The organization operates with integrity to ensure the fulfillment of its mission through structures and processes that involve the board, administration, faculty, staff, and students.
The organization's mission documents are clear and articulate publicly the organization's commitments.
In its mission documents, the organization recognizes the diversity of its learners, other constituencies, and the greater society it serves.
Understanding of and support for the mission pervade the organization.
The organization's governance and administrative structures promote effective leadership and support collaborative processes that enable the organization to fulfill its mission.
The organization upholds and protects its integrity.
The organization's allocation of resources and its processes for evaluation and planning demonstrate its capacity to fulfill its mission, improve the quality of its education, and respond to future challenges and opportunities.
The organization realistically prepares for a future shaped by multiple societal and economic trends.
The organization's resource base supports its educational programs and its plans for maintaining and strengthening their quality in the future.
The organization's ongoing evaluation and assessment processes provide reliable evidence of institutional effectiveness that clearly informs strategies for continuous improvement.
All levels of planning align with the organization's mission, thereby enhancing its capacity to fulfill that mission.
The organization provides evidence of student learning and teaching effectiveness that demonstrates it is fulfilling its educational mission.
The organization's goals for student learning outcomes are clearly stated for each educational program and make effective assessment possible.
The organization values and supports effective teaching.
The organization creates effective learning environments.
The organization's learning resources support student learning and effective teaching.
The organization promotes a life of learning for its faculty, administration, staff, and students by fostering and supporting inquiry, creativity, practice, and social responsibility in ways consistent with its mission.
The organization demonstrates, through the actions of its board, administrators, students, faculty, and staff, that it values a life of learning.
The organization demonstrates that acquisition of a breadth of knowledge and skills and the exercise of intellectual inquiry are integral to its educational programs.
The organization assesses the usefulness of its curricula to students who will live and work in a global, diverse, and technological society.
The organization provides support to ensure faculty, students, and staff acquire, discover, and apply knowledge responsibly.
As called for by its mission, the organization identifies its constituencies and serves them in ways both value.
The organization learns from the constituencies it serves and analyzes its capacity to serve their needs and expectations.
The organization has the capacity and the commitment to engage with its identified constituencies and communities.
The organization demonstrates its responsiveness to those constituencies that depend on it for service.
Internal and external constituencies value the services the organization provides.
List of Tables and Figures
Many individuals and groups all sharing interest in and the common goal of continuously reviewing and improving processes, activities, and outcomes at the University of Minnesota Duluth (UMD) participated in the self-study process leading to and the preparation of this report. Members of the UMD community and its external constituencies who participated in the overall process as well as preparation and review of this self-study report believe the data, information, descriptions, and narrative that follow accurately portray the institution, its aspirations, and its achievements. Further, they believe the report provides evidence that UMD meets the criteria established for reaffirming and maintaining accreditation by the Higher Learning Commission (HLC) of the North Central Association of Colleges and Schools.
The overview presented in the "UMD at a Glance" that follows is intended to provide the reader a very brief synopsis of and introduction to the institution. This summary data and information is amplified and discussed further in sections of the report that follow.
Following this "Preview" section is an "Introduction" that provides a brief history and current overview of UMD as well as a summary of UMD accreditation history. A section describing The "Self-Study Process" follows the introduction section. Then five separate sections, one for each of the five "Criteria", identify and describe representative evidence to demonstrate how UMD is addressing the core competencies and meeting each of the criteria. The narrative part of the report ends with a "Conclusion" section. The final sections of the report include the "Federal Compliance" and "Institutional Snapshot" sections required by the Higher Learning Commission.
UMD hopes this report will help all readers to be better informed about the institution, its processes and policies, its many and varied activities, its goals and aspirations, and some of its many successes and achievements. Further, the report is intended to provide information and evidence to the HLC comprehensive evaluation visit team, Readers Panel, Institutional Actions Council, and Board of Trustees that confirms UMD has met the criteria required for continued and unqualified accreditation for an additional 10 years without the need for subsequent progress reports or focused visits unless requested by the University.