The following standards have been extracted for purposes of inquiry into university infrastructures, which often affect campus climates and achievement of diversity-related accreditation criteria. The information extracted was carefully considered in terms of meeting accountability, resource allocation and impact on community behaviors and perceptions of campus success.
Viewfinder™ Campus Climate Surveys capture the essence of these standards through strategic inquiry to students, faculty, staff and administrators. Use of our surveys will help provide a more accurate snapshot of current campus climate conditions, and will illuminate and link infrastructures to policy and practice underpinnings that affect an institution’s ability to warm its climate from its present state.
You are encouraged to browse the information below as well as view our Viewfinder™ survey sample questions to experience how these standards are presented via our survey inquiry.
5.6 The institution demonstrates its ability to admit students who can be successful in the institution’s academic program, including specifically recruited populations. The institution’s goals for retention and graduation reflect institutional purposes, and the results are used to inform recruitment and the review of programs and services. (See also 8.6)
FACULTY AND ACADEMIC STAFF TEACHING, LEARNING AND SCHOLARSHIP
6.1 Faculty categories (e.g., full-time, part-time, clinical, research, adjunct) are clearly defined by the institution as is the role of each category in fulfilling the institution’s mission. All faculty are appropriately integrated into the department and institution and have appropriate opportunities for professional development. Where teaching assistants are employed, the institution carefully selects, trains, supervises, and evaluates them. The composition of the faculty reflects the institution’s mission, programs, and student body and is periodically reviewed. The institution’s use of all categories of faculty and teaching assistants to conduct instruction is regularly assessed, properly overseen, and consistent with its mission.
6.5 The institution ensures equal employment opportunity consistent with legal requirements and any other dimensions of its choosing; compatible with its mission and purposes, it addresses its own goals for the achievement of diversity among its faculty and academic staff. Hiring reflects the effectiveness of this process and results in a variety of academic and professional backgrounds, training, and experience. Each prospective hire is provided with a written agreement that states explicitly the nature and term of the initial appointment and, when applicable, institutional considerations that might preclude or limit future appointments.
8.6 The institution defines measures of student success and levels of achievement appropriate to its mission, modalities and locations of instruction, and student body, including any specifically recruited populations. These measures include rates of progression, retention, transfer, and graduation; default and loan repayment rates; licensure passage rates; and employment. (See also 2.2, 5.6, 9.24)
9.5 The institution adheres to non-discriminatory policies and practices in recruitment, admissions, employment, evaluation, disciplinary action, and advancement. It fosters an inclusive atmosphere within the institutional community that respects and supports people of diverse characteristics and backgrounds.
For more information, visit: https://cihe.neasc.org/standards-policies/standards-accreditation/standards-effective-july-1-2016#standard_five