3 - teaching and learning: quality, resources, and...

New Mexico State University - NM - Assurance Argument - 6/19/2017

3 - Teaching and Learning: Quality, Resources, and Support

The institution provides high quality education, wherever and however its offerings are delivered.

3.A - Core Component 3.A

The institution’s degree programs are appropriate to higher education.

1. Courses and programs are current and require levels of performance by students appropriate to the degree or certificate awarded.

2. The institution articulates and differentiates learning goals for undergraduate, graduate, post-baccalaureate, post-graduate, and certificate programs.

3. The institution’s program quality and learning goals are consistent across all modes of delivery and all locations (on the main campus, at additional locations, by distance delivery, as dual credit, through contractual or consortial arrangements, or any other modality).

Argument3.A. NMSU’s degree programs are appropriate to higher education.

The New Mexico State University system (NMSU-system) consists of 5 campuses: The main campus in Las Cruces, NM (NMSU-LC), and four community college campuses in various geographical locations across the state. Three of the community college campuses are independently accredited by the HLC - NMSU-Alamogordo, NMSU-Carlsbad, and NMSU-Doña Ana. The fourth community college is a branch campus located in Grants, NM (NMSU-Grants), and is accredited with the main campus (NMSU-LC). NMSU-LC is located in the southern part of the state, and NMSU-Grants is located in the northern part of the state, approximately 300 miles north of the NMSU-LC campus. In the Assurance Argument, references to "NMSU" includes both campuses accredited in this visit (NMSU-LC and NMSU-Grants). When referencing uniqueness by campus, we will identify them by the campus location (-LC; -Grants). Though all campuses are not included in this accreditation, on occasion it will be necessary to refer to "the NMSU-system" which includes all NMSU-system campuses.

3.A.1. NMSU courses and programs are current and require levels of performance by students appropriate to the degree or certificate awarded.

Combined, NMSU-LC and NMSU-Grants offer 230 degree and certificate programs. Each certificate and degree program is listed in the respective catalog, [link-cover sheet w/ links to each catalog] and includes course and other requirements for the degree. Specifically, NMSU-Grants offers [grants.nmsu.edu/programs-of-study/]

14 Certificate programs 17 Associate degree programs

and NMSU-LC offers [link to list of all certificates and degrees]

2 Associate degree programs 96 Bachelor degree programs 58 Master degree programs 28 Doctoral degree programs


2 Education Specialist degree programs 13 Graduate certificate programs

Faculty in each certificate and degree program develop and maintain appropriate academic standards to ensure the quality and currency of the certificate or degree. NMSU Academic Rule 6.82 requires that proposed new degree and certificate programs be reviewed and approved through relevant academic bodies, as are substantive changes to existing programs. Appropriate academic rigor and relevance of the program and courses are key considerations in the review process. Once approved through the NMSU-system, programs must be approved by the New Mexico Higher Education Department and in some cases by the Higher Learning Commission (HLC). Recent examples include a new PhD in Kinesiology, [link] a new BS in Educational Leadership, [link] and a change to the MA in Clinical Mental Health Counseling. [link] Less comprehensive changes - e.g. in the number of credit hours required or a change to required courses - also go through a similar process . [ink] A notable and related process [link to CC process] ensures strong alignment between similar programs and related courses across the NMSU-system community colleges (including NMSU-Grants), carried out by the Community College Academic Vice President Council. [link- to minutes from last two years]

NMSU maintains 40 [check number] specialized accreditations. [link] Each accredited program undergoes rigorous systematic review and evaluation to ensure they continue to meet the performance criteria that enable them to maintain professional accreditation. In many cases students must pass state, national and/or professional licensure exams, and programs are accountable for maintaining minimal exam pass rates for their students. All NMSU specialized accreditations are currently in good standing. Similarly, the academic program review processes at NMSU-LC [link] and NMSU-Grants [grants.nmsu.edu/wp-content/uploads/2013/10/Program-Review-Guide.pdf] utilize rigorous standards, including external review (NMSU-LC only) to ensure programs are current and student performance is appropriate to the degree or certificate awarded. Increasingly NMSU is working to track student placement [link-gather info from depts] and success of graduates (employment and continuing education) as another avenue for monitoring the effectiveness of program curricula. Likewise, annual assessment [link] cycles document that programs continuously evaluate student performance on identified program learning outcomes. Details about departmental and program assessment are included in Criterion 4.B.

To further ensure students are adequately prepared for entrance into their professional field, programs across the NMSU-LC and NMSU-Grants campuses engage 4 Advisory Boards/Councils [link] with representatives from various stakeholders, including public Pre-K-12 education, local and state employers and industry professionals. These boards advise programs on currency of programs, current and future needs of the industry and competency of recent NMSU graduates hired by these stakeholders.

3.A.2. NMSU articulates and differentiates learning goals for its undergraduate, graduate, post-baccalaureate, post-graduate, and certificate programs.

NMSU identifies student learning outcomes at multiple levels. Learning goals are articulated in all academic department and program annual assessment reports, [link] and are posted on the Student Learning Outcomes Statements [link] page of the assessment website (NMSU-LC) and on the assessment webpage [grants.nmsu.edu/assessment/] at (NMSU-Grants). Learning goals for each degree and certificate program vary by program and degree/certificate level. In cases where undergraduate and graduate program outcomes are similar, performance expectations are enhanced at the graduate level. For example, in ------------ [provide example w/outcomes; rubric differentiation], the undergraduate and graduate learning outcomes are similar, but expectations for performance are clearly differentiated by degree level, as evidenced through assessment measures.

At the undergraduate level, NMSU articulates general education student learning outcomes consistent with the lower-division State of New Mexico General Education Core . NMSU-Grants has also articulated broad institutional learning outcomes for their associate degree programs, while NMSU-LC institutional learning outcomes refer to the entire Baccalaureate Experience outcomes (BE). As departments cycle through the revised NMSU-LC academic program review process they will be required to demonstrate that program-level learning objectives are communicated to students, and are aligned with BE learning objectives.


NMSU encourages programs to post program-level learning outcomes on their websites, and course-level learning outcomes on syllabi. Optimally, course-level learning outcomes are accompanied by relevant program-level learning outcomes. Articulation of course, program, and BE learning goals is further supported by a pilot syllabus creation tool and resource page launched in the fall of 2016. The tool includes a feature for selecting appropriate GE and BE learning outcomes that align with course-level objectives and a prompt to include program and course learning outcomes.

3.A.3. Program quality and learning goals are consistent across all modes of delivery and all locations (on the main campus, at additional locations, by distance delivery, as dual credit, through contractual or consortial arrangements, or any other modality) at NMSU.

NMSU offers courses and programs through multiple delivery methods, including traditional face-to-face instruction, Interactive Television (ITV), offsite, hybrid, online and dual credit options. The majority of NMSU courses are taught on campus in a traditional face-to-face format. Distance education courses account for approximately 20% and 52% annually of the total student credit hours generated by NMSU-LC and NMSU-Grants respectively. NMSU does not currently maintain any contractual or consortial arrangements.

In total, NMSU-LC offers 38 distance education programs that result in a credential; NMSU-G students can complete 7 Bachelor's Degrees offered by NMSU-LC. All academic colleges at NMSU-LC, as well as NMSU-Grants, offer online courses and at least one DE degree program or credential, including:

4 certificate programs 0 associate degree programs 8 bachelor degree completion programs 19 master’s programs 4 doctoral degree programs 3 graduate certificates 2 education licensure programs 3 educator endorsements 1 educator specialty program

NMSU does not differentiate between program or course outcomes based on delivery mode or dual credit options; all courses and programs, regardless of delivery format and dual credit options maintain consistent learning goals and are subject to the same system-wide policies that ensure appropriate review and consistent academic rigor. [link -1.05.95 Community Colleges C.2 and C.3; Program Approvals; 6.35 Curricula Changes A. & C.]

Academic departments are responsible for monitoring the quality of all programs and course offerings, regardless of delivery format and/or dual credit options. All courses and programs are expected to be equivalent in terms of rigor, learning goals, alignment to professional standards or college requirements, end-of-course evaluations and program-based assessments. Syllabi guidelines have traditionally been provided separately by the colleges (e.g. Arts & Sciences, Engineering, NMSU-Grants) and the more recently piloted syllabus resource webpage provides a consistent syllabus template for use across the university. Although syllabi for a course might be customized based on the delivery format, (e.g. exam proctoring information for online courses), learning goals, grading, assignments and assessments are expected to be comparable. [link-L&L courses; others] The report from our HLC multi-location site visit in Nov. 2016 verified that reviewed DE programs demonstrated equivalent quality and outcomes [link] to face-to-face options. [link-examples from BN/EDUC completion programs]

The quality and consistency of DE programs are reviewed as part of specialized accreditation and the NMSU program review processes. For example, the on-campus and distance offering of the Master’s in Public Health (MPH) is accredited by the Council on Education for Public Health, with the fully accredited online MPH being the only one of its kind. Similarly, online components of the Master's of Arts in Spanish and Sociology, and the Master's of Criminal Justice programs are evaluated and compared to face-to-face counterparts to ensure student learning is comparable.


Professional development resources supporting quality instruction are provided to both face-to-face and distance education instructors. The NMSU Teaching Academy (described in more detail in subcomponent 3.C.4) provides support for quality face-to-face teaching with workshops, short courses, resources and services (classroom visits with feedback, syllabus reviews etc.). Faculty developing and teaching blended and online courses receive targeted professional development through the Online Course Improvement Program (OCIP) offered by I nstructional Innovation and Quality (IIQ). OCIP uses Quality Matters (QM) standards to frame their offerings. IIQ provides general support for distance education to departments, faculty and students including informational resources and exam proctoring services; the Academic Technology unit provides Canvas (NMSU's learning management system) workshops and support for a variety of learning technologies; and the Instructional Media Services unit supports use of a wide variety of communication options. In all, the goal of these services is to foster a culture of quality for online courses and encourage best practices for online learning.

NMSU unofficially adopted Quality Matters (QM) standards for online course design in 2009, with the initial offering of the OCIP program. With the intent of making "every course a quality course," NMSU officially joined QM in 2013. Completion of the QM Implementation Plan resulted in 107 QM rubric workshops completed, 28 QM certified peer reviewers, 9 QM master reviewers, 91 informal QM course reviews, and 24 QM recognized courses. The 2016-2019 QM implementation goals include 100 applying for the QM (APPQRM) workshop completions, 30 additional certified peer reviewers, 12 certified mater reviewers, 100 informal QM course reviews, and 36 new QM recognized courses. Progress in meeting these goals is updated quarterly and posted online.

In Spring 2016, NMSU initiated the Basic Online Course Check (BOCC) where DE courses (M70-89 designation) are reviewed using a checklist of eight course criteria to check for instructor presence (availability, communication, and interaction). In the initial review, 78% of courses did not meet the components; 97% of those course problems were corrected, which resulted in an overall compliance of 97%. Subsequent reviews have resulted in fewer notifications. NMSU still strives to reach 100% compliance.

[We will update this section to reflect the new distance education rule, when it is approved by the Faculty Senate and signed by the Chancellor.]

Sources

A&S_SyllabiRecommendationsAndRequirements2017_2017.04.25 ASSESS_TimelineforDevelopmentoftheBE ASSESS_VisionForTheBEStudentSpring2013 BOR_ADMINISTRATIVERULESANDPROCEDURESOFNEWMEXICOSTATEUNIVERSITY_2015.1

2.11 CLA_CLAReport2011-2012_2012 COUNSEL_APR6.82_2017.05.03 DE_DistanceEducationDegreePrograms_2016.07.17 ENG_StatementsForSyllabi_2017.05.05 FACSEN_FacultySenatePropositionReducingCreditHourRequirementto120Credits GRANTS_InstitutionalLearningOutcomes_2017.05.05 GRANTS_MappingGrantsInstitutionalLearningGoalstoBE_2016.07.17 GRANTS_SyllabusTools_2017.04.25 HED_CIPCodeApprovalProcess_2016.07.17 HSS_MastersPublicHealth_2017.05.05 IIQ_BasicOnlineCourseCheck_2017 IIQ_BasicOnlineCourseChecklist_2017 IIQ_BOCRStatistics_2017.04.25 IIQ_ImplementationStatus_2017.04.25 IIQ_QMImplementationPlan2013-2016


IIQ_QMImplementationPlan2016-2019 IIQ_YearEndReportFY2016 NMHED_GeneralEducationCoreCompetencies_2017.04.25 OCIP_IntroductionToQualityMatters_2017.02.17 OCIP_OCIPWebpage_2016.08.23 OIA_NumberofDegreePrograms_Fall2016 PROVOST_SyllabusTool_2017 TA_ProgramReview_2016


3.B - Core Component 3.B

The institution demonstrates that the exercise of intellectual inquiry and the acquisition, application, and integration of broad learning and skills are integral to its educational programs.

1. The general education program is appropriate to the mission, educational offerings, and degree levels of the institution.

2. The institution articulates the purposes, content, and intended learning outcomes of its undergraduate general education requirements. The program of general education is grounded in a philosophy or framework developed by the institution or adopted from an established framework. It imparts broad knowledge and intellectual concepts to students and develops skills and attitudes that the institution believes every college-educated person should possess.

3. Every degree program offered by the institution engages students in collecting, analyzing, and communicating information; in mastering modes of inquiry or creative work; and in developing skills adaptable to changing environments.

4. The education offered by the institution recognizes the human and cultural diversity of the world in which students live and work.

5. The faculty and students contribute to scholarship, creative work, and the discovery of knowledge to the extent appropriate to their programs and the institution’s mission.

Argument3.B.1. NMSU's general education program is appropriate to the mission, educational offerings, and degree levels of the institution.

As a public land-grant institution that serves to educate the citizenry of New Mexico, NMSU's ability to introduce students to a broad liberal arts education is of primary importance. Many NMSU students are first-generation, come from rural communities and have modest socio-economic status. In addition, ethnic minorities comprise over half of our student population. Exposing students to an array of disciplines at NMSU serves to broaden each student's scope. Simultaneously, these opportunities introduce students to new and diverse ways of thinking and modes of learning.

NMSU's lower-division general education (GE) program is grounded in the state of New Mexico's General Education Core (GEC). Revised in 2007, the New Mexico (NM) Higher Education Department (HED), via working committees made up of faculty from higher education institutions across the state, adopted GEC competencies dispersed over 5 content areas: Communication, Mathematics, Laboratory Sciences, Social and Behavioral Sciences and Humanities and Fine Arts. Designed with a buffet-style approach, the GEC consists of 35-36 required credit hours that provide exposure to a broad, liberal arts curriculum. Competencies of the GEC are largely content-oriented. NMSU's Committee for the Assessment of Student Learning in General Education (CASL-GE) re-envisioned the content-based approach by identifying broad learning objectives [link] that span the 5 content areas (e.g. content-based elements of critical thinking are found in all 5 areas of the GEC). As a result, NMSU assessment practices are based on a broad, programmatic view of GE.

In January of 2016, the NM HED commissioned a state-level taskforce to reform the statewide GEC that will likely result in lowering the required number GEC credits from 35 to 30. Concurrently, the NMSU-system [link] is working to further re-envision lower-division GE instruction, with an increased emphasis on essential learning and development of transferable skills.

All designated GEC courses at NMSU carry a "G" course designation, and are articulated with higher education institutions across the state. Such courses undergo an approval process at NMSU that includes a standard application and review by the respective college curriculum committee, [link-page w/each] followed by the NMSU-


system General Education Course Certification Committee (GECCC). Once approved by the GECCC for "G" designation, the course must be approved by the University Curriculum Council (UCC) [link] before it is submitted for final approval to the appropriate state-wide discipline-area committee. Currently, NMSU maintains ---- [number] active G courses. [Honors courses not included in this particular count]

Since 1989 NMSU also requires 6 credits of upper-division GE courses, know as "Viewing a Wider World" (designated as "V") courses. Unique to NMSU, these courses must also meet specified criter ia , and require approval through respective college curriculum committees and NMSU's GECCC, with final approval through the UCC. Currently, NMSU maintains ---- [number] active V courses. [Honors courses not included in this particular count]

To challenge NMSU's strongest academic learners, the NMSU Honors College also offers 25 Honors G courses (HONS) and more than 40 Honors V courses. These courses are taught in rotation and are available to any student with a GPA of 3.5 or above. While many Honors Colleges have a separate admission process with eligibility for honors education limited, relative to the overall student population, NMSU extends an open invitation to all high-achieving students to participate in honor studies. This makes us unique, inclusive and a better provider of opportunity for excellence, particularly important to our mission as an HSI and land-grant institution. Honors courses have a limited enrollment (cap at 18-20) and have an emphasis on writing, discussion and active learning.

3.B.2. NMSU articulates the purposes, content, and intended learning outcomes of its undergraduate general education requirements. The program of general education is grounded in a philosophy or framework developed by the institution or adopted from an established framework. It imparts broad knowledge and intellectual concepts to students and develops skills and attitudes that the institution believes every college-educated person should possess.

The purpose of NMSU's lower-division GE core is clearly stated in the NMSU student catalog: "General Education at NMSU provides all students with a broad foundation and common framework upon which to develop knowledge and skills, social consciousness and respect for self and others, thus enabling them to function responsibly and effectively now and in the future." Competencies are specified at the state level for each of the 5 content areas described above. Courses are expected to address the competencies identified for the content area in which they reside. These competencies (outcomes) are provided on appropriate course syllabi. [link-examples; can we access those collected as part of the state effort?] In some cases , [link to examples] learning outcomes appearing on G course syllabi may be those agreed to across the NMSU-system. In such cases, care has been taken to ensure that the system-identified learning outcomes are either consistent with or in addition to state required competencies. Course descriptions are found by clicking on the listed course in the online catalog, or in the printed version of the catalog (available prior to 2017-18).

State GEC competencies are also available on the NMSU GE Assessment website as part of a crosswalk that aligns state articulated competencies and NMSU's more comprehensive GE outcomes. NMSU's GECCC webpage also provides links to articulated competencies for each area, as well as a link to the NM HED website that lists the GEC competencies.

Upper-division GE courses (Viewing a Wider World ; designated "V" courses) "strongly emphasize the international character and multicultural influences in the fields of study and strengthen information retrieval skills." As with lower-division courses, V course descriptions [link to samples in catalog] are found by clicking on the course as listed in the online catalog, or in the printed version of the catalog (available prior to 2017-18). Learning outcomes for V courses are required as part of the course proposal process and appear on course syllabi. [link-examples]

NMSU’s lower-division GE program is grounded in a framework established by the state of New Mexico. As described above, the distribution model is centered around content areas. NMSU has identified more comprehensive and collective skills to be developed across the GEC, and as we consider revisions, there is increased interest in further emphasizing development and transfer of essential skills that transcend content areas. The latter approach is more closely aligned with practices represented by the Association of American Colleges and Universities (AAC&U) Liberal Education and America’s Promise (LEAP) initiative and the Western Interstate Council on Higher Education (WICHE) Interstate Passport. The upper-division V courses are scaffolded onto this model.


Ultimately, NMSU's Baccalaureate Experience (BE) encases both GEC and V outcomes with academic program outcomes, thus demonstrating NMSU's commitment - through broad GE programs and academic programs in the disciplines - to providing an education that develops skills and attitudes that the NMSU communities have determined every college-educated person should possess.

3.B.3. Every degree program offered by NMSU engages students in collecting, analyzing, and communicating information; in mastering modes of inquiry or creative work; and in developing skills adaptable to changing environments.

NMSU students are engaged in collecting, analyzing and communicating information, mastering modes of inquiry and creative work and developing adaptable skills in a variety of ways within and across NMSU’s degree programs. At the undergraduate level, students are introduced to skills in collecting, analyzing and communicating information, and explore various modes of inquiry and creative work through the GEC , and later through the V courses. V courses also focus on developing skills that are adaptable to changing environments, and further develop awareness of varied modes of inquiry and creative work. In addition, each degree program identifies learning outcomes related to these skills, which are aligned with our Vision for the BE. It is within the discipline where mastery of these skills is emphasized, and where application is specifically aligned to the traditions of the discipline for each degree program.

For example, effective communication is one of our BE outcomes. Written communication is a particular aspect of effective communication, and was the focus of our HLC Quality Initiative (QI) project. Students are introduced to written communication through the GEC Area 1 courses. Written communication is also embedded in the upper-division V course requirements that include "writing that demonstrates the integration of knowledge." Each program [link to examples] has a learning outcome that encompasses communication, and students from every department engage in written communication activities appropriate to their field of study. This is true for each BE outcome that reflects the criteria [link-matrix: BE/3.B.3] specified in this subcomponent (3.B.3). Because of the comprehensive nature of the BE (inclusive of academic and co-curriculum outcomes), not all programs specifically address every outcome.

Examples of undergraduate student engagement in the skills identified above range from course designed activities and assignments to culminating capstone projects that incorporate multiple skills. Examples from various programs for each element can be seen by clicking the links below.

Collecting, analyzing and communicating information [link to examples: K.Grover-PES exper lrng; ACES student presentations; music theory/performance; BUS projects; Education; Nursing/Health Sciences; Lab Sciences; COMM 265, etc.; ART; SPED/CD]

Modes of inquiry and creative work [link - music recitals (sr and ensemble); theatre productions; art shows; CMI films; English publication (P----?); Engineering design projects; Lab Sciences; Howard Hughes experiential learning-BIOL]

Skills adaptable to changing environments [link - L&L; ENG; ACES; Anthro; Public Health; Govt; etc]

In addition, NMSU offers many co-curricular opportunities for students to develop and apply the essential skills identified in this subcomponent, while getting real-world experience. ----- % of our undergraduate students are involved in experiential learning through internships and co-op placements. At NMSU-LC, students can participate in programs such as our Model UN, Theatre in NY, [link] Archaeology Field Schools in Geology [link] and Anthropology, [link] students run 100 West Cafe, Sam Steel Cafe , weekly floral sales, [link] the Student Jewelry Sale and other activities directly related to their major. Study Abroad, National Student Exchange and Faculty Led International Programs (FLIP) provide broader opportunities for experiencing and adapting to different environments. At NMSU-Grants, students participate in co-curricular activities such as ----------- and -----------, where they have the opportunity to develop and hone these skills outside of a strictly academic setting.

Moreover, colleges provide opportunities for students to engage in advanced research and scholarship appropriate to their degree and degree level, that also foster these skills. These are discussed in section 3.B.5.


Graduate students at NMSU-LC also engage in working with data, mastering modes of inquiry and creativity and developing adaptable skills. Graduate coursework reflects the rigor and engagement expected at this level, and is often applied through practicums, internships and like-experiences, and in scholarly activity associated with comprehensive oral and written exams, theses and dissertations. As with undergraduate programs, graduate degree programs articulate learning outcomes [link to examples] that reflect these essential skills, and subsequently engage students in activities [link to examples] to develop, nurture and ultimately evaluate the level of skill attained. For example, students in Music programs do recital performances, MFA students in the Art department are required to do a showing of their work, students who complete the Museum Studies Graduate Certificate typically work in local and regional museums for their graduate internship. Because New Mexico has the second largest acreage of public lands per capita, many students from disciplines such as anthropology, range management, animal science, engineering, geography and ecology complete internships in public land management agencies (e.g National Forest or Parks Services, Bureau of Land Management, Fish and Wildlife).

Activities that further afford graduate students opportunities to engage in scholarly research are discussed in 3.B.5.

3.B.4. The education offered by NMSU recognizes the human and cultural diversity of the world in which students live and work.

NMSU-LC is uniquely situated in a tri-state area on the border of southern New Mexico, Texas, and Chihuahua, Mexico. The state, county and city in which we are located are all minority-majority populations. NMSU-Grants is located approximately 275 miles north of the NMSU-LC campus, and is a Native American serving institution with enrollment that includes students from the Tohajiilee Navajo, Acoma and Laguna tribes. Both campuses are independently designated Hispanic Serving Institutions. In essence, the very nature of our geographic locations and student populations speak to the human and cultural diversity of the world in which our students live and work. Moreover, we recognize that the world in which we exist is ever-changing, and that human and cultural diversity will continue to be an important aspect of an increasingly global society.

Diversity is a long-held value at NMSU, and is noted in a number of places across the institution. NMSU's Vision 2020 [link] strategic goal number two is "Diversity and Internationalization [link-http://provost.nmsu.edu/diversity-resources/]: Provide a diverse academic environment supportive of a global society." One of NMSU's recently adopted institutional values [link to development] is Diversity and Inclusion. NMSU's Vision for the BE identifies diversity as a necessary outcome for a college education, describing diversity as engagement in new and diverse thinking and experiences, including relationships with people who have different backgrounds, life experiences, cultures, beliefs and/or values. Likewise, V courses are intended to broaden students' cultural experiences. Each V course must include at least 1 of the following 4 elements:

An international experience or examination of international issues Examination and analysis of multicultural issues Investigation of interdisciplinary approaches to the subject matter Analysis of ethical issues

In addition to the strategic efforts and academic framework that promote diversity, NMSU approaches the development of an openness to human and cultural diversity through two avenues - student centered and faculty and staff centered approaches.

Student centered approaches (in addition to the academic structure discussed above) that recognize diversity and foster inclusion are evident in the services and activities [link-e.g. from 2016-17] provided through our diversity offices, including the Accessibility Office , Black Programs, LGBT+ Programs (also provides training through The Safe Zone), American Indian Programs, Military Programs and Chicano Programs. NMSU also makes conscientious efforts to ensure our web design is accessible to diverse audiences.

The International and Border Programs’ Office of Education Abroad (IBPOEA) [link] directly connects students with international educational opportunities across the globe. Approximately 300 [link to table] students each year


participate in student abroad experiences. IBPOEA also offers Faculty-Led International Programs (FLIP) [link] in which faculty take a group of students abroad for intensive cross-cultural experiences.

Many departments sponsor events and activities that bring unique cultural perspectives onto our campuses: The Languages and Linguistics [link] department regularly hosts viewing of foreign films; the Music department [link] offers a number of free concerts each semester; many departments offer colloquia on a variety of topics related to diversity [e.g.??] [need more examples, including from Grants]

Faculty and staff centered approaches to fostering diversity and inclusion focus on recruitment and retention [link-https://hr.nmsu.edu/academicpersonnel/diversity/] of a diverse body of faculty and staff. Other efforts aim to increase faculty awareness and acuity in working with the human and cultural diversity of our student population. Our Teaching Academy [link to list diversity events] sponsors numerous events related to diversity issues; other venues [link to Provost invited speakers; others if applicable] do the same.

3.B.5. The faculty and students contribute to scholarship, creative work, and the discovery of knowledge to the extent appropriate to their programs and NMSU’s mission.

Goal three of NMSU's Vision 2020 is "Research and Creative Activity [link]: Promote discovery, encourage innovation, and inspire creative achievement." This goal describes a highly qualified and experienced faculty leading research, development and creative endeavors that engage both graduate and undergraduate students to enrich the educational experience, the professional discipline and the body of knowledge. Specific strategies are included, and describe both faculty and student (undergraduate and graduate) involvement in scholarship, creativity and discovery of knowledge.

Faculty across NMSU are engaged in scholarship, [link-DM report on research/creative activity-is this possible?] creative work and the discovery of knowledge in their fields. The Office of the Vice President for Research hosts a series of Scholarly Excellence Rallies that honor excellence for research and creative activities of NMSU-LC’s faculty and staff, particularly for scholarly efforts that impact New Mexico.

In many cases faculty include students [e.g. Psyc, convocation award winners, Bus-Igor, others] in their research, as evidenced in the number of publications that include student authors. The Arts and Sciences College Discovery Scholars [link] and Three-Minute Thesis [link] competition are other ways faculty mentor students in research and discovery

The Graduate School encourages and supports graduate-level development and application of research skills through the annual Graduate Research and Arts Symposium . Sponsored by the Graduate Student Council, the symposium allows NMSU graduate students to present their research to the NMSU-LC community.

Undergraduate research opportunities also abound at NMSU.

The Arts and Sciences college offers the Discovery Scholars Program, that provides undergraduate students in the college a paid and mentored year-long research experience.

The Agriculture, Consumer and Environmental Sciences college provides opportunities for students and faculty to work together in the Student Research and Education Gardens, a two-acre certified organic farm where for conducting research on organic and sustainable agricultural systems.

Students in STEM fields can showcase their research at the New Mexico Alliance for Minority Participation (NM AMP) Undergraduate Student Research Conference. At the conference students present their research and participate in workshops that further prepare them for their future careers.

The Maximizing Access to Research Careers (MARC) program strives to increase the number of biomedical researchers from underrepresented groups by increasing student research opportunities at minority-serving institutions. MARC Undergraduate Student Training in Academic Research (U*STAR) Awards [link] provide support to students from populations that are underrepresented in the biomedical sciences, with the goal of improving their preparation for graduate training.


The Honors College invites seniors from all undergraduate majors to participate in the Honors Capstone Experience. This experience partners students with a professor in their field so that they can develop the type of professional interaction associated with graduate-level work. All Honors Capstone students are encouraged to present their work at the annual Undergraduate Research and Creative Arts Symposium (URCAS) , a forum for research and creative work by students of all disciplines. The Honors College also supports a competitive Honors College Scholar award [link-https://honors.nmsu.edu/onsie-1/honors-college-scholarship-2/past-winners/] that supports international research and travel by one or more undergraduate student each summer.

Sources

A&S_JewelrySale_2016.10.31 ACES_100WestCafe_2017 ACES_SamSteelCafe_2017.05.11 ACES_StudentGardens_2017.05.03 AIP_AmericanIndianProgram_2015.12.08 AMP_UndergraduateResearchConference_2017.05.03 ASSESS_GEAssessmentAndAlignment_2017.03.02 ASSESS_GeneralEducationAssessmentCycle_2016.02.01 ASSESS_VisionForTheBEStudentSpring2013 BP_BlackPrograms_2015.12.08 CATALOG_GenEdCourseDescription_2017.05.01 CATALOG_GeneralEducation_2017.05.01 CATALOG_VWWCatalogDescription_2017.05.02 COMM_DiscoveryScholarsNewsCenterArticle_2015.11.02 CP_ChicanoPrograms_2015.12.08-3 DIV_AccessibilityServices_2017 GECCC_GECCCWebsiteInformation_2017.05.01 GECCC_GenEdCourseProposalForm_2017.05.01 GECCC_VWWCertificationProcedures_2017.05.01 GRAD_GraduateStudentCouncil_2017.05.08 GRAD_GRAS2017Program_2017.04.07 HONORS_CapstoneExperience_2017.05.05 HONORS_UndergraduateResearchandCreativeArtsSymposium_2017.03.02 LGBT_LGBTProgramsOverview_2017.05.11 MARC_MaximizingAccesstoResearchCareersProgram_2017.03.02 MVP_MilitaryAndVeteransProgram_2016.02.03-2 NMHED_GenEdCourseApprovalProcesses_2017.05.01 NMHED_GeneralEducationCoreCompetencies_2017.04.25 NMHED_StatewideGETaskforceWebsite_2016.07.19 OVPR_ScholarlyExcellenceRallies_2017.05.03 PRES_AcademicProgramReviewProcessandGuidelinesDraft_2016.07.18 PRES_Vision2020Plan_2015.07.21 PROVOST_ProvostDiversityResourcesWebpage_2017.01.23 RESEARCH_BridgestotheBaccalaureate_NMSUResearch_2017.01.23 SunNews_AwardsModelUNCompetition_2017.05.07


3.C - Core Component 3.C

The institution has the faculty and staff needed for effective, high-quality programs and student services.

1. The institution has sufficient numbers and continuity of faculty members to carry out both the classroom and the non-classroom roles of faculty, including oversight of the curriculum and expectations for student performance; establishment of academic credentials for instructional staff; involvement in assessment of student learning.

2. All instructors are appropriately qualified, including those in dual credit, contractual, and consortial programs.

3. Instructors are evaluated regularly in accordance with established institutional policies and procedures.4. The institution has processes and resources for assuring that instructors are current in their disciplines and

adept in their teaching roles; it supports their professional development.5. Instructors are accessible for student inquiry.6. Staff members providing student support services, such as tutoring, financial aid advising, academic

advising, and co-curricular activities, are appropriately qualified, trained, and supported in their professional development.

Argument3.C.1. NMSU has sufficient numbers and continuity of faculty members to carry out both the classroom and the non-classroom roles of faculty, including oversight of the curriculum and expectations for student performance; establishment of academic credentials for instructional staff; involvement in assessment of student learning.

Currently, [link-factbook 2015;update Fall 2017] NMSU-LC employs 670 tenured/tenure-track faculty, 171 college rank faculty and 296 temporary and term faculty; NMSU-Grants employs --- tenured/tenure-track faculty, --- college rank faculty and -- temporary and term faculty. Collectively, these individuals oversee curriculum, determine standards for student performance, evaluate student performance, assess student learning and establish and maintain standards for academic credentialing of instructional staff. ------% of full-time faculty have been at the institution for ------ or more years, creating strong continuity across programs. In addition, -------% of part-time and term faculty have been employed by NMSU for ----- or more years. In recent years, NMSU has placed increased focus on succession planning, [link] which simultaneously supports continuity and increases opportunities for faculty to move into various leadership roles. Student:faculty ratios are 17:1 and ---:-- at NMSU-LC and NMSU-Grants respectively, [update fall 2017] and compare favorably to peer institutions, which range from 15:1 to 22:1. When applicable, programs maintain specific faculty-student ratios as required for specialized accreditation.

Faculty allocation of effort [link-ARP 5.90.5.1.2] is monitored at the college and department level and must address, at a minimum, the three areas listed below. Colleges and departments can include additional areas. Allocation of effort must total 100%; any category may be zero percent.

1. Teaching and advising or its equivalent2. Scholarship and creative activity3. Service and outreach

Full-time faculty work with their department head to determine allocation of effort that respects the individual faculty's strengths and interests while simultaneously balancing the needs of the department and college. Temporary and term faculty are hired based on specific needs, e.g. to teach or to do research. Faculty are evaluated based on their assigned allocation of effort.

Service components include faculty appointments to department, [examples of typical dept comm-e.g. curriculum; assessment; ad hoc; search committees; P&T; etc.] college [link] and university committees.


[link] Service can also include participation in Faculty Senate and/or sponsoring student organizations. It is through university, college and department service that faculty contribute to curricular oversight, articulate expectations for and assess student learning, establish standards for academic credentialing [link-Rule 5.14] and other matters related to the academic and non-academic mission of the institution.

3.C.2. All instructors at NMSU are appropriately qualified, including those in dual credit, contractual, and consortial programs.

Faculty at NMSU are appropriately credentialed for teaching in their discipline. Ninety percent (90%) [check number-does this include Grants?] of NMSU full-time instructional faculty hold terminal degrees, and the recently adopted Administrative Rule 5.14 [link] provides further guidelines for alignment of area of study with assigned courses for instruction. As such, NMSU ensures all instructors of record (including temporary and term faculty and faculty teaching dual credit) meet minimal credentialing requirements as described by the HLC revised Assumed Practice 3.B. [check] NMSU does not maintain contractual or consortial programs at this time. NMSU Human Resources (HR) office maintains official transcripts and other official documentation [link] related to faculty credentials.

In Fall 2016 NMSU developed a Banner report [link] to monitor faculty assignments each semester. By Summer 2017, the Banner Degree Management System(BDMS) will facilitate electronic verification of official credentials for all faculty. Faculty curricula vitae can be generated via Digital Measures. [link-Judy - is this true across the board?]

The process for ensuring appropriately credentialed faculty for teaching assignments begins with the hiring process. Searches for faculty members are conducted by individual departments and search committees are typically composed of faculty members from the department as well as one or two outside representatives. Human Resources Services (HRS) [link] aids search committees by providing information on recruiting practices, search committee guidelines, posting/advertising positions, evaluating and responding to applicant pools and selection processes and steps after the position is filled. Processes for part-time and term faculty hires are provided via the HRS Toolkit . [link] All prospective employees undergo an employment background review and must provide proper verification of credentials [ARP 4.30.05] upon hire.

At NMSU-LC, all dual-credit instruction is embedded in courses that serve the NMSU student population; instructional qualifications are consistent across NMSU courses. At NMSU-Grants most dual credit courses are taught on-campus or via online delivery, and includes a dual-credit Summer Academy Program [link]. The majority of the dual credit courses taught at the high schools are career technical courses. All dual-credit instructors at NMSU-Grants meet the minimal faculty credentials [link to spreadsheet] for the specific courses being taught. In programs and/or colleges with specialized accreditation, additional requirements for faculty qualifications are closely adhered to and regularly reviewed by the program and/or college to ensure compliance.

3.C.3. Instructors are evaluated regularly in accordance with established NMSU policies and procedures.

Faculty evaluations are performed annually. Department heads complete evaluations for each faculty member and submit them to their respective Deans Office for review. Once approved by the Dean, department heads meet with each faculty member to go over the evaluation.

Chapter 5 of NMSU's Administrative Rules and Procedures outlines requirements and practices related to faculty employment at the university. Administrative Rule 5.86 [link] specifically addresses performance evaluation, stating, "The performance of each faculty member will be reviewed at least once a year by the department head, comparable administrator, or a committee. ...[and] will include a written report submitted by the faculty member. The form of this report shall be determined by individual colleges in consultation with their departments." As such, each college develops its own format, process and timeline for annual review. ARP 5.90.4.1.1 [link] specifies the evaluation of teaching for promotion and tenure, and identifies materials appropriate for the evaluation of teaching to include evidence


from the instructor from other professionals from students of student learning

In addition, all tenure-track and non-tenure track faculty should submit teaching evaluations by students, for each course they teach, as part of their annual performance report.

In 2016 we recognized inconsistencies in evaluating part-time and temporary instructors and graduate assistants who were serving as instructors of record. As a result, and based on a collection of practices that were being used across colleges, we developed materials for Annual Teaching Performance Review (ATPR) [link-scroll to bottom - http://provost.nmsu.edu/forms/] of Part-time and Temporary Faculty and Graduate Teaching Assistants that could be used by each college. While colleges are not required to use these materials, comparable information and processes are required. University policy requires annual evaluation of temporary, part time and graduate student instructors is under development. [link]

3.C.4. NMSU has processes and resources for assuring that instructors are current in their disciplines and adept in their teaching roles; it supports their professional development.

Processes

NMSU's annual review processes ensure instructors remain current in their disciplines and adept in their teaching roles. ARP 5.86.B.1 [link-intentionally includes "B" and not "1"] indicates that in working with faculty on promotion and tenure, department heads provide "specific evaluative comments about each of the three broad areas of performance required" (teaching/advising, scholarship/creative activity, service/outreach). 5.86.B.3 requires that faculty members cite accomplishment in these categories during each review period, and 5.86.B.4 requires department heads to prepare written evaluations for each faculty member of the same.

Post-tenure review procedures [link-ARP 5.87] ensure that "all tenured faculty members will receive an annual review" that recognizes both exceptional performance and serious deficiencies; recognition is rewarded as determined by the college, whereas serious deficiencies consistently require a remedial program to correct deficiencies. Moreover, it is explicitly stated that "this [Rule]... is particularly concerned with the quality of teaching... [and that] faculty whose teaching needs improvement will be urged to take advantage of 'programs designed to assist faculty members in enhancing their teaching skills.' "

5.87.2.A further articulates that "Tenured faculty members annually participate in and receive an extensive examination of their teaching, their research and scholarly output..." and 5.87.2.B ensures that "administrators who hold tenured faculty rank are reviewed on their performance of their faculty duties (teaching, research, and service)."

5.87.3. accounts for "More Complete Post-Tenure Reviews," implemented when serious deficiencies continue for 2 years or more, and requires that, among other things, "student evaluations must be considered when evaluating the faculty member's teaching."

5.87.3.C.5 specifies actions for improvement of teaching, and actions for improvement in research ad publication.

5.87.6 provides a description of conditions upon which loss of tenure can be recommended for persistent and unresolved deficiencies.

Rules specific to tenure-track and non-tenure track [link-ARP 5.90-is this correct?] (college) faculty are consistent with the descriptions provided above, and specifically reference the four types of scholarship defined by Boyer (1990): The scholarships of discovery, of teaching, of integration and of engagement. NMSU's broadening of the definition of scholarship [link-5.90.4.2] is intended to reflect "the changing roles of faculty in teaching, advising, scholarship and creative activity, extension, outreach and service."


5.90.4.1.1 addresses the evaluation of teaching, and indicates that documentation of teaching effectiveness "must demonstrate command of the subject matter, continuous growth, and development in the subject field, the ability to organize material and convey it effectively to students, assessment of student learning, revision and updates of curricula, and the integration of of scholarship...and service with teaching."

5.90.4.2.1 addresses the evaluation of scholarship and creative activity. Key phrases here include: "The scholar brings to the activity a high level of relevant knowledge, skill, artistry, and reflective understanding"; "activity... and... outcomes have significant impact"; "activity and outcomes are judged meritorious and significant by one's peers"; and "the scholar... has assessed the impact and implications on the greater community, the community of scholars and on one's own work."

5.90.4.3 identifies extension and outreach as essential to our mission, as both promote "economic development through the dissemination of new technologies and best practices." In this case, collaborative effort [link-5.90.4.3.1] is tied to the discovery and adaptation of new knowledge.

Resources & Support

Resources specific to discipline currency and professional development therein are available to faculty through college and departmental funding and other resources. For example, ..... [Need specifics related to $$$, avenues for support; policy related to professional development]

NMSU Grants supports professional development activities for faculty members through the initiatives of the Teaching Excellence [grants.nmsu.edu/teaching-excellence/] committee. The purpose of this committee is to promote excellence in teaching by providing faculty with resources to enhance quality teaching, opportunities for course development and improvement, instructional design methods, updated teaching strategies and professional development activities.

Faculty summarize their professional development activities in annual performance reports. In 2015, 370 faculty reported 1,797 professional development activities such as attending a conference, workshop, or short course. [link-need update! -Faculty Development Summary Report] This equates to about 5 activities per faculty, with 36% of faculty [seems low - is this accurate?] reporting some type of professional development.

Sabbaticals [link-ARP Rule 7.20.70] provide opportunities for faculty to engage in extended professional development. Faculty may take a one-semester sabbatical while receiving full salary, or may extend the sabbatical across two semesters, and take half-salary. In both cases, funding is provided to departments for instruction of courses as needed.

NMSU publicly acknowledges faculty who excel. At each fall and spring convocation, [link-programs for 3 years] faculty are recognized for their excellence in teaching, advising, scholarship and service. In addition, colleges recognize faculty at their respective college award ceremonies. [link?]

Centrally, NMSU provides two primary resources for faculty development related to teaching and learning: Innovation and Quality (IIQ) [link] is devoted to distance education and online teaching, and the Teaching Academy (TA) [link] focuses on face-to-face teaching, leadership and mentoring. Both offer one-time workshops as well as extended development programs.

Both IIQ and the TA are resourced primarily by professional staff. IIQ training and events [link] are almost exclusively presented by staff, whereas TA training and events [link - by type; faculty; staff; external] are largely delivered by faculty, with select events offered by NMSU staff and external experts. In the TA, faculty present one-time workshops on methods they have found particularly useful in their own teaching or in their work as leaders and mentors. Professional staff members lead programs that meet repeatedly across a semester or year.

In a 2012 survey, [link-Teaching Academy Impact Survey 2012] 92% of respondents reported that participation in TA resulted in positive changes in their teaching; 80% observed positive changes in their students’ learning. From 2013 - 2016 [link-2016 Self-Study[Teaching Academy Program Review Self-Study 2016, pg 35-37, Appendix B: Teaching Academy Vision 2020 Benchmarks] the TA averaged 100 training events per year, corresponding to


about 10,000 hours of professional development annually. An average of over 800 individuals participated each year.

3.C.5. NMSU instructors are accessible for student inquiry.

Rule 5.84 [link] of NMSU's ARP requires that faculty are present and available to students "during the entire official dates of every academic semester." Additional statements address class absences, and the requirement to maintain regular office hours. In addition to face time with students during and outside of regular class time, faculty are accessible to students via email, CANVAS and by phone. Faculty also interact with students that may or may not be in their classes or departments, through a number of other venues, including as sponsors to --- [number] student organizations, [link-organizations; sponsor names] in work-study positions, [link-number of work-study hires] through research projects and activities as described in 3.B, and through course-related field trips and study abroad FLIP trips.

In the 2014-2015 graduating student survey , [Judy -will need update; is this a consistent response across years?] 81% of students reported they were satisfied or very satisfied with the contact they had with faculty outside of class. On the 2014 National Survey of Student Engagement (NSSE), student-faculty interaction is measured based on how frequently students report that they 1) talk with faculty about career plans, 2) work with faculty on activities other than coursework, 3) discuss course topics with faculty outside of class, and 4) discuss their academic performance with faculty. Both NMSU freshmen and seniors reported that they interact with faculty more than did their peers at comparison institutions.

3.C.6. NMSU staff members providing student support services, such as tutoring, financial aid advising, academic advising, and co-curricular activities, are appropriately qualified, trained, and supported in their professional development.

Qualifications

The NMSU staff and student employees that provide support services to students possess appropriate credentials and experience relevant to their positions. NMSU Administrative Rule 4.30.05 , in order to "create a safe and secure workplace and to ensure that New Mexico State University employees are qualified to perform the duties and responsibilities of the positions they hold," regulates hiring practices across the institution. 4.30.05.J.3 delegates responsibility for obtaining and verifying educational credentials, employment references, and professional licenses or certifications to the hiring department.

Maintaining minimal and preferred position requirements begins with the hiring process: Each department collaborates with HR to define the necessary minimal and preferred requirements for each open position, and position announcements cite these qualifications. The majority of positions providing student support services are classified under the job family, [link-http://hr.nmsu.edu/psnclsdsc/psnclslst.php] "Student Affairs.” All new staff serve a one-year probationary period to ensure they are well-suited to the position.

Exempt staff that provide student services must have a bachelor’s degree; in many cases staff hold master's degrees. In fall 2015, 50% (N=27) of academic advisors and 58% (N=12) of financial aid advisors held master's degrees. Forty-two percent (42%; N=53) of employees in Student Affairs and Enrollment Management (SAEM; includes the Student Activity Center, Career Services, Counseling & Student Development, Accessibility Services, Financial Aid, Student Life and Student Engagement) held master's degrees, and 22% held doctoral degrees.

Graduate assistants (GA's) are hired to fill positions in academic, research, and service departments as teaching and research assistants, or to provide administrative support. Policies governing the employment of Graduate Assistants are found in the Employment Guidelines Manual. [link- http://gradschool.nmsu.edu/ga/index.htm]

Undergraduate student employees also serve a vital role in supporting student success programs and must demonstrate appropriate qualifications, dependent on the position. Policies governing student employees are


available online. Student positions, both on and off campus, may be posted on AggieCAREER Manager. Hiring departments determine minimum qualifications and students apply for positions by uploading resumes and other documents related to their qualifications. Typical positions include: New Student Orientation Leaders, Associated Students of NMSU Staff Positions, Recreational Sports Assistants, Peer Mentors, Peer Tutors and Library Student Aids. Students hired to assist their peers in academic-related areas must demonstrate success in the academic field for which they are providing guidance. For example, tutors in NMSU's Campus Tutoring Services [link] must have a B or better in the coursework in which they are tutoring.

Training, professional development and support

Ensuring quality employees does not stop upon hiring. NMSU supports continuing education of employees by offering up to six credits of tuition assistance [link] each fall and spring semester, and by increasing salary levels upon completion of a degree. A significant number [link] of staff focus their educational endeavors in the areas of higher education leadership and management. Human Resource Services' (HRS) comprehensive on-boarding process highlights professional training opportunities, and the Center for Learning and Professional Development (CLPD) [link] provides training in areas such as administrative systems and processes, career development, compliance training, leadership development, policies and procedures and technology.

Continuing education and professional development for staff is highly valued and supported. Annual Performance Evaluations [link-to template] require staff to identify professional development goals for each academic year. Progress toward these goals is reported annually and is considered in the employees annual performance rating. To assist staff in meeting professional development goals, NMSU maintains professional memberships that provide professional development opportunities through webinars, research databases and conference events. Examples include

Hispanic Association of Colleges and Universities (HACU) Council for Opportunity in Education (COE) American Council on Education Association of American Colleges and Universities

Student support units also maintain institutional memberships with professional organizations in their respective fields. Examples include

Student Affairs Administrators in Higher Education (NASPA) American College Personnel Association National College Reading and Learning Association Council of College and Military Educators National Association of Colleges and Employers National Greek Life Organizations National Association of Academic Advisors for Athletics (N4A) Association of Student Conduct Administration Association on Higher Education and Disability

NMSU allocates resources to enable staff to attend campus, state, regional and national seminars and conferences that further their ongoing professional development. The SAEM “Share the Learning” [link-http://studentaffairs.nmsu.edu/category/share-the-learning/] website documents staff attendance at professional events.

In the past, professional academic advisors received initial training from the academic departments representing the college and majors they served, and participated in workshops and training events sponsored by the Academic Advising Council that focus on continuous improvement of advising policy and practice. In addition, departments could request funding from the Regents Retention Enhancement Fund [link] to supplement advising staff attendance at regional and national conferences. Moving forward, NMSU's new centralized approach to academic advising will include training [J Hodges-how/when/where], and funding for travel related to professional development will be


awarded [J Hodges-how/when/where/by whom]. Advisors are encouraged to become members of the New Mexico Academic Advising Association and the National Academic Advising Association (NACADA).

Financial aid advisors maintain membership in three professional organizations; New Mexico Association of Student Financial Aid Administrators, [link] Southwest Association of Student Financial Aid Administrators [link] and The National Association of Student Financial Aid Administrators. [link] Due to the federal, state and university compliance responsibilities of financial aid advisors, their professional development is regulated and tracked by the Director of University Financial Aid and Scholarship Services.

All new GA's attend a mandatory orientation program and receive additional training pertaining to their role through the departments that employ them. For example, GA’s employed by the Student Success Center (SSC) work as learning skills facilitators, and meet individually with students to provide academic assistance. They attend training prior to the start of each semester and also meet weekly with their supervisor throughout the semester. Student Success Navigators receive approximately 66 hours [link-Tony sent updated information] of training, (including approximately 2 hours of ongoing training per week), on a variety of topics related to advising and student success.

NMSU's internal training program for student employees in the Campus Tutoring Services program meets the tutoring certification requirements of the College and Reading Learning Association. [link] Other student positions will have training as appropriate for the position.

Sources

AAC_AcademicAdvisingCouncil_2017.01.23 ACCRED_SpecializedAccreditationWebPage_2015.11.10 BOR_NMSUPolicyManual_2015.07.21 CAREER_201314FirstDestinationSurveyAnalysisOfResults2014 CAREER_AggieCAREERManager _2017.01.23 COUNSEL_APR4.30.05EmploymentBackgroundReview.2017.05.25 FACULTY_FacultySenateOverview.2017.5.25 HR_AcademicAdvisorJobClassification_2017.01.08 HR_Jobswebsite_2017.01.23 HR_NMStateUniversityHumanResources_2016.02.12 HR_RegularFacultyRecruitmentHRToolkit_2016.01.25 HR_StudentHiringPolicies_2017.01.23 HR_TemporaryFacultyRecruitmentHRToolkit_2016.01.25 IA_Factbook2015_2015 IA_FacultyDatafromOIA_2016.01.22 IA_OfficeofInstitutionalAnalysis–Rankings_2016.01.27 NSSE_NSSE2014SurveyEngagementIndicators_2014 SAEM_CharteredStudentOrganizations_2017.05.10 SSC_StudentSuccessNavigators_2016.02.03-2 TA_ProgramReview_2016


3.D - Core Component 3.D

The institution provides support for student learning and effective teaching.

1. The institution provides student support services suited to the needs of its student populations.2. The institution provides for learning support and preparatory instruction to address the academic needs of

its students. It has a process for directing entering students to courses and programs for which the students are adequately prepared.

3. The institution provides academic advising suited to its programs and the needs of its students.4. The institution provides to students and instructors the infrastructure and resources necessary to support

effective teaching and learning (technological infrastructure, scientific laboratories, libraries, performance spaces, clinical practice sites, museum collections, as appropriate to the institution’s offerings).

5. The institution provides to students guidance in the effective use of research and information resources.

Argument1. NMSU provides student support services suited to the needs of our student populations.

NMSU provides services that support our students in their efforts to attain an academic credential; demographic data highlights specific considerations. NMSU student demographics are reflective of the economic and educational conditions of our community and the state. A significant portion of our student population struggles with economic stability, and on average tends to be slightly older and less academically prepared for college than are traditional college students.

Undergraduate student average age [link-factbook pg] at NMSU-LC is 23; graduate student average age is 33; overall average age is 25. Approximately half of all students are under the age of 20.

Approximately 77% of students are enrolled full time [link-FB pg]. Virtually half of our students [link-FB pg] identify as Hispanic. Roughly 30% identify as White and the

remaining 20% identify as Other Minority and International. The majority of our students come from New Mexico, and specifically from Doña Ana county. [link-FB

state map] Still, in any given year we have students from each of New Mexico's 33 counties, from nearly every one of the 50 United States [link-FB map of states] and from a wide selection of foreign countries.

Average composite ACT score for entering freshmen is 20.9 [link-FB], with less than 15% of the entering students scoring 26 or better.

Prior to Fall 2017 approximately 84% of students lived off-campus. [link-FB pg]. A new residential requirement for first year freshmen (beginning Fall 2017) has reduced that percentage to -------[percentage].

data on first generation/financial aid (by type) eligible/socio-economic

NMSU Grants student demographics also reflect the economic and educational conditions of Cibola County (service area) and the state. Many students are low income, and most are not academically prepared for college - 90% of the incoming student’s require some level of developmental math and/or English. Admitted students are not required to take entrance tests (ACT or SAT). The average H.S. GPA of our entering freshmen is 2.47, with only 23% having a H.S. GPA greater than 3.0.

Average student age has decreased over the past decade as more high school students enroll in dual credit courses: The average age for students enrolled Academic Year 2016-2017 was 24.5 with 30% of the students being 17 or younger and another 22% being between 18 and 20 years old.

Students enrolled at NMSU-Grants include degree seeking, non-degree seeking, dual credit, and students admitted to another NMSU-system campus and taking 1 or more NMSU-Grants courses online.


NMSU Grants is a majority-minority institution with almost 75% of students self-identifying as either Hispanic or Native American (41% Hispanic, 33% Native American), 21% Caucasian and 7% all other races.

95% are from New Mexico, with 80% from Cibola County (our service area) and 10% from McKinley County (within driving distance).

NMSU supports our most at-risk students through specific programs such as:

College Assistance Migrant Program (CAMP) Maximizing Access to Research Careers (MARC) program Engaging Latino Communities for Education (ENLACE) New Mexico Alliance for Minority Participation (NM AMP) American Indian Programs (AIP) Chicano Programs Black Programs TRIO Student Support Services [link - Academic Success Center, Tutoring, Peer Mentoring, Annual

Performance Report] Natural Resource Career Tracks [nrct.nmsu.edu-M.DesmondFWCE] Daniels Fund Boundless Opportunity Scholars Program [link- 2015-16 program report] Upward Bound [link - Annual Performance Report]

These targeted efforts are critical, and complement an array of comprehensive support services. The Admissions, Financial Aid, and Enrollment [link] offices provide consistent and sustained support throughout each student's educational journey. Students are introduced to these services prior to their enrollment at NMSU, and again through Aggie Welcome and Orientation . Orientations also include information about on-campus housing (including opportunities to participate in l iving-learning communities ), campus dining for on- and off-campus students, academic advising and math placement exams. Family orientation programs are offered at the same time.

Adequate financial support is a fundamental need for academic success. NMSU offers FAFSA workshops [link-https://fa.nmsu.edu/fafsa/] to potential and returning students. To optimize distribution of scholarships and other financial awards, applications are handled through a singular scholarship application system, Scholar Dollars. [link] --------[number] scholarship and financial aid awards are received by NMSU students each year. In addition, nearly ----% [percentage] of students are employed in work-study positions each semester.

The Graduate School provides funding opportunities to graduate students through a number of resources and encourages students to contact their respective departments for information about discipline awards, assistantships and fellowships. -----[number]

The Chase Scholars Foundation [link-website; program summary] and the Red to Green Financial Wellness [link- website; Program Report] program supports increased financial savvy among our students.

Physical and mental wellness are also essential for students to thrive academically. The newly integrated Aggie Health and Wellness Center [link] offers a holistic approach to meeting students' medical and mental health needs. NMSU's Health and Wellness [link] unit provides spaces, programs and services to promote healthy and active lifestyles, and includes the Activity Center, [link] Aquatic Center, [link] Intramural Sports, [link] Recreational Sports, [link] Outdoor Recreation [link] and Personal Fitness. [link] An on-campus Spiritual Center is available to students and student organizations of all faiths. NMSU's active Wellness, Alcohol and Violence Education (WAVE) program espouses a harm-reduction approach to substance abuse. Aggie Cupboard helps supply food to students in need.

Other resources such as Career Services and Student Legal Aid meet individual students' short- and long-term needs. NMSU Diversity Programs (described in 3.E and 4.--) provide added community and support for students. The Campus Activities office directs students to numerous engagement opportunities that speak to varied


interests, including the Aggies Activity Council, Associated Students of NMSU, Greek Life, Student Accessibility Services and information about over 250 student organizations.

Support services at NMSU-Grants includes....

3.D.2. NMSU provides learning support and preparatory instruction to address the academic needs of our students. NMSU has a process for directing entering students to courses and programs for which they are adequately prepared.

Academic Preparedness

In addition to completion of select high school requirements, undergraduate admission to NMSU-LC requires one of the following:

A cumulative high school GPA of 2.75 or above (2.50 prior to Fall 2016) ACT composite score of 21 or above or SAT score of 990 (SAT score of 1060 for new format) Ranked in the top 20% of high school graduating class

Students who do not meet the entrance requirements may participate in the Aggie Pathway to the Baccalaureate program, (discussed in 3.---) where they receive targeted tutoring and mentoring support. Requirements for transfer students are outlined in the catalog and are discussed in 4.--.

International students are admitted through International and Border Programs (IBP). In addition to meeting general admission requirements, international students must provide an official secondary school transcript and graduation or school leaving document. Students from non-English speaking countries must provide official Test of English as a Foreign Language (TOEFL) or International English Language Testing System [IELTS] scores.

Students are placed into appropriate math and English courses based on ACT/SAT scores and high school GPA. Students with English or math deficiencies are required to take developmental courses at one of the NMSU-system community colleges, or for math, enroll in the Math Emporium course offered by NMSU-LC. An alternative for math deficiencies is enrollment in the Math Emporium. Students may challenge their math placement through an exam that will determine their eligibility to enroll in a higher level course. International students with English deficiencies are required to successfully complete Center for English Language Programs (CELP) courses.

Many students [percentage] enroll in our Freshman Year Experience course (UNIV150) or their college or department's equivalent - ACES111, HRTM111, ELA111, MKTG180. [link-sample syllabi] These courses aim to support academic success by helping students transition to college living; courses focus on introducing students to campus life, career options, academic resources and co-curricular opportunities.

Required course prerequisites are articulated in course descriptions in the course catalog, and are sequenced accordingly in academic degree plans.

Admission into some programs is limited and/or requires students to meet specific requirements. Examples include the PGA Golf Management Program, the Teacher Education Program, the Creative Media Institute and the Bachelor of Science in Nursing program.

NMSU-Grants is an open enrollment campus, and requires ...................

Academic Support

Academic support is provided in a number of ways. NMSU-LC maintains a Writing Center, a Math Success Center, [link] Campus Tutoring Services [link-Webpage, Program Summary, Outcome Report Tables] and a Student


Success Center. [link- Course Program Summary, Learning Assistance Outreach] Support programs for targeted populations are listed above.

Colleges specific resources include:

Business College tutoring [link] Agriculture, Consumer and Environmental Sciences College Mentor Program Child Welfare Scholar Program [link] Crimson Scholar Program/Honors Capstone Experience

Honors courses and programs encourage students with strong academic skills to enroll in highly rigorous and challenging courses and participate in advanced research and scholarly activity opportunities. To stimulate increased participation, students meeting specific criteria are automatically designated as Crimson Scholars and members of the Honors College.

NMSU-Grants maintains...............................

Graduate Admissions and Academic Preparedness

Admission requirements for graduate students are outlined in the catalog and vary by degree-level, discipline and student designation. Admission to the graduate school does not guarantee admission to a degree program - students can only be admitted to degree programs by the respective department. In addition to general and departmental requirements, international applicants must provide official TOEFL/IELTS scores.

Graduate programs include milestones through which students demonstrate their knowledge, ability and capacity to progress through a program - e.g. GPA requirements, entrance exams, comprehensive qualifying exams, final written and oral exams and thesis and dissertation proposals.

3.D.3. NMSU provides academic advising suited to our programs and to the needs of our students.

Undergraduate Advising

One of the most frequently cited categories for improvement from the last several years' Graduating Students’ Survey, has been advising. As such, NMSU-LC has taken comprehensive actions to improve advising practices.

Prior to Fall 2017, NMSU practiced decentralized advising; depending on their academic discipline and year in college, students were advised by professional advisors, faculty, or a combination of both. Beginning Fall 2017, NMSU moved to centralized advising. Now, NMSU-LC houses ------[number] academic advisors in one location to serve all undergraduate students across the institution. This structure brings personnel and resources from 3 previously distinct areas of advising into a single unit:

1. Support services formerly offered through Cross-Campus Advising2. Professional advisors that were formerly located in specific colleges and departments (and focused

primarily on academic advising)3. Student Success Navigators (who offered proactive and personalized mentoring and academic, personal and

social support)

It is anticipated that comprehensive training relevant to all three formerly distinct areas will maximize efficiency and effectiveness. Concurrently, faculty are free to focus primarily on mentoring students in their disciplines. To ensure


ongoing communication between departments and discipline-assigned advising teams, a departmentally-appointed Faculty Advising Liaison meets regularly with their discipline's respective advising team.

As of Fall 2017, freshmen and transfer students are assigned an academic advisor based on the meta-major that encompasses the student's interest or desired field of study. Meta-majors are groups of majors that share a common early pathway toward a degree and diverge as progress is made toward the major. It is anticipated that with few exceptions, students will remain with the same academic advisor throughout their undergraduate studies.

In addition to guidance provided in the catalog, graduate students are advised by departmental faculty and guided by departmental handbooks. [link]

At the NMSU Grants campus, advising is done through the Student Services center.

NMSU-system advising continues to be supported by the NMSU Academic Advising Council , which meets monthly to set guidelines and develop recommendations on advising policies across the system.

3.D.4. NMSU provides students and instructors the infrastructure and resources necessary to support effective teaching and learning (technological infrastructure, scientific laboratories, libraries, performance spaces, clinical practice sites, museum collections, as appropriate to the institution’s offerings).

Technological Infrastructure

Information and Communication Technologies (ICT) [link-ict.nmsu.edu/] supports the Banner System, Canvas learning management system (LMS), Cognos report-generating system and the MyNMSU user portal. ICT also supports 6 computer labs [link-https://studenttech.nmsu.edu/labs/] and 7 general use stations, [link-https://studenttech.nmsu.edu/general-lab-locations/] providing 233 computer stations with availability ranging from 7am - 2am daily. Laptops are available for rent through ICT, as are no-cost, low-cost and reduced-expense software packages. NMSU-Grants is equipped with 3 computer labs totaling 44 computer stations, with availability ranging from 8am-8pm throughout the week with slightly reduced hours on Fridays.

Many departments maintain local computer labs equipped with software and applications relevant to their disciplines (e.g. Journalism , Music, Creative Media Institute, Biology, Geography, etc.). Housing and other areas also provide computer access for students.

Instructional Innovation and Quality (IIQ) [link] administers and supports Academic Technology, [link] Distance Education, [link] Instructional Media Services [link] and the Online Course Improvement Program. [link] Each area specializes in services and support related to various instructional delivery options.

Library, Classrooms and Study Space

The NMSU-LC Library has two physical locations (Zuhl and Branson) and provides on- and off-campus access to a variety of resources, including a print and electronic reference collection, over 200 online databases and indexes, nearly 2 million books and a growing collection of e-books. Access to primary documents and other unique collections is provided via the Digital Collections [link] projects and the Archives and Special Collections. [link] In total, the Library sports 2 instructional computer labs, 7 group study rooms, 7 Ph.D. carrels, 100 computers and 4 designated quiet study areas. Additionally students and faculty can check out specialized equipment including calculators, headphones, charging cables and DVD/Blu-ray players.

NMSU-LC structures provide 449 centrally-designated classrooms (---- at NMSU-Grants). Of those, more than 200 (4 at NMSU-Grants) are smart classrooms (i.e. contain a console that houses a computer, desktop monitor, DVD-VCR or BluRay player, document camera, laptop connections and an A/V control system connected to a projector or


large screen TV). Additional classroom, lab and instructional spaces are managed by academic colleges and departments.

Samples of NMSU classroom and study spaces [link to list w/ short description of each that in turn links to each webpage] include a Technology-Enhanced Active Learning (TEAL) classroom, Corbett Center Student Union Building, Pete V. Domenici Hall, James B. Delamater Activity Center and The Hardman and Jacobs Undergraduate Learning Center.

NMSU also sports numerous performance spaces, [link to list w/ short description of each that in turn links to each webpage] including the ASNMSU Center for the Arts, Atkinson Recital Hall, Digital Media Theater and D.W. Williams Hall.

NMSU Museums [link to list w/ short description of each that in turn links to each webpage] include the Arthropod Museum, Klipsch Museum, University Art Gallery, University Museum and Zuhl Museum. All are open to the public and admission is free:

NMSU provides multiple venues for scientific research, exploration and discovery, [link to list w/ short description of each that in turn links to each webpage] Our significant research infrastructure includes more than 50 research facilities [link-http://vped.nmsu.edu/research-infrastructure/] with specialized equipment located on campus and around the state. Specific venues include the Campus Observatory, Apache Point Observatory, Core University Research Resources Laboratory (CURRL), Student Research and Education Gardens, Chile Pepper Institute which includes a teaching garden [w/separate link to Chile Pepper Institute Teaching and Demonstration Garden] and Arrowhead Center

Specialized facilities and equipment [link to list w/ short description of each that in turn links to each webpage] that enrich student learning include 100 West Café, Sam Steel Café, ACES in the Hole Foods, Speech and Hearing Center, Nursing Simulation and Skills Center and News 22 (KRWG).

3.D.5. NMSU provides guidance to students about the effective use of research and information resources.

NMSU-LC’s Mission and Vision for the Baccalaureate Experience identifies information and technological literacy as essential skills for a college graduate. Specifically, it states that graduates should be able to locate, evaluate and use information and technology effectively and ethically. At NMSU each discipline provides guidance and training to students specifically related and applicable to their respective fields. GOVT300 (Political Research Skills) and WS455 (Feminist Research Methods) are examples of the numerous information literacy courses - [link to table] often designated as introductions to research methods in the disciplines - that are offered throughout the NMSU-LC curriculum. More broadly the Library, which embraces information literacy in their Vision statement, [link] provides guidance to all students about the effective use of research and information resources.

About 25 Library tours and orientations (including graduate student and new faculty) are provided each year.

An array of services are dedicated to developing students’ information literacy, including face-to-face and virtual reference services 70 hours per week during the academic year. Reference questions are answered asynchronously via email and text. Popular library resources are embedded in all Canvas courses. Research guides instruct students how to avoid plagiarism; others provide guidance to instructors on designing assignments to prevent plagiarism.

In-depth research consultations are designed around a discipline expertise liaison model so that librarians who specialize in information resources in particular fields are available to assist students with their research needs.

The Library offers two credit-bearing courses on the effective use of research and information resources. LIB101 (Introduction to Research) is offered as an online mini-semester course every semester and provides an overview of research and information resources in the field or discipline of the individual student's choice. LIB311V (Information Literacy) provides students with an in-depth understanding of the


organization of information, accessing information, the ethical use of information and other contemporary information issues.

Librarians teach 200-300 instructional sessions per year, reaching 5,000-6,000 students annually. Generally sessions are aligned with a specific assignment or project, and librarians teach students how to access and search relevant information resources. An online research guide routinely supplements these sessions.

Particular courses regularly include Library instruction. For example, all UNIV150 (Freshman Year Experience) sections visit the Library and complete an activity that introduces students to the major types of published information. All ENGL111G (Freshman Composition) sections participate in research instruction sessions as described above. A set of assignments is available to ENGL111 instructors, for use throughout the semester. All BUSA111 students complete an assignment that requires the use of many business information resources.

At NMSU-Grants, information literacy is identified as an institutional learning outcome, and is defined as the proper location, evaluation, citation and ethical usage of traditional and electronic information and data necessary to promote academic learning, research and discovery. Information literacy at NMSU-Grants is addressed through classes, the Library and the Student Success Center.

At NMSU-Grants, ENGL111 and COL101 (College Success) promote the use of information sources necessary to be an active citizen and function in a competitive economy. Instructors cover library and information topics as part of the research component of these courses. The use of information retrieval is addressed directly by faculty and/or through a formal library orientation. Development of virtual library tours for online courses is underway. Other classes that include formal library instruction are History 101G and 102G; Chemistry 111G, Biology 101G, Statistics 251G, College 108 and three summer dual-credit academies.

Sources

A&S_MetaMajors_2017.06.07 ACES_ACESMentorTeam_2017.06.06 ACTIVITIES_Campus Activities_2017_06.05 ADMISS_AdmissionsOverview_2017.06.02 ADMISS_AggiePathway_2017.06.06 ADMISS_AggieWelcomeOrientation_2017.06.02 ADMISS_FreshmanRequirements_2017.06.06 AIP_AmericanIndianProgram_2015.12.08 ASNMSU_StudentLegalServices_2017_06.05 ASSESS_MissionVisionBaccExperience_2017.06.08 AUX_DiningCateringMealPlans_2017.06.02 AUX_SpiritualCenter_2017.06.05 BP_BlackPrograms_2015.12.08 CAASS_AcademicAdvisingCouncil_2017.06.07 CAMP_CollegeAssistanceMigrantProgramOverview_2017.05.30 CAREER_CareerServicesWhatWeDo_2017.06.05 CATALOG_TheGraduateSchool_2017.06.07 CATALOG_TransferUndergraduateStudents_2017.06.07 CELP_LanguageProgramsOverview_2017.06.06 CP_ChicanoPrograms_2015.12.08-3 ENGL_WritingCenterOverview_2017.06.06 ENLACE_SouthernNewMexicoENLACEProgramOverview_2017.06.01 FINAID_FinancialAidOverview_2017.06.02 GRAD_AwardsandFunding_2017.06.02 HONORS_CrimsonScholars_2017.06.06 HONORS_HonorsCapstoneExperience_2017.06.06 HOUS_HousingOptions_2017.06.02


HOUS_LivingLearningCommunities_2017.06.02 HR_DiversityProgramsandResources_2017_06.05 LIB_MissionVisionValues_2017.06.08 LIB_PresentationStatistics_2017.06.08 MARC_MaximizingAccesstoResearchCareersProgram_2017.03.02 MARC_MaximizingAccesstoResearchCareersProgramOverview_2017.06.01 NMAMP_NMAllianceforMinorityParticipationProgramOverview_2017.06.01 OIA_GraduatingStudentSurvey_2017.06.12 PROVOST_CenterforAcademicAdvising_2017.06.07 SAEM_AggieCupboard_2017.06.05 SAEM_WAVE_2017.05.10 SSC_CrossCampusAdvising_2017.06.07 SSS_TrioStudentSupportServicesOverview_2017.06.02


3.E - Core Component 3.E

The institution fulfills the claims it makes for an enriched educational environment.

1. Co-curricular programs are suited to the institution’s mission and contribute to the educational experience of its students.

2. The institution demonstrates any claims it makes about contributions to its students’ educational experience by virtue of aspects of its mission, such as research, community engagement, service learning, religious or spiritual purpose, and economic development.

Argument3.E.1. NMSU's Co-curricular programs are suited to our mission and contribute to the educational experience of our students.

Co-curricular programs are clearly and appropriately aligned with our land-grant mission to serve the needs of our state's diverse population through education, research, extension education and public service. Co-curricular programs are widespread and are offered through both academic and non-academic units on campus.

Academic Co-curricular Programs

Co-curricular experiences related to students' academic interests enhance learning and promote engagement with peers, faculty and staff. Each college sponsors programs, events and clubs that are of interest to their students. Examples include:

New Mexico Alliance for Minority Participation (NM AMP). Established in 1993, NM AMP has impacted NM students through retention in science, technology, engineering and mathematics (STEM) degree programs, and their progression to graduate school and the STEM workforce. The Undergraduate Research Scholars (URS) program supports students in faculty-mentored research projects and provides training for research presentation and preparation for internships, graduate school and/or the workforce.

Independent student-run media outlets include The Round Up student newspaper and the KRUX radio station. Full-time staff members serve in advisory roles. The Round Up covers news stories related to the university, city, state, nation and world. KRUX is on the air 24-hours a day, 365-days a year. Students serve as operation staff and DJs for the station, remain compliant with FCC regulations, set program lineup and operate the equipment necessary to maintain the station on-air.

Students who have successfully completed historically high-risk courses (high D,F,W grades) in Physics and Chemistry are eligible to become Supplemental Instruction (SI) Facilitators . Facilitators attend course lectures and lead small group SI courses and sessions. SI activities include lecture review, group collaboration, test preparation and practice tests opportunities.

BioCats is another peer-assistance program, first implemented in 2007 to address low retention/success rates in introductory biology courses. Upper-class peer instructors (BioCats) lead freshman and sophomores in small workshop sessions (BIOL111) and lecture breakout sessions (BIOL211) through case studies and other activities designed to foster general learning skills.

Freshman Year Experience Peer Educators are junior and senior level students that co-teach, with faculty, sections of UNIV150 (Freshman Year Experience). Topics include critical thinking, learning strategies, diversity, career exploration and library research skills. Feedback indicates peer interaction exerts a positive impact on UNIV150 students, and Peer Educators report the experience is highly valued as both a leadership and service learning opportunity.

Student Leadership Programs


Another focus of co-curricular programs at NMSU is leadership development. Examples of programs that are intentional in leadership development include:

Student Leadership Programs (SLP) plans, coordinates and evaluates programs geared toward developing leadership skills. SLP participants gain awareness of their own personal values, skills, strengths and abilities, and develop a deep appreciation for civic engagement, social justice and philanthropy. Programming includes a Fall Leadership Retreat, a Student Leadership Conference and opportunity to become a Trailblazer.

The Associated Students of New Mexico State University (ASNMSU) is the student governing body. Elected representatives serve as the voice of the students to university administrators and other governing bodies on student related issues. In FY17 ASNMSU oversaw a $1,024,032 annual budget. ASNMSU annually allocates funding to departments, student organizations and students for programs, events, travel and research. Student senators also participate in community service projects.

Membership in the Aggies Activities Council (AAC) is open to all NMSU students, and is the programming organization for the NMSU community; members aspire to make the NMSU-LC campus the central hub for school spirit by building community and developing leaders.

Wellness, Alcohol, and Violence Education (WAVE) is a harm reduction program that educates the campus community on issues of personal safety and well being. Students are selected and trained to serve as peer educators on topics related to alcohol and drug use and sexual assault and other interpersonal violence. Peer Educators provide educational “NMSU Respects” presentations for students on topics related to Title IX and the Campus Violence Elimination Act.

Thirteen (13) national fraternities and 5 national sororities have established chapters at NMSU-LC. Two governing councils (Inter-Fraternity Council, Panhellenic Council) provide leadership and oversight of the Greek community. Over 700 students are affiliated with NMSU's Greek community, which provides leadership opportunities through both the chapters and the governing councils.

Each academic college and the Honors College appoint Student Ambassadors, elite groups of students who serve as liaisons to the NMSU campus and the Las Cruces and New Mexico communities.

Additional leadership opportunities for undergraduate student leadership are realized through K-12 outreach. Examples include Young Women in Computing and the Chemistry Olympics team [link]

Student Organizations and Clubs

Through more than 250 student organizations, NMSU students have opportunities to engage in activities that support discovery, inquiry, creativity and social responsibility. These co-curricular activities focus on academics, service, cultural, special interests and student governance and are coordinated by academic departments, student clubs and other divisions and departments within the university. Some examples not already mentioned in 3.D or above include:

Academic Honor Societies Black Student Organizations College Student Councils Collegiate Future Farmers of America (FFA) Graduate Student Council Residence Hall Association American Indian Student Organizations

Some student organizations have achieved national recognition:

Model United Nations (MUN) : In April 2017 the NMSU Model U.N. Team took home, for the 11th year in a row, the Distinguished Delegation Award.

DanceSport Company : The NMSU team of 21 ballroom, Latin and swing partner dancers won two first-place national championship titles at the 2016 USA Dance National DanceSport Championships.


National Science Foundation Epicenter’s University Innovation Fellows Program : Five NMSU students were selected to join with 150 students from 52 U.S. higher education institutions as University Innovation Fellows by the National Center for Engineering Pathways to Innovation.

Criminal Justice Student Society : The NMSU criminal justice honor society, Alpha Chi Alpha, won a dozen highly competitive awards at the 2016 Alpha Phi Sigma National Conference.

Sixteen competitive collegiate athletic teams [link-http://nmstatesports.com/#] involve -----[number] student-athletes. NMSU cheerleaders number [-------]. Student athletes may participate in the A+ Aggie Program which teaches and promotes lifelong educational and personal skills for the student-athlete. The Athletic Department placed 75 student-athletes on the 2016 Academic All-Western Athletic Conference (WAC) and 2015-16 Academic All-WAC Freshman/Transfer team, winning the WAC commissioner's cup for the second consecutive year in 2016. In 2015-16 [link-update for 2016-17] all sports combined did over 6,500 hours of community service, as part of the CHAMPS Life Skills program. [link]

3.E.2. NMSU demonstrates our claims about contributions to our students’ educational experience by virtue of aspects of our mission (e.g. research, community engagement, service learning, religious or spiritual purpose, and economic development).

Under the leadership of Chancellor Garrey Carruthers, NMSU has branded itself as “a caring community, transforming lives through discovery.” This statement makes three claims about NMSU:

1. NMSU is a caring community2. NMSU transforms lives3. NMSU is a place of discovery

A Caring Community

NMSU creates a caring community in a number of ways - one is by helping our students achieve academic success. Goal one of Vision 2020 is to “[provide] stellar programs, instruction and services to achieve timely graduation.” Core Criteria 3 and 4 speak repeatedly to how NMSU strives to serve our students and ensure their academic and life success. Examples include the Student Success Navigator program implemented in 2015, which has now been blended with centralized advising; the QuickConnect Early Alert and Intervention program which in Fall 2015 [can we get fall 2016 figures] reached 675 students, approximately 63% of whom were retained for Spring 2016 [2017]; implementation of early grade reports for all lower division courses; and the Calling All Aggies Campaign which is described in 4.C.

Various co-curricular programs also offer support and mentorship. The American Indian Program’s (AIP) Peer Mentor Program assists incoming freshmen and transfer students with time management skills, advising and registering for classes, information regarding scholarships, orientation regarding university resources and an introduction to AIP social activities. Similarly, TRiO Student Support Services provides formal peer mentoring to first generation college students, disabled students and low income students who participate in the TRiO program. TRiO’s mentoring program requires participants to meet with their mentors weekly. Chicano Programs and Black Programs also offer informal mentorship for entering freshmen.

Respect for and appreciation of diversity is communicated through NMSU's Institutional Values, and is evidenced through our active Diversity Programs: Chicano Programs, American Indian Programs, Black Programs, LGBT+ Programs, Military and Veterans Programs and Student Accessibility Services. Student organizations sponsored by these programs include academic societies, sororities, fraternities and clubs. Events such as Latino Week, American Indian Week, Black History Month and Pride Season offer visible and tangible affirmation of the support these programs and organizations provide.

Chancellor Carruthers further asserts that we are a ‘caring community’ through periodic public sharing of special efforts [link to examples] by faculty and staff that have been brought to his attention by appreciative parents,


students or the local community. NMSU-Grants bestows “Grit” awards each semester to deserving students, recognizing their efforts to overcome extremely challenging situations to complete their degree.

Transforming Lives [This is the header for this section. It's also where I linked to the Provost's Post about "Transforming Lives." Not sure where else it should go.]

Implicit in the claim that NMSU transforms lives is the idea that a college education can and does transform a life. NMSU is the nation's only Hispanic-serving land-grant institution, and offers a high-quality, low-cost education to a diverse and economically challenged population. In addition, NMSU-Grants is also a designated Native American Serving Non-Tribal Institution. NMSU transforms lives by awarding more than 3,000 degrees each year. During the 2016-2017 academic year, NMSU awarded -------- [number] certificates, associate's, bachelor’s, master’s and doctoral degrees. In the 2017 Graduating Student Survey [link] -----% of students indicated they were satisfied or highly satisfied that NMSU had prepared them for a professional career.

Likewise, the professional career that follows a college degree may be as equally transforming as the degree itself. In a 2015 survey of Spring 2014 graduates, 80% of respondents had a job; 62% of those with jobs maintained professional positions; and 14% had continued onto graduate school. Eighty-three percent (83%) of those seeking advanced education indicated that they were satisfied or highly satisfied that their NMSU education prepared them for graduate school. [ADD: statistics about mobility as a result of NMSU degrees]

Statistics from many of NMSU’s support programs for minority and underrepresented students also support our claim that we transform lives.

TRiO [link to data] CAMP [link to data] MARC [link to data] NRCT [link to data] NM AMP [link to data]

A Place for Discovery

Also expressed as “All about discovery!” NMSU holds fast to this claim. As defined by its Carnegie Classification, NMSU is an institution with higher research activity, and ranks eighth (FY16) in research expenditures by Hispanic Serving Institutions ($110 million in FY16).

NMSU supports discovery through the many research programs already discussed, and through additional programs such as Aggie Innovation Space, a makerspace workshop established “to offer students access to state-of-the-art resources to foster innovation and entrepreneurship and serve as a gathering point where students can connect to work on projects.” Tools available for student use include robotics equipment, 3D printers and development boards.

Building Research Achievement in Neuroscience (BRAiN) sponsors a student scholars program for independent student research; professional development and support for students who wish to pursue a PhD in neuroscience are mainstays of the program.

The University Research Council (URC) fosters research and discovery, including through the annual Research and Creative Activities Fair which provides opportunities to students, faculty and staff to present their research.

The Honors College provides research and discovery opportunities through undergraduate thesis projects, an annual Honors College Scholarship award that funds an international, undergraduate summer research project and the Undergraduate Research and Creative Arts Symposium (URCAS).


NMSU celebrates the research and discovery accomplishments of faculty and students through its Salon Discovery series, initiated in September 2014. Sponsored by the Provost’s Office, this event has expanded to include a fall gala and spring talk series (similar to TED-talks). More than ---- people attended the Fall 2016 gala.

Students have numerous creative outlets for discovery through the performing and fine arts. The Music Department offers ----- large performing ensembles as well as smaller ensembles and student and faculty individual and small ensemble performances. The Theater Arts Department produces ---- student productions annually. The NMSU Dance program offers courses, performances and participates in competitive events annually. The Art Department hosts student art shows and jewelry sales each semester. Students in the Creative Media Institute produce films as part of their curricular requirements for graduation.

Cultural events and performances help students discover unique and divergent life experiences and values. Colloquiums, guest lectures, foreign films and other events are frequent and are routinely announced on NMSU's system-wide student and faculty news listservs (Hotline). NMSU’s Office of International and Border Programs promotes discovery through study abroad experiences. Studying abroad provides students opportunities to not only learn about discipline-specific subject matter, but also another language, engage with another culture, and learn about themselves and the world around them. Between 2012-2017, -------[number] NMSU students participated in study abroad experiences and language intensive programs.

Internships provide real-world and life-discovery learning experiences. Over 75% of NMSU degree programs incorporate some type of internship experience.

Additional programs introduce diverse schools of thought across the local, state, national and global contexts, thus preparing our students to thrive in a global society.

The Domenici Institute J. Paul Taylor Social Justice Symposium CEP Multicultural Research Symposium National Hispanic Heritage Month (National Hispanic-Serving Institution Week) Military and Veterans Appreciation Week

Sources

2017-Graduation-Program-1 A&S_HowardHughesMedicalInstituteProgramPeerToPeerProgramBioCatsAdCat_2017.05.08 A&S_JPaulTaylorSocialJusticeSymposium_2017.06.12 AAC_AggiesActivitiesCouncil_2017.05.10 ACES_CollegiateFFA_2017.05.15 ACTIVITIES_GreekLifeWebpage_2017.01.23 ACTIVITIES_StudentLeadershipWebpage_2017.01.23 AIP_AmericanIndianProgram_2015.12.08 AIP_AmericanIndianStudentOrganizations_2017.05.15 AIP_PeerMentorProgram_2017.06.15 ASNMSU_ASNMSUOverview_2017.05.08 ASNMSU_CampusActivitiesWebpage_2017.01.23 ATHLETICS_A Aggie Program _2017.06.09 (1) ATHLETICS_NMSUTeamsList_2017.06.09 BP_BlackPrograms_2015.12.08 BP_BlackProgramsStudentOrganizations_2017.05.15 COLLEGES_CollegeCouncils_2017.06.09 COLLEGES_StudentAmbassadors_2017.06.08(1) (1) COMM_CriminalJusticeWinsTopAwardsNewsArticle_2017.06.09 (1)


COMM_HispanicServingInstitutionsWeek_2017.06.12 COMM_MilitaryVetAppreciationWk_2017.06.15 COMM_NMSUHotline_2017.06.15 CP_ChicanoPrograms_2015.12.08-3 CPLA_SupplementalInstruction_2017.05.09 CS_YoungWomeninComputing_2017.06.08 DI_DomeniciInstituteOverview_2017.06.12 EDU_CEPMulticulturalResearchSymposium_2017.06.12 EDU_DanceSport_2017.05.08 ENG_NSFInnovationFellows_2015 ENGR_AggieInnovationSpace_2017.06.15 EPHerald-Post_2.3MGrantRenewed_2017.06.15 GRAD_GraduateStudentCouncil_2017.05.08 HONORS_HonorsCollegeOverview_2017.06.15 HONORS_HonorsCollegeScholarship_2017.06.15 HONORS_HonorSocieties_2017.05.15 HONORS_UndergraduateResearchandCreativeArtsSymposium_2017.03.02 KRUX_KRUXStudentRadio_2017.05.09 NMAMP_NMAllianceforMinorityParticipationProgramOverview_2017.06.01 NMAMP_UndergraduateResearchScholars_2017.06.15 OVPR_UniversityResearchCouncil_2017.06.15 PRES_May6-142017ActivityReport_2017.06.14 PRES_MissionVisionValues_2017.06.15 PROVOST_ProvostPostTransformingLives_2017.05.04 ROUNDUP_May2017Issue_2017.05 SAEM_CharteredStudentOrganizations_2017.05.10 SAEM_ResidenceHallAssociation_2017.05.15 SAEM_StudentLeadershipPrograms_2017.05.08 SAEM_WAVE_2017.05.10 SSC_UNIV350PeerEducation_2017.05.09 SSS_TRIOProgramWebpage_2016.01.25 SUN_SalonDiscoveryGala_2017.06.15 SunNews_AwardsModelUNCompetition_2017.05.07

3 - teaching and learning: quality, resources, and...

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