Creating an Organization Committed to Learning and Improvement
Standards 4.1-4.3: Strategic Thinking and Planning
Standard 4.1: Multiple Constituencies Engaged in Institutional Planning
- 4.1-1 Chancellor's Cabinet
- 4.1-2 School Deans and Executive Committees
- 4.1-3 UCM Five Year Perspectives
- 4.1-4 Graduate Division Strategic Plan
- 4.1-5 College One First Year Budget Request
- 4.1-6 Budget Request Letter
- 4.1-7 Campus Physical Planning Committee
- School Strategic Plans: see 3.2-2, 3.2-3, 3.2-4
- College One Handbook: - see 2.3-6
Standard 4.2: Planning Processes Align Academic, Personnel, Fiscal, Physical, Technological Needs with Priorities
- 4.2-1 Committee on Academic Planning and Resource Allocation (CAPRA)
- 4.2-2 Academic Planning Group
- Budget Request Letter - see 4.1-6
- Program Review Committee - see 2.7-1
Standard 4.3: Planning Informed by Appropriate Data
- Decision-support/reporting database - see 4.5
Standards 4.4-4.8: Commitment to Learning and Improvement
Standard 4.4: Quality Assurance Processes
- 4.4-1 Undergraduate Council New Program Review Guidelines
- 4.4-2 Graduate Council: Coordinating Committee on Graduate Affairs Handbook
- Program Review Procedures - see 2.7-1
- Special Assessments:
Standard 4.5: Institutional Research Capacity
Standard 4.6: Culture of Evidence and Improvement
- 4.6-1 Final General Education Outline 2
- Graphic of General Education Assessment Plan 5
- Portfolio Presentation
- 4.6-2 Student Affairs Assessment
- Outcomes for Academic Programs - see 1.2-2
- Committee on Academic Personnel (CAP) - see 2.8-3
- Evaluation of Teaching - see 3.3-5
- Spring 2006: National Survey of Student Engagement (NSSE) - see 2.10-4
- Spring 2006: University of California Survey of Undergraduate Experience (UCUES) - see 2.10-5
Standard 4.7: Inquiry into Processes of Teaching and Learning
- Director, Teaching and Learning Center - see 3.4-2
Standard 4.8: Stakeholders Involved in Assessment
- Program Review - see 2.7-1
- Service Learning Assessment - see 4.4-4
