Accreditation

The mission of Central Washington University is to prepare students for enlightened, responsible, and productive lives; to produce research, scholarship, and creative expression in the public interest; and to serve as a resource to the region and the state through effective stewardship of university resources.

NWCCU Reaffirmation of Accreditation - Inclusivity and Diversity

A Northwest Commission on Colleges and Universities (NWCCU) peer review committee is coming to Ellensburg October 22-24, 2018 to evaluate the extent of CWU’s mission fulfillment across five core themes based on the NWCCU Eligibility Requirements and Standards for Accreditation. The participation of the Vice President for Inclusivity and Diversity and the University Inclusivity/Diversity Standing Committee are vital to this process.

Evaluators will likely be particularly interested in your perspectives on CWU’s mission, core themes, challenges and adaptability, sustainability (both financially and in terms of the quality and competitiveness of academic offerings and student services), and interactions between/among staff, students, faculty, and administrators. Below you will find a series of questions we expect the NWCCU evaluators to ask.

  1. What are the primary, most important, changes you have implemented to improve your unit?
    • What data or information did you use to determine these specific changes were necessary?
    • What data or information did you (or will you) use to evaluate the impact and effectiveness of these changes?
    • To date, how effective have these changes been? What is working well – and what is not?
    • How did these changes support the CWU mission and core themes?
    • How did these changes support your mission?
  2. What are some examples of your unit’s strategic planning and implementation?
  3. What is the primary mission of the institution? Who are the students CWU serves?
  4. How does your unit support the institution’s mission? How do your strategic goals and initiatives promote the institution’s mission?
  5. What are the institution’s core themes?
  6. How does your unit support the institution’s core themes? How do your strategic goals and initiatives promote the institution’s core themes?
  7. To what extent is the institution fulfilling its mission and core themes?
    • Where and in what ways is the institution meeting or exceeding the expectations it set for itself?
    • Where and in what ways is the institution falling short?
    • How is the institution addressing those shortcomings?
  8. To what extent is your unit fulfilling the CWU mission and core themes?
    • Where and in what ways is your unit exceeding the expectations you have set?
    • Where and in what ways is your unit falling short?
    • What are you doing to address those shortcomings?
  9. Since the last NWCCU site visit, in what ways have the institution and your unit had to adapt to changing circumstances – in terms of both external and internal factors?
    • How well have the institution and your unit adapted to change?
    • Thinking about the future, how well-equipped are the institution and your unit to adapt to change?
  10. What are the primary challenges the institution, and your unit have had to overcome since the last NWCCU site visit (Fall 2009) or since the NWCCU Mid-Cycle Evaluation visit (Fall 2014)?
    • What are the primary challenges the institution and your unit currently face?
    • What challenges are on the horizon?
    • How do you see the institution and your unit addressing and overcoming those challenges?
  11. The evaluators are very likely to ask you about Core Theme Two: Inclusiveness and Diversity – and the related objectives, outcomes, and indicators shown below

    Inclusiveness and Diversity: CWU is committed to providing all faculty, staff, and students a diverse working and learning environment built on principles of respect, support and encouragement as a way to achieve individual and collaborative excellence. Changing demographic trends in the United States and the increasing globalization of economic, political, and social systems demand that students be prepared for working in a world in which diversity is the norm.

    Research clearly indicates that learning is enhanced when students experience a diverse learning and living environment. It also suggests that faculty and staff are more innovative, entrepreneurial, and successful in an inclusive and diverse environment. Inclusiveness is achieved by providing a welcoming, supportive, and empowering environment that encourages individuals to express ideas and identities. A diversely rich community affords depth and dimension in personal and collective outcomes.

    Diversity is multi-faceted. CWU’s physical structure is diverse in location, providing rural, suburban, and urban settings. CWU’s educational diversity is represented by the colleges; curricular, co-curricular, and extra-curricular programs available. Diversity in personal identity, culture, experience, and talent is of critical importance as evident in recruitment and retention efforts of students, faculty, and staff, as well as the contribution from special programs, speakers, and scholars that offer voice and representation to interests of race, ethnicity, sexual orientation, gender, ability, age, and political ideas.

    • Objective 2.1: Create and sustain a diverse and inclusive community
      • Outcome 2.1.1: Increase the percentage of faculty, staff, and students from groups traditionally underrepresented in higher education who are recruited, hired or enrolled, and retained at CWU.
        • Indicator 2.1.1.1: Recruitment, employment, enrollment, and retention analyses and historical comparisons (2009-2018).
      • Outcome 2.1.2: Demonstrate that CWU is an inclusive community that welcomes all persons.
        • Indicator 2.1.2.1: Analyses and comparisons to peer institutions of National Survey of Student Engagement (NSSE) and Faculty Survey of Student Engagement (FSSE) diversity and inclusiveness questions.
        • Indicator 2.1.2.2: Analyses of the Priority Survey for Online Learners (PSOL) including comparisons to peer institutions and CWU face-to-face learners.
        • Indicator 2.1.2.3: Analyses of faculty, staff, and/or student community climate surveys.
    • Objective 2.2: Ensure that CWU has a diverse and inclusive curriculum and co-curricular programming.
      • Outcome 2.2.1: Increase the number of opportunities for students, faculty, staff, and community members to experience a diverse and inclusive curriculum and co-curricular programming.
        • Indicator 2.2.1.1: Number of students and faculty engaged in study abroad and student or faculty exchange programs to and from CWU.
        • Indicator 2.2.1.2: Number and type of courses with student learning outcomes focused on international/global concerns, issues, or perspectives.
        • Indicator 2.2.1.3: Number and type of courses with student learning outcomes focused on underrepresented groups’/diverse communities’ concerns, issues, or perspectives.
        • Indicator 2.2.1.4: Number and type of co-curricular programs focused on international/global or underrepresented groups’/diverse communities’ concerns, issues, or perspectives.
  12. The evaluators will also likely ask questions about Standard Two: Resources and Capacity that relate to Inclusivity and Diversity. Responsibility for these items is shared among many units at CWU; however, the leaders of Inclusivity and Diversity efforts are particularly likely to be asked about these policies and procedures. Specifically, the evaluators will ask whether CWU has the following and when these items were last reviewed/updated.
Student rights and responsibilities policies/procedures which include academic honesty, appeals, grievances, and accommodations for persons with disabilities
Policies/procedures for apprising employees of working conditions, rights and responsibilities, evaluation, retention, promotion, and termination
Policies/procedures for reviewing internal and external complaints and grievances
Policies/procedures prohibiting conflict of interests among employees and board members, ensures educational autonomy, and provides notice if the institution requires constituents to conform to a specific code of conduct
Academic freedom policies/procedures
Personnel hiring policy/procedures
Administrator/staff evaluation policies/procedures
Employee professional development policies/procedures
Faculty workload policies/procedures