate programs- (See F.2.c)
- UAA Academic Catalog
- (Open the Course Numbering System toggle and scroll down to Academic Credit Courses, Graduate-Level Courses)
1.D. Student Achievement
-
1.D.1 Potential to Benefit
Consistent with its mission, the institution recruits and admits students with the potential to benefit from its educational programs. It orients students to ensure they understand the requirements related to their programs of study and receive timely, useful, and accurate information and advice about relevant academic requirements, including graduation and transfer policies.
Select Evidence for 2.D.1:
The institution recruits and admits students with the potential to benefit from its educational programs
- UAA Academic Catalog (Admissions criteria are designed to ensure ability to benefit)
- (Click on a program to see the Admission Requirements section for that program)
- (Click on a program to see the Admission Requirements section for that program)
- Graduate School recruitment examples
- Office of Admissions - Website (Provides guidance to first-year, transfer, international, and graduate students; the How to Apply page also features information for Military/Veteran, Returning, and Post-baccalaureate students)
- Community Campus Admissions Information
- Strategic Enrollment Management (SEM) Plan - Website (Guides targeted recruitment efforts)
The institution orients students to their programs of study, relevant academic requirements, including graduation and transfer policies.- UAA Academic Catalog - Graduation and Transfer Policies
- General University Requirements for Graduation - ; ; ; ; ; ;
- Individual Program Requirements for Graduation - ; (Click on a specific program to see the graduation requirements)
- Transfer - ; (See #4); (See #9)
- Orientation Activities
- Undergraduate - Howl Days (New Student Orientation)
- Graduate - Examples of program/school specific orientation activities
- Graduate School - Complementary orientation activities - Graduate Student Orientation; Your Graduate School Journey: Ensuring a Positive Experience for Family and Friends
- Advising Websites
- UAA Academic Catalog (Admissions criteria are designed to ensure ability to benefit)
-
1.D.2 Disaggregated Indicators of Student Achievement
Consistent with its mission and in the context of and in comparison with regional and national peer institutions, the institution establishes and shares widely a set of indicators for student achievement including, but not limited to, persistence, completion, retention, and postgraduation success. Such indicators of student achievement should be disaggregated by race, ethnicity, age, gender, socioeconomic status, first generation college student, and any other institutionally meaningful categories that may help promote student achievement and close barriers to academic excellence and success (achievement gaps).
Select Evidence for 1.D.2:
Consistent with its mission and in the context of and in comparison with regional and national peer institutions, the institution establishes and shares widely a set of indicators for student achievement
- - Dashboard (IR Website under Public Data and Information)
- Student Achievement Metrics - Static Reports (On the Institutional Accreditation Website, open the Student Achievement Metrics [Student Success Metrics] Reports button.)
- UAA Annual Report on Persistence as of Fall 2024
- UAA Annual Report on Retention as of Fall 2024
- UAA Annual Report on Graduation as of Fall 2024
- UAA Annual Report on Semesters to Degree - Graduate Programs as of Fall 2024
- UAA Annual Report on Leading Indicators as of Fall 2024 (Tier 1 GERs in the first 30 credits; Course Pass Rates)
- UAA First Annual Report on Post-Graduation Success as of Fall 2024
- UAA Annual Reports as of Fall 2024 鈥 All Six Reports
- - Dashboard (IR Website under Public Data and Information)
- Peer Comparison - Static Charts (IR Website under Public Data and Information)
The indicators and their disaggregation are used to help promote continuous improvement in student achievement and to close barriers to academic excellence and success- Academic Program Review Report Form (See Question #4, pages 3-4)
- Services Review Assessment Questionnaire (See the prompts, page 3)
-
1.D.3 Disaggregated Indicators of Student Achievement Are Widely Published
The institution鈥檚 disaggregated indicators of student achievement should be widely published and available on the institution鈥檚 website. Such disaggregated indicators should be aligned with meaningful, institutionally identified indicators benchmarked against indicators for peer institutions at the regional and national levels and be used for continuous improvement to inform planning, decision making, and allocation of resources.
Select Evidence for 1.D.3:
Disaggregated indicators of student achievement are widely published and available on the institution鈥檚 website
- - Dashboard (IR Website under Public Data and Information)
- Institutional Accreditation 鈥 Website 鈥 Static Student Achievement Reports
- UAA Annual Report on Persistence as of Fall 2024
- UAA Annual Report on Retention as of Fall 2024
- UAA Annual Report on Graduation as of Fall 2024
- UAA Annual Report on Semesters to Degree - Graduate Programs as of Fall 2024
- UAA Annual Report on Leading Indicators as of Fall 2024 (Tier 1 GERs in the first 30 credits; Course Pass Rates)
- UAA Annual Report on Post-Graduation Success as of Fall 2024
Indicators are benchmarked against indicators for peer institutions at the regional and national levels- - Dashboard (IR Website under Public Data and Information)
- Static Peer Comparison Charts (IR Website under Public Data and Information)
-
1.D.4 Disaggregated Indicators of Student Achievement Used to Mitigate Achievement
Gaps
The institution鈥檚 processes and methodologies for collecting and analyzing indicators of student achievement are transparent and are used to inform and implement strategies and allocate resources to mitigate perceived gaps in achievement.
Select Evidence for 1.D.4:
Processes and methodologies for collecting and analyzing indicators of student achievement are transparent
- - Dashboard (IR Website under Public Data and Information)
- Student Achievement Metrics - Static Reports (On the Institutional Accreditation Website, open the Student Achievement Metrics [Student Success Metrics] Reports button.)
- UAA Annual Report on Persistence as of Fall 2024
- UAA Annual Report on Retention as of Fall 2024
- UAA Annual Report on Graduation as of Fall 2024
- UAA Annual Report on Semesters to Degree - Graduate Programs as of Fall 2024
- UAA Annual Report on Leading Indicators as of Fall 2024 (Tier 1 GERs in the first 30 credits; Course Pass Rates)
- Post-Graduation Success as of Fall 2024
Processes and methodologies for collecting and analyzing indicators of student achievement and are used to inform and implement strategies and allocate resources to mitigate perceived gaps in achievement- Progress on Collaborative Student Success Efforts (May 27, 2025) (Documents achievements since the Mid-Cycle Evaluation)
- Progress on Collaborative Student Success Efforts (Completed for the Mid-Cycle Evaluation)
- Ad Hoc Report to Address Recommendations from 2018 Cycle (Submitted to NWCCU on March 1, 2020, pages 3 and 8-21)
Other Evidence
- Other Evidence
Other Evidence:
The evidence listed below is not posted elsewhere on the UAA website. The documents are posted here so the report can link to them. This list is sorted in alphabetical order.
Academic Concierge - Services Review (Standard 1.D.2)Academic Plan - Your UAA Journey Academic Plan DRAFT April 2025 (Standard 1.B.1, 1.B.3)
Academic Program Review - Data Sheet Template (Standard 1.B.1)Academic Program Review - Report Form (Standard 1.C.7)Academic Unit Memo Example - College of Engineering (Standard 1.C.1)Advising - Assessment Plan (Standard 1.C.7)Advising - Fall 2024 Professional Development Series (Standard 1.C.7)Advising - Services Review (Standard 1.C.7)Advising - Survey of Advisors (Tactical Assessment) (Standard 1.C.7)Assessment Retreat (AY2020-2021) Agenda
Budget Process - Chancellor Report to Faculty Senate February 2025 (Standard 1.B.3)Budget Process - Provost Report to Faculty Senate February 2025 (Standard 1.B.3)Budget Process - Vice Chancellor for Administrative Services Report to Faculty Senate February 2025 (Standard 1.B.3)Budget Process - Vice Chancellor for Research Report to Faculty Senate February 2025 (Standard 1.B.3)Budget Process - Vice Chancellor for Student Affairs Report to Faculty Senate February 2025 (Standard 1.B.3)Core Competency - Direct Assessment Report (Standard 1.C.7)Core Competency - Graduate Exit Survey Results - Sharing Out with Leadership for Planning (Standard 1.C.7)Core Competency - Landscape Survey Template (Standard 1.C.7)Core Competency - Personal, Professional, and Community Responsibility PhotoVoice Collage (Standard 1.C.6)Core Competency - Student Focus Groups Pilot PP (Standard 1.C.6)Curriculum - Accelerated Learning Program Course (WRTG A192) (Standard 1.C.7)Curriculum - BIOL A111 and BIOL A111L Human Anatomy and Physiology (Standard 1.D.4)Curriculum - Credit Hour Review Spring 2025 (Standard 1.C.2)Curriculum - Curriculum Management Course Form (Standard 1.C.3)Curriculum - Curriculum Management Course Form Example (WRTG A111) (Standard 1.C.3, 1.C.5)Curriculum - Curriculum Management Program Form (Standard 1.C.5)Curriculum - Prefix Request Form (Standard 1.C.1)Deans' Council Agenda 2025.03.05 (Standard 1.B.4, 1.D.4)Deans' Council Agenda 2024.04.17 (Standard 1.B.4, 1.D.4)Deans' Council Agenda 2024.01.17 (Standard 1.B.4, 1.D.4)Deans' Council Agenda 2023.10.11 (Standard 1.B.4, 1.D.4)General Education Course Mapping Template (Standard 1.C.5)General Education Course Mapping Example BIOL A481 (Standard 1.C.5)General Education Course Mapping Example CSCE A470 (Standard 1.C.5)Graduate Programs - Orientation MEd Educational Leadership (Standard 1.D.1)Graduate Programs - Orientation PhD Clinical-Community Psychology (Standard 1.D.1)Graduate Programs - Orientation School of Nursing (Standard 1.D.1)Graduate Programs - Progress on Institutional Planning of Graduate Programs Since the Mid-Cycle Evaluation (Standard 1.C.9)Services Review - Assessment Questionnaire (Standard 1.C.7)Strategic Plan - Kenai Peninsula College (Standard 1.B.1)Strategic Plan - Kodiak College DRAFT (Standard 1.B.1)Strategic Plan - Prince William Sound College (Standard 1.B.1)Strategic Plan - School of Education DRAFT (Standard 1.B.1)UAA 2025 - Plan Development Timeline (Example) (Standard 1.B.3)UAA 2027 - Faculty Senate Approval to Extend UAA 2025 to UAA 2027 (Standard 1.B.3)UAA 2027 - Staff Council Approval to Extend UAA 2025 to UAA 2027 (Standard 1.B.3)






