survey of faculty...various accreditation criteria. this report presents major findings from the...

Univers i ty of Nebraska Medica l Center Accredi tat ion Sel f -Study Higher Learn ing Commiss ion/North Centra l Assoc iat ion

Prepared by Russell L. Smith, PhD Director, School of Public Administration

University of Nebraska at Omaha

For the UNMC Executive and Steering Committees, NCA Accreditation

January 2006

SURVEY OF FACULTY

UNMC’s Mission Statement:

“To improve the health of Nebraskans through premier educational

programs, innovative research, the highest

quality patient care and outreach to under-served

populations.”

BACKGROUND FOR THIS ACCREDITATION REPORT UNMC is preparing for re-accreditation by the Higher Learning Commission of the North Central Association of Colleges and Schools (NCA). NCA accredits UNMC as a whole, and NCA accreditation complements our many accreditations by specialized accrediting bodies.

Our preparation for the accreditation team site visit in January 2007 is being led by Dr. John Benson, supported by Dr. John Adams, Dr. David Crouse and Mary Helms, serving as an executive committee, and by the members of the Steering Committee. Their task is to prepare a comprehensive Self-Study report for submission to NCA in October 2006. One component of the overall study process is a survey of UNMC faculty, staff and student impressions of our efforts toward various accreditation criteria. This report presents major findings from the survey of UNMC faculty.

Although self-studies require a great deal of time and effort, I am confident UNMC will benefit from the process and that we will achieve re-accreditation without qualifications. The guiding principles that we have adopted and the process that we are following are set forth below.

Harold M. Maurer, M.D.

Chancellor

UNMC’S GUIDING PRINCIPLES FOR ACCREDITATION UNMC will benefit from its Self-Study for the NCA. We will:

• Become even more learning-centered.

• Enhance our quality indicators.

• Strengthen strategic planning.

• Deepen our understanding of ourselves.

• Expand institutional data sets and analysis.

• Achieve re-accreditation with no qualifications.

The integrating themes for the Self-Study are:

• Future orientation

• Learning focus

• Connectedness to the community

• Distinctiveness of UNMC

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SURVEY INTRODUCTION This report summarizes the results of a survey of UNMC faculty. Separate surveys were also conducted of UNMC students and staff. The survey asked faculty to provide their impressions of UNMC’s strengths and unmet needs. Each respondent was presented with a series of statements describing UNMC’s efforts in areas critical to preparing for the accreditation review by the Higher Learning Commission of the North Central Association of Colleges and Schools (NCA). These efforts focus on five criteria and several "core components" of those criteria. Generally, the criteria involve UNMC’s:

• Mission and integrity in carrying out its mission

• Focus on the future

• Student learning and effective teaching

• Research enterprise

• Community service

Survey findings are being used by the individual Task Forces of the NCA Accreditation Steering Committee (i.e., Mission; Planning; Learning; Research; Service).

Complete information on the NCA accreditation process and related efforts taking place at UNMC are provided at: http://www.unmc.edu/nca/.

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http://www.unmc.edu/nca/

SURVEY METHODOLOGY The faculty survey was developed in consultation with the UNMC Accreditation Self-Study Executive and Steering Committees. As noted above, each respondent was presented with a series of statements describing UNMC’s efforts in areas critical to preparing for the accreditation review by the Higher Learning Commission of the North Central Association of Colleges and Schools (NCA).

After discussion, a web-based survey was selected as the preferred approach to gathering data. Two factors weighed most heavily in this decision. First, a primary goal of the survey was to foster broad participation from UNMC faculty. The survey was thus seen as an opportunity to give each individual faculty member a chance to provide feedback and comments on UNMC and its re-accreditation effort. A secondary factor was that all UNMC faculty members have university-provided e-mail accounts and computer access.

The survey instrument was developed in consultation with the UNMC accreditation Self-Study Executive and Steering Committees. A draft version was pre-tested using members of these committees.

A letter from UNMC Chancellor Harold Maurer was e-mailed to every faculty member on August 17, 2005 (see Attachment A). The letter highlighted the purpose and importance of the survey, and encouraged participation. Faculty members were told that an e-mail would be sent to them providing a link to the survey site.

On August 22, 2005 all full-time UNMC faculty received an e-mail from the consultant, Dr. Russell L. Smith, asking them to click on a web-based link provided in the e-mail (see Attachment B). Safeguards were in place to allow only one completed survey per UNMC faculty member. The survey remained open to faculty response until October 10, 2005. Two e-mail messages were sent to non-responding faculty to remind them to participate in the survey.

The survey contained two sections (see Attachment C for the complete survey in html format). The first section asked faculty to respond to a series of statements tied to the five accreditation criteria used by the Higher Learning Commission. For each criterion, a short statement was provided for background information. The background statement was followed by several statements about the criterion. Participants were asked to respond to each statement using one of five response options: (1) Strongly Agree; (2) Agree; (3) Neither Disagree nor Agree; (4) Disagree; and (5) Strongly Disagree. The first section of the survey also asked faculty members to provide individual comments about UNMC’s accreditation efforts. The second section of the survey asked respondents to respond to several demographic questions for tabulation and reporting purposes. Anonymity was promised in reporting results.

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PROFILE OF SURVEY RESPONDENTS AND LIMITATIONS A total of 778 invitations were e-mailed to faculty approximately 5 days after Chancellor Maurer’s informational letter. Altogether, 602 faculty members completed surveys. This represents a 77.4 percent response rate.

Table 1 summarizes the percentage of faculty responding for each of several categories of demographic characteristics. The table also reports the percentage of all faculty respondents with the selected demographic characteristics. Based on a comparison of survey respondents to all full-time faculty members at UNMC, it can be safely concluded that there are not serious areas of response bias. Survey respondents are generally reflective of the full-time UNMC faculty.

Several areas of higher/lower response rate do warrant mention:

• College of Medicine and Monroe Meyer Institute faculty members are somewhat under-represented

• Academic Affairs, Allied Health Professions, and Pharmacy faculty members are somewhat over-represented

• Faculty members with 3-5 years at UNMC are somewhat under-represented

• Faculty members with more than 20 years at UNMC are somewhat over-represented

This survey of faculty has a maximum confidence interval of approximately 1.9 percent at the 95 percent confidence level. Thus, if the proportion of survey respondents selecting a particular response option is 50 percent, the actual percentage that would be found if all UNMC faculty members were surveyed would be between 48.1 and 51.9 percent. Responses with a larger proportion of faculty members selecting the option would have a smaller confidence interval. For example, if 80 percent selected a given response option, the confidence interval is +/- 1.5 percent.

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Table 1 Characteristics of UNMC Faculty Survey Respondents

Characteristic Number

Responding

Pct of Category Faculty

Responding

Pct of All Faculty

Respondents Primary Appointment Unit Academic Affairs 15 100.0* 2.5 Allied Health Professions 39 100.0* 6.5 Dentistry 38 76.2 6.3 Eppley Institute 28 80.0 4.7 Medicine 347 70.5 57.6 MMI 20 65.0 3.3 Nursing 74 75.8 12.3 Pharmacy 32 100.0* 5.3 Not Reported 9 ** 1.5 Total 602 77.4 100.0 Primary UNMC Campus Omaha 530 77.1 88.0 Lincoln 48 70.7 8.0 Kearney 9 70.7 1.5 Scottsbluff 6 70.7 1.0 Not Reported/Elsewhere 9 ** 1.5 Total 602 77.4 100.0 Race/Ethnicity White/Non-Hispanic 479 73.6 79.6 Other Race/Ethnicity 89 69.9 14.8 Not Reported 34 ** 5.6 Total 602 77.4 100.0 Gender Female 221 75.2 36.7 Male 361 74.6 60.0 Not Reported 20 ** 3.3 Total 602 77.4 100.0 Years at UNMC 2 years or fewer 76 73.8 12.6 3-5 years 119 59.0 19.8 6-10 years 107 68.6 17.8 11-20 years 162 83.4 26.9 More than 20 years 125 100.0* 20.8 Not Reported 13 ** 2.2 Total 602 77.4 100.0

*More faculty respondents selected the category for demographic reporting purposes than was contained in the Academic Affairs/HR database. **All faculty members have a report in the Academic Affairs/HR database. Hence,

there is no proportion to compare to for this group.

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FACULTY ASSESSMENT OF ACCREDITATION CRITERIA UNMC faculty members were asked to read and respond to statements about each of the five NCA-Higher Learning Commission accreditation criteria. These criteria address: UNMC’s mission and integrity in carrying out its mission; UNMC’s focus on the future; student learning and effective teaching at UNMC; the research enterprise; and UNMC’s community service. Five response options were used: (1) Strongly Agree; (2) Agree; (3) Neither Disagree nor Agree; (4) Disagree; and (5) Strongly Disagree.

Faculty responses to criterion items are discussed in separate sections below. The analysis utilizes graphical summaries of faculty agreement with the accreditation statements. The figures shown in this section depict only the percentage of faculty responding "Strongly Agree" or "Agree" to the accreditation statements. The balance of faculty survey respondents fell into one of three groups: "Neither Disagree nor Agree;" "Disagree" and "Strongly Disagree.” Figure 2 shows that 71.6 percent of faculty responded "Strongly Agree" or "Agree" with Question #7, “The resource base supports UNMC's plans for maintaining and strengthening quality in the future.” The balance of faculty did not all disagree with the statement. The percentage saying, “Neither Disagree nor Agree” was 18.3 percent, and the percentage saying “Disagree/Strongly Disagree” was 10.1 percent. Detailed information on the proportions of faculty in these response groups is provided in Attachment D. The focus of this analysis is on the percentage of faculty agreeing with the 23 accreditation statements.

Criterion 1: Mission and Integrity in Carrying Out Mission Figure 1 displays the percentage of faculty saying they either “Strongly Agree” or “Agree” with each of the five mission and integrity statements. As can be seen, almost 9 out of 10 responding faculty agree UNMC’s mission is clear, UNMC upholds and protects its integrity, and that the mission statement recognizes the diversity of learners, constituencies and society. There is quite a bit less agreement with the statements dealing with internal decision-making and administrative structures. The average for the five statements in this criterion is 78.1 percent.

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Fig. 1 Faculty Agreement with Criterion 1: Mission and Integrity

90.4

88.5

88.1

62.5

61.0

50.0 60.0 70.0 80.0 90.0 100.0

Q4-UNMC administrative structures promote effectiveleadership.

Q3-UNMC internal decision-making processes promoteparticipation and collaboration that assist my unit mission

Q2-Mission statement recognizes diversity of learners,constituencies, and society.

Q5-UNMC upholds and protects its integrity as aninstitution.

Q1-UNMC's mission is clear.

Percent of Faculty Responding "Strongly Agree" or "Agree" with Statement

Criterion 2: Preparing for the Future Faculty members were next asked to respond to 4 items addressing UNMC’s preparation for the future. Preparation for the future incorporates the organization’s allocation of resources and whether its processes for evaluation and planning demonstrate its capacity to fulfill its mission, improve the quality of its education, and respond to future challenges and opportunities. As can be seen in Fig. 2, faculty agreement was highest

Fig. 2 Faculty Agreement with Criterion 2: Preparing for the Future

81.1

74.9

71.6

58.1

50.0 60.0 70.0 80.0 90.0 100.0

Q8-Evaluation and assessmentprocesses guide improvement

in my unit.

Q7-Resource base supportsUNMC plans for maintaining

and strengthening quality.

Q9-Planning activities in myunit align with UNMC's

mission.

Q6-UNMC realisticallyprepares for a future shaped by

multiple trends.


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for the statement that UNMC realistically prepares for a future shaped by multiple forces (81.1%). Agreement was lowest for the statement that evaluation and assessment processes guide strategies for improvement (58.1%). The average percent of faculty members indicating Strongly Agree or Agree with the statements on preparing for the future is 71.4 percent. This is the lowest average among the five sets of statements about the NCA-HLC accreditation Criteria. Criterion 3: Student Learning and Effective Teaching The third NCA-HLC Criterion dealt with student learning and teaching effectiveness. The focus of this criterion is whether UNMC provides evidence of student learning and teaching effectiveness that demonstrates it is fulfilling its mission. Figure 3 summarizes faculty agreement with the five statements dealing with student learning and teaching effectiveness. Agreement is highest with the statement, “UNMC promotes faculty, staff and student learning across the institution (80.6%). The other statements have agreements levels between 73.2 and 78.9 percent. The average proportion of faculty agreeing with the student learning and teaching statements is 77.5 percent.

Fig. 3 Faculty Agreement with Criterion 3: Learning and Teaching

80.6

78.9

78.3

76.6

73.2

50.0 60.0 70.0 80.0 90.0 100.0

Q12-Values and resources of UNMC support effective teaching inmy unit.

Q13-UNMC supports creation of effective learning environmentin my unit.

Q10-UNMC's resource base supports educational programs.

Q11-UNMC objectives for student learning outcomes clearlystated for my program.

Q14-UNMC Promotes faculty, staff and student learning acrossthe institution.

Percent of faculty Responding "Strongly Agree" or "Agree" with Statement

Criterion 4: Acquisition, Discovery, and Application of Knowledge Four statements addressed the criterion, “Acquisition, Discovery, and Application of Knowledge.” Statements included: “UNMC demonstrates that it values research;” “At UNMC intellectual inquiry is integral to its educational programs;” “UNMC demonstrates that it uses valid current evidence for best patient care;” “UNMC assesses the usefulness of its curricula to students who will live and work in a global, diverse, and

9

technological society;” and “Faculty, students and staff are supported by UNMC to acquire, discover and apply knowledge responsibly.” The percentage of faculty members agreeing with each of these research-focused statements is portrayed in Figure 4. The average proportion of faculty saying either Strongly Agree or Agree is higher for this set of items than for any other set of accreditation criteria (82.5%).

Fig. 4 Faculty Agreement with Criterion 4: Research

91.1

83.7

83.6

81.3

73.0

50.0 60.0 70.0 80.0 90.0 100.0

Q18-UNMC assesses the usefulness of curricula to students.

Q17-UNMC demonstrates use of valid current evidence forbest patient care.

Q16-At UNMC intellectual inquiry is integral to educationalprograms.

Q19-Faculty, staff, students supported by UNMC to acquire,discover and apply knowledge responsibly.

Q15-UNMC demonstrates that it values research.


Criterion 5: Engagement and Service The fifth criterion presented to UNMC faculty dealt with Engagement and Service. The supporting statement read, “As called for by its mission, the organization identifies its constituencies and serves them in ways both value.” Four statements addressed different facets of engagement and service. As can be seen in Fig. 5, faculty agreement with the four statements is highest for the statement, “UNMC has a commitment to engage with its identified constituencies and communities” (78.4%). The item addressing constituencies valuing UNMC services had roughly comparable agreement (77.2%). Lowest agreement was expressed with the statement, “UNMC learns from its constituencies to determine their needs” (65.8%). The average agreement of 73.5 percent for the four criteria was the second lowest level observed among the five accreditation criteria.

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Fig. 5 Faculty Agreement with Criterion 5: Engagement and Service

78.4

77.2

72.6

65.8

50.0 60.0 70.0 80.0 90.0 100.0

Q21-UNMC learns from its constituencies to determineneeds.

Q20-UNMC analyzes its ability to meet needs andexpectations of constituencies.

Q23-Internal and external constituencies value UNMCservices.

Q22-UNMC has a commitment to engage withconstituencies and communities.


Summary of Faculty Assessment of Accreditation Criteria Agreement with Individual Statements A majority of UNMC faculty responded either “Strongly Agree” or “Agree” to each of the 23 accreditation statements. Agreement levels are summarized in Table 2 for five different percentile groups (from highest to lowest agreement level within each group). Over 9 in 10 responding faculty agreed that UNMC values research and that the mission is clear. Agreement was lowest for the evaluation and assessment statement. Just under 6 in 10 responding faculty agreed that evaluation and assessment guide institutional strategies for improvement in their unit. Also showing lower agreement levels (approximately 6 in 10 faculty members) were three additional statements: UNMC administrative structures promote effective leadership; UNMC internal decision-making processes promote participation and support collaboration; and UNMC learns from its constituencies to determine their needs.

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Table 2 Faculty Agreement with Accreditation Statements

90 Percent or More “Strongly Agree” or “Agree”

UNMC demonstrates that it values research UNMC’s mission is clear

80 -89.9 Percent “Strongly Agree” or “Agree” UNMC upholds and protects its integrity as an institution dedicated to social good The UNMC mission statement recognizes the diversity of its learners, other constituencies, and the

greater society it serves Faculty, students, and staff are supported by UNMC to acquire, discover and apply knowledge

responsibly At UNMC intellectual inquiry is integral to its educational programs UNMC demonstrates that it uses valid current evidence for best patient care UNMC realistically prepares for a future shaped by multiple societal and economic trends UNMC promotes faculty, staff and student learning across the institution

70 -79.9 Percent “Strongly Agree” or “Agree” UNMC’s objectives for student learning outcomes are clearly stated for my educational program’s

goals and make effective assessment possible UNMC has a commitment to engage with its identified constituencies and communities UNMC’s resource base supports its educational programs Internal and external constituencies value the services UNMC provides UNMC supports the creation of an effective learning environment in my unit Planning activities in my unit align with UNMC’s mission, thereby enhancing our capacity to

fulfill the mission The values and resources of UNMC support effective teaching in my unit UNMC assesses the usefulness of its curricula to students who will live and work in a global,

diverse, and technological society UNMC analyses its ability to meet the needs and expectations of its constituencies The resource base supports UNMC’s plans for maintaining and strengthening quality in the future

60 -69.9 Percent “Strongly Agree” or “Agree” UNMC’s administrative structures promote effective leadership UNMC’s internal decision-making processes promote participation and support collaboration that

enables my unit to fulfill its mission UNMC learns from its constituencies to determine their needs

50 -59.9 Percent “Strongly Agree” or “Agree” Evidence from UNMC’s evaluation and assessment processes guide institutional strategies for

improvement in my unit and programs

Average Agreement Levels by Accreditation Criterion Looking at the five accreditation criteria, average agreement was highest for statements in the research criterion, “Acquisition, Discovery and Application of Knowledge.” Next highest in agreement was the criterion, “Mission and Integrity.” Faculty agreement was lowest for statements in the “Preparing for the Future” criterion (see Figure 6). As with all previous figures discussed in this section of the report, these averages only include the percentage of faculty responding “Strongly Agree” or “Agree.”

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Fig. 6 Faculty Agreement with Accreditation Criteria

71.4

73.5

77.5

78.1

82.5

50.0 60.0 70.0 80.0 90.0 100.0

Criterion 2: Preparing for the Future

Criterion 5: Engagement and Service

Criterion 3: Student Learning and Effective Teaching

Criterion 1: Mission and Integrity

Criterion 4: Acquisition, Discovery and Application ofKnowledge

Percent of Faculty Responding "Strongly Agree" or "Agree" with Criterion Statements

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DIFFERENCES IN FACULTY ASSESSMENT OF ACCREDITATION CRITERIA Several analyses were conducted to search for possible differences in faculty assessment of statements regarding the five HLC-NCA accreditation criteria. First, contingency tables were examined for several important faculty characteristics identified by the Executive Committee. These characteristics included Gender, Primary Appointment Unit, and Years at UNMC. Chi-Square statistics were computed for each table and examined. Several items do show differences in response patterns that are not likely to have occurred by chance. For simplicity in reporting, Gender, Primary Appointment Unit, and Years at UNMC are summarized in separate tables (Tables 3A, 3B, and 3C, respectively). Each table provides mean scores for each of the accreditation statements for each different analysis sub-groups, as well as all respondents. Two variable relationships with significant Chi-Square statistics are denoted by table cells with shading. All highlighted relationships have a Chi Square statistic that is significant at the greater than .05. In interpreting this information, it is important to remember that lower mean scores indicate stronger agreement with the statement (Strongly Agree=1; Agree=2; Neither Disagree nor Agree=3; Disagree=4; Strongly Disagree=5). Thus, the mean score of 2.2 for Females on Question 3, “UNMC’s internal decision-making processes promote participation and support collaboration that enables my unit to fulfill its mission,” is more positive than the 2.4 mean score for Male faculty (see Table 3A). Criterion 1: Mission and Integrity in Carrying Out Mission A review of the two-variable contingency tables highlighted several differences within the category variables for several different accreditation items. For the Mission and Integrity criterion, Question 2, Question 3, and Question 4 show significant differences across the independent variables. Specific findings are summarized below:

• Question 2—The UNMC mission statement recognizes the diversity of its learners, other constituencies, and the greater society it serves.

o Medicine and Pharmacy faculty sub-groups less positive (e.g., higher mean scores; see Table 3B)

• Question 3—UNMC’s internal decision-making processes promote participation and support collaboration that enables my unit to fulfill its mission.

o Females more positive than males (see Table 3A) o Nursing, Allied Health and Academic Affairs/Eppley/MMI more likely to

be positive (see Table 3B) o Faculty employed 0-5 years more likely to be positive (see Table 3C)

• Question 4—UNMC’s administrative structures promote effective leadership. o Females more likely to be positive than males (see Table 3A)

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Table 3A

Accreditation Statement Mean Scores for All Faculty and Gender

Gender Higher Learning Commission Criteria and Survey Items

All

Respondents

Females

Males Criterion 1 -- Mission and Integrity Question 1: UNMC's mission is clear. 1.7 1.6 1.7 Question 2: The UNMC mission statement recognizes the diversity of its learners, other constituencies, and the greater society it serves.

1.8 1.8 1.7

Question 3: UNMC's internal decision-making processes promote participation and support collaboration that enables my unit to fulfill its mission.

2.4* 2.2 2.4

Question 4: UNMC's administrative structures promote effective leadership. 2.4* 2.3 2.4

Question 5: UNMC upholds and protects its integrity as an institution dedicated to social good. 1.7 1.7 1.7

Criterion 2 -- Preparing for the Future Question 6: UNMC realistically prepares for a future shaped by multiple societal and economic trends. 2.0 1.9 2.0

Question 7: The resource base supports UNMC's plans for maintaining and strengthening quality in the future. 2.2 2.2 2.2

Question 8: Evidence from UNMC's evaluation and assessment processes guide institutional strategies for improvement in my unit and programs.

2.4 2.3 2.5

Question 9: Planning activities in my unit align with UNMC's mission, thereby enhancing our capacity to fulfill the mission.

2.0 1.9 2.1

Criterion 3 -- Student Learning and Effective Teaching Question 10: UNMC's resource base supports its educational programs. 2.1 2.0 2.1

Question 11: UNMC's objectives for student learning outcomes are clearly stated for my educational program's goals and make effective assessment possible.

2.0 2.0 2.0

Question 12: The values and resources of UNMC support effective teaching in my unit. 2.2 2.1 2.2

Question 13: UNMC supports the creation of an effective learning environment in my unit. 2.1 2.0 2.1

Question 14: UNMC promotes faculty, staff and student learning across the institution. 2.0* 1.8 2.1

Criterion 4 – Acquisition, Discovery, and Application of Knowledge

Question 15: UNMC demonstrates that it values research 1.6 1.5 1.6 Question 16: At UNMC intellectual inquiry is integral to its educational programs. 1.9 1.7 1.9

Question 17: UNMC demonstrates that it uses valid current evidence for best patient care. 2.0 2.0 1.9

Question 18: UNMC assesses the usefulness of its curricula to students who will live and work in a global, diverse, and technological society.

2.1 2.0 2.2

Question 19: Faculty, students, and staff are supported by UNMC to acquire, discover and apply knowledge responsibly.

1.9 1.8 1.9

Criterion 5 – Engagement and Service Question 20: UNMC analyzes its ability to meet the needs and expectations of its constituencies. 2.1 2.0 2.1

Question 21: UNMC learns from its constituencies to determine their needs. 2.3 2.2 2.3

Question 22: UNMC has a commitment to engage with its identified constituencies and communities. 2.0* 1.9 2.1

Question 23: Internal and external constituencies value the services UNMC provides. 2.0 2.0 2.0

Total Number of Faculty 555 201 340 *Indicates statistically significant differences in agreement with the Accreditation

Criterion across Gender categories; Chi Square < .05

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Tabl

e 3B

Acc

redi

tatio

n St

atem

ent M

ean

Scor

es fo

r All

Facu

lty a

nd P

rimar

y A

ppoi

ntm

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nit

Pr

imar

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ntm

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nit

Hig

her

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omm

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rvey

Item

s R

espo

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dem

ic

Aff

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Den

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y E

pple

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stitu

te

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icin

e

MM

I N

ursi

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mac

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rite

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1 --

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and

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grity

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uest

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NM

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mis

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. 1.

7 1.

7 1.

4 1.

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8 1.

8 1.

6 1.

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he U

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s the

di

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f its

lear

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er c

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cies

, and

the

grea

ter s

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ty it

serv

es.

1.8*

2.

0

1.6

1.6

2.0

1.8

1.7

1.7

1.8

Que

stio

n 3:

UN

MC

's in

tern

al d

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esse

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omot

e pa

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82.

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n 5:

UN

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olds

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51.

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Cri

teri

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-- P

repa

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Que

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UN

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stio

n 7:

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the

futu

re.

2.2

2.3

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2.0

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Que

stio

n 8:

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denc

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om U

NM

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d as

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y un

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2.4*

2.

5

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Que

stio

n 9:

Pla

nnin

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my

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ith

UN

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's m

issi

on, t

here

by e

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our

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to fu

lfill

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. 2.

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12.

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52.

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Cri

teri

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-- S

tude

nt L

earn

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ectiv

e T

each

ing

Que

stio

n 10

: UN

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's re

sour

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2.1

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stio

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: UN

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's ob

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omes

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educ

atio

nal p

rogr

am's

goal

s and

mak

e ef

fect

ive

asse

ssm

ent p

ossi

ble.

2.

0

2.

51.

72.

02.

02.

12.

01.

82.

1

Que

stio

n 12

: The

val

ues a

nd re

sour

ces o

f UN

MC

supp

ort

effe

ctiv

e te

achi

ng in

my

unit.

2.

2

2.

11.

92.

41.

92.

22.

22.

22.

3

Que

stio

n 13

: UN

MC

supp

orts

the

crea

tion

of a

n ef

fect

ive

lear

ning

env

ironm

ent i

n m

y un

it.

2.1

2.1

1.8

2.1

1.9

2.1

1.9

2.0

2.1

Que

stio

n 14

: UN

MC

pro

mot

es fa

culty

, sta

ff a

nd st

uden

t le

arni

ng a

cros

s the

inst

itutio

n.

2.0

1.6

1.7

2.3

2.0

2.0

1.7

1.9

2.0

*In

dica

tes s

tatis

tical

ly si

gnifi

cant

diff

eren

ces i

n ag

reem

ent w

ith th

e A

ccre

dita

tion

Crit

erio

n ac

ross

Prim

ary

App

oint

men

t Uni

t cat

egor

ies;

Chi

Squ

are

< .0

5

16

Tabl

e 3B

(con

t.)

A

ccre

dita

tion

Stat

emen

t Mea

n Sc

ores

for A

ll Fa

culty

and

Prim

ary

App

oint

men

t Uni

t

Prim

ary

App

oint

men

t Uni

t

Hig

her

Lea

rnin

g C

omm

issi

on C

rite

ria

an

d Su

rvey

Item

s R

espo

nden

ts

Aca

dem

ic

Aff

airs

A

llied

Hea

lth

Den

tistr

y E

pple

y In

stitu

te

Med

icin

e

MM

I N

ursi

ng

Phar

mac

y C

rite

rion

4 –

Acq

uisi

tion,

Dis

cove

ry, a

nd A

pplic

atio

n of

K

now

ledg

e

Que

stio

n 15

: U

NM

C d

emon

stra

tes t

hat i

t val

ues r

esea

rch

1.

6*

1.4

1.

31.

42.

01.

71.

61.

21.

3

Que

stio

n 16

: At U

NM

C in

telle

ctua

l inq

uiry

is in

tegr

al to

its

educ

atio

nal p

rogr

ams.

1.9

1.8

1.7

1.9

2.0

2.0

1.8

1.4

1.8

Que

stio

n 17

: UN

MC

dem

onst

rate

s tha

t it u

ses v

alid

cur

rent

ev

iden

ce fo

r bes

t pat

ient

car

e.

2.0

2.0

1.6

2.0

2.2

2.0

1.7

1.9

1.9

Que

stio

n 18

: UN

MC

ass

esse

s the

use

fuln

ess o

f its

cur

ricul

a to

stud

ents

who

will

live

and

wor

k in

a g

loba

l, di

vers

e, a

nd

tech

nolo

gica

l soc

iety

. 2.

1*

2.3

2.

02.

02.

22.

22.

11.

92.

0

Que

stio

n 19

: Fac

ulty

, stu

dent

s, an

d st

aff a

re su

ppor

ted

by

UN

MC

to a

cqui

re, d

isco

ver a

nd a

pply

kno

wle

dge

resp

onsi

bly.

1.

9

1.

91.

72.

02.

02.

01.

71.

71.

8

Cri

teri

on 5

– E

ngag

emen

t and

Ser

vice

Q

uest

ion

20: U

NM

C a

naly

zes i

ts a

bilit

y to

mee

t the

nee

ds

and

expe

ctat

ions

of i

ts c

onst

ituen

cies

. 2.

1*

2.1

1.

92.

12.

22.

22.

11.

82.

2

Que

stio

n 21

: UN

MC

lear

ns fr

om it

s con

stitu

enci

es to

de

term

ine

thei

r nee

ds.

2.3*

1.

9

2.0

2.2

2.5

2.4

1.9

2.0

2.2

Que

stio

n 22

: UN

MC

has

a c

omm

itmen

t to

enga

ge w

ith it

s id

entif

ied

cons

titue

ncie

s and

com

mun

ities

. 2.

0

1.

61.

81.

92.

12.

11.

81.

72.

0

Que

stio

n 23

: Int

erna

l and

ext

erna

l con

stitu

enci

es v

alue

the

serv

ices

UN

MC

pro

vide

s. 2.

0

1.

71.

81.

92.

02.

11.

81.

81.

9

Tot

al N

umbe

r of

Fac

ulty

55

5 15

38

37

28

31

9 20

67

28

*In

dica

tes s

tatis

tical

ly si

gnifi

cant

diff

eren

ces i

n ag

reem

ent w

ith th

e A

ccre

dita

tion

Crit

erio

n ac

ross

Prim

ary

App

oint

men

t Uni

t cat

egor

ies;

Chi

Squ

are

< .0

5

17

Table 3C Accreditation Statement Mean Scores for All Faculty and Years at UNMC

Years at UNMC

Higher Learning Commission Criteria and Survey Items

Respondents

0-5 Yrs

6-10 Yrs

11+ Yrs

Criterion 1 -- Mission and Integrity Question 1: UNMC's mission is clear. 1.7 1.7 1.7 1.7 Question 2: The UNMC mission statement recognizes the diversity of its learners, other constituencies, and the greater society it serves.

1.8 1.8 1.7 1.7

Question 3: UNMC's internal decision-making processes promote participation and support collaboration that enables my unit to fulfill its mission.

2.4* 2.3 2.4 2.4

Question 4: UNMC's administrative structures promote effective leadership. 2.4 2.3 2.4 2.4

Question 5: UNMC upholds and protects its integrity as an institution dedicated to social good. 1.7 1.7 1.7 1.7

Criterion 2 -- Preparing for the Future Question 6: UNMC realistically prepares for a future shaped by multiple societal and economic trends. 2.0 2.0 2.0 1.9

Question 7: The resource base supports UNMC's plans for maintaining and strengthening quality in the future. 2.2 2.1 2.1 2.3

Question 8: Evidence from UNMC's evaluation and assessment processes guide institutional strategies for improvement in my unit and programs.

2.4 2.3 2.5 2.5

Question 9: Planning activities in my unit align with UNMC's mission, thereby enhancing our capacity to fulfill the mission.

2.0* 2.1 2.1 2.0

Criterion 3 -- Student Learning and Effective Teaching Question 10: UNMC's resource base supports its educational programs. 2.1* 2.0 2.0 2.1

Question 11: UNMC's objectives for student learning outcomes are clearly stated for my educational program's goals and make effective assessment possible.

2.0 2.1 2.0 1.9

Question 12: The values and resources of UNMC support effective teaching in my unit. 2.2* 2.1 2.2 2.2

Question 13: UNMC supports the creation of an effective learning environment in my unit. 2.1 2.0 2.1 2.1

Question 14: UNMC promotes faculty, staff and student learning across the institution. 2.0 1.9 2.0 2.0

Criterion 4 – Acquisition, Discovery, and Application of Knowledge

Question 15: UNMC demonstrates that it values research 1.6 1.6 1.7 1.5

Question 16: At UNMC intellectual inquiry is integral to its educational programs. 1.9 1.9 1.9 1.8

Question 17: UNMC demonstrates that it uses valid current evidence for best patient care. 2.0 2.0 1.9 1.9

Question 18: UNMC assesses the usefulness of its curricula to students who will live and work in a global, diverse, and technological society.

2.1 2.2 2.0 2.1

Question 19: Faculty, students, and staff are supported by UNMC to acquire, discover and apply knowledge responsibly.

1.9 1.9 1.9 1.9

Criterion 5 – Engagement and Service Question 20: UNMC analyzes its ability to meet the needs and expectations of its constituencies. 2.1 2.1 2.2 2.1

Question 21: UNMC learns from its constituencies to determine their needs. 2.3 2.3 2.2 2.3

Question 22: UNMC has a commitment to engage with its identified constituencies and communities. 2.0 2.1 2.0 2.0

Question 23: Internal and external constituencies value the services UNMC provides. 2.0* 2.1 2.0 2.0

Total Number of Faculty 555 179 99 271

*Indicates statistically significant differences in agreement with the Accreditation Criterion across Years at UNMC categories; Chi Square < .05

18

Criterion 2: Preparing for the Future Items associated with this criterion show several interesting differences across Primary Appointment Unit and Years at UNMC. Specific differences that are statistically significant include:

• Question 6—UNMC realistically prepares for a future shaped by multiple societal and economic trends.

o Nursing, Pharmacy and Allied Health more positive (see Table 3B) • Question 7—The resource base supports UNMC’s plans for maintaining and

strengthening quality in the future. o Nursing more positive (see Table 3B)

• Question 8—Evidence from UNMC’s evaluation and assessment processes guide strategies for improvement in my unit and programs.

o Nursing and Allied Health more positive (see Table 3B) • Question 9—Planning activities in my unit align with UNMC’s mission, thereby

enhancing our capacity to fulfill that mission. o Nursing and Allied Health more positive (see Table 3B)

Criterion 3: Student Learning and Effective Teaching Several of the items used for this criterion showed differences, especially for the sub-groups within Years at UNMC. Specific differences include:

• Question 10—UNMC’s resource base supports its educational programs. o Faculty with UNMC 10 or fewer years more likely to be positive (see Table

3C) • Question 12—The values and resources of UNMC support effective teaching in

my unit. o Bimodal distribution; faculty with 5 or fewer years and faculty with 11 or

more years of service at UNMC more positive (see Table 3C) • Question 14—UNMC promotes faculty, staff and student learning across the

institution. o Females more positive than males (see Table 3A)

Criterion 4: Acquisition, Discovery, and Application of Knowledge Primary appointment unit was again the primary variable where statistically significant differences were found across sub-groups on the accreditation items.

• Question 15—UNMC demonstrates that it values research. o Faculty agreement was higher for this accreditation item than for any of the

other 22 items. o Nursing and Allied Health more positive (see Table 3B)

19

• Question 16—At UNMC intellectual inquiry is integral to its educational programs.

o Nursing more positive (see Table 3B) • Question 18—UNMC assesses the usefulness of its curricula to students who will

live and work in a global, diverse, and technological society. o Nursing and Pharmacy more positive (see Table 3B)

Criterion 5: Engagement and Service Differences across sub-groups varied quite a bit for the items addressing this criterion.

• Question 20—UNMC analyzes its ability to meet the needs and expectations of its constituencies.

o Nursing and Allied Health more positive (see Table 3B) • Question 22—UNMC has a commitment to engage with its identified

constituencies and communities. o Females more positive (see Table 3A)

• Question 23—Internal and external constituencies value the services UNMC provides.

o Bimodal distribution; faculty at UNMC for 6-10 years more positive (see Table 3C)

A Further Look at Gender and Accreditation Assessment As noted above, female faculty members rate certain accreditation statements more positively than male faculty. Two UNMC colleges have a higher than average (for UNMC) proportion of females—Allied Health and Nursing. For the College of Nursing, 72 of 72 responding faculty members are female (98.6%). Respondents for Allied Health Professions were 51.3 percent female (20 of 39 responding). Among all UNMC respondents, 62.0 percent were male. The female faculty respondents with appointments in the College of Nursing and Allied Health Professions make up 41.6 percent of the female survey respondents. Recall also that College of Nursing and Allied Health faculty members are more positive than faculty members from other academic units in their assessment of several of the accreditation items. The question thus arises: are these differences in assessment a function of Gender or of Primary Appointment Unit? To further explore these issues, the Gender-Accreditation relationships were controlled for Primary Appointment Unit. To conduct this test, faculty members were categorized in one of three groups: “Nursing Unit faculty,” “Allied Health Professions unit faculty,” or “Other Unit faculty”. Next, the original two variable relationship—Gender and Accreditation Assessment (for each of the 23 questions)—was examined for each of the Primary Appointment Unit groups. Although data are not displayed, the Gender-Accreditation relationship where females were significantly more likely to be positive in their assessments disappeared once Primary Appointment Unit was controlled for. The only exception was Question 14,

20

“UNMC promotes faculty, staff and student learning across the institution.” For this item, females continued to be significantly more likely to be positive in their assessment than males. In summary, the differences observed for Gender are largely a function of Primary Appointment Unit. The fact that the preponderance of responding College of Nursing faculty members are female and the fact that a majority of Allied Health Professions faculty are female serve to skew the distribution of responses across Gender. Once controlled for Primary Appointment Unit, the apparent Gender relationship disappears.

21

FACULTY COMMENTS ABOUT ACCREDITATION AND UNMC After responding to the 23 accreditation statements covering the five NCA-HLC accreditation Criteria UNMC is reviewing for re-accreditation, faculty were able to provide comments. Question 24 read, “Please provide any additional comments you might want to make about how UNMC addresses the accreditation criteria provided in the statements above.” A total of 59 (9.8%) faculty members provided qualitative comments. These comments were reviewed and coded to provide summary information. Figure 7 presents summary information on individual faculty comments. As can be seen, approximately 1 in 3 faculty making comments (33.9%) focused on positive things happening at UNMC. Illustrative comments include the following:

• “I have worked at UNMC for the past ten years and have found it to be a nurturing environment for research and education.”

• “I am glad to be a part of UNMC faculty.” • “UNMC experiences perhaps best period in its development. UNMC has

outstanding leadership that ensures this progress.” • “I believe UNMC addresses the accreditation criteria above exceptionally

well.” • “I feel very confident that UNMC is and will continue to be a world-class

institution.”

Fig. 7 Summary Categories for Faculty Comments on UNMC Accreditation Efforts

5.1

6.8

6.8

6.8

10.2

11.9

18.6

33.9

0.0 10.0 20.0 30.0 40.0 50.0

Other Comment

Too Much Fund-Raising/Focus on Research

Comment on Faculty Survey

None/Nothing

Don't Value New Initiatives

Teaching Not Valued/Resources Too Low

Comments About Administrative Hierarchy

Things are Good; Positive Comment

Percent of Faculty Making Comments

22

Just less than 1 in 5 faculty members (18.6%) making a comment focused on some aspect of the administrative hierarchy at UNMC. Generally, comments in this category addressed communication issues, differences in planning process at the unit level (compared to the overall institution), and differences in perspectives between faculty and administration. The following comments are illustrative:

• “Overall UNMC is one of the best run and organized medical centers I have encountered. There are some disconnects with regard to smaller units, but the intent of the administration is good. A few weak links exist in the structure and these exist because of unresponsive personnel, usually those performing the more mundane operational duties. There needs to be improved monitoring of these services to avoid serious consequences to patients.”

• “UNMC planning is a closed process that involves the same people over and over - no attempt is made to engage or involve personnel outside the Chancellor's council.”

• “Leadership has lost touch with faculty in its focus on fund-raising for buildings. Resources to support faculty in a manner that allows them to be productive in education and research activities is woefully inadequate to sustain the status quo let alone cultivate long term growth.”

Approximately 1 in 10 faculty members (11.9%) providing open-end comments focused on the value of teaching and resources devoted to education. Illustrative comments follow:

• “As far as promotion is concerned, teaching endeavors have very little to do

with it. Promotion is based largely upon research and publications, which must be done during evenings and weekends, since the work day is largely filled with patient care activities.”

• “It is my personal opinion that our priorities first shifted from education to research, and now from research to "fund-raising". Way too much emphasis on grant support in determining most everything at UNMC.”

Other open-end comments were about the openness of large institutions like UNMC to emerging issues such as minority health concerns and particular medical research issues. Yet other comments were simple; they said, “Nothing” or “No comment.” Finally, some comments were about the survey itself. For example, one faculty member questioned, “Was this really necessary?” Another noted, “The wording for many of the survey questions made them incomprehensible for me.” In many cases, the comments reflect careful thought and raise a variety of issues deserving discussion and attention throughout the process of preparing for re-accreditation.

23

Attachment A

Letter Sent Via E-Mail to UNMC Faculty Receiving the Accreditation Self-Study Survey

August 17, 2005 Address Dear _____: I am writing to request your participation in a web-based survey of all UNMC faculty members and a sample of staff and students. The survey is a part of UNMC's preparation for re-accreditation by the Higher Learning Commission of the North Central Association of Colleges and Schools (NCA). The Executive and Steering Committees for the accreditation self-study have designed this survey to determine your knowledge and attitudes about UNMC's strengths and needs in the context of the North Central accreditation process. The NCA encourages broad campus participation in the self-study process, and your input will enhance the self-study report. Major campus needs identified by the survey will be addressed before the report is submitted. The survey is being conducted by an external agency, and only summary information will be reported. Your anonymity will be protected. Within the next ten days you will receive an e-mail notice providing a link to a web page established for the survey. The web-based survey will also provide you with a link to our UNMC accreditation self-study web site if you want to learn more about the accreditation process. Thank you for your support of UNMC by helping prepare for re-accreditation. Thank you, Harold M. Maurer, MD Chancellor

24

Attachment B

Text of E-Mail Message Inviting Faculty to Participate in UNMC Faculty Accreditation Survey

Date: August 22, 2005 To: From: Russell L. Smith, Ph.D. Subject: IMPORTANT-- Participate in the UNMC NCA Accreditation Self-Study

Survey of Faculty

Dear UNMC Faculty Member: On August 17th you received a letter from Chancellor Maurer asking you to complete a survey of all UNMC faculty. Please take a few minutes to click on the enclosed link and complete the short survey. This information will be used by the Executive and Steering Committees preparing UNMC's self-study report for the Higher Learning Commission-North Central Association. Thank you in advance for your survey participation and feedback. Please click the link below to begin the survey:

25

Attachment C

UNMC Faculty Accreditation Survey—Online Version

UNMC Accreditation Self-Study Survey

The University of Nebraska Medical Center is preparing for its accreditation review by the Higher Learning Commission of the North Central Association of Colleges and Schools (NCA). To maximize the opportunity to prepare for the self-study process, the Executive and Steering Committees seek your impressions of UNMC's strengths and unmet needs. Your responses will be kept strictly confidential. The survey is being conducted via a third-party contract. The survey has two sections. Section I asks you to respond to a series of statements tied to the five accreditation criteria used by the Higher Learning Commission. For each criterion, a short statement is provided for background information. This statement is followed by several statements about the criterion. Most items ask for your opinion regarding UNMC, although several do ask you to respond regarding your unit or program. Please respond to each statement by selecting the response that best reflects your answer. For each statement there are five response options: (1) Strongly Agree , (2) Agree , (3) Neither Disagree nor Agree , (4) Disagree , and (5) Strongly Disagree . Section II asks you to respond to several demographic questions used for tabulation and reporting purposes.

26

Survey Page 1


Section I. Accreditation Criteria Used By The Higher Learning Commission

Criterion 1 - Mission and Integrity: The organization operates with integrity to ensure the fulfillment of its mission through structures and processes that involve the board, administration, faculty, staff, and students.

1

UNMC's mission is clea r.

Strongly Agree Agree Neither Disagree nor Agree Disagree Strongly Disagree

2

The UNMC mission statement recognizes the diversity of its learners, other constituencies, nd the reater society it serves a g .


3

UNMC's internal decision-making processes promote participation and support collaboration that enables my unit to fulfill its mission.


27

4

UNMC's administrative structures promote effective leadership.


5

UNMC upholds and protects its integrity as an institution dedicated to social good.


28

Survey Page 2


Criterion 2 - Preparing for the Future: The organization's allocation of resources and its processes for evaluation and planning demonstrate its capacity to fulfill its mission, improve the quality of its education, and respond to future challenges and opportunities.

6

UNMC realistically prepares for a future shaped by multiple societal and economic trends.


7

The resource base supports UNMC's plans for maintaining and strengthening quality in the future.


8

Evidence from UNMC's evaluation and assessment processes guide institutional strategies for improvement in my unit and programs.


29

9

Planning activities in my unit align with UNMC's mission, thereby enhancing our capacity to fulfill the mission.


30

Survey Page 3


Criterion 3 - Student Learning and Effective Teaching: The organization provides evidence of student learning and teaching effectiveness that demonstrates it is fulfilling its mission.

10

UNMC's resource base supports its educational programs.


11

UNMC's objectives for student learning outcomes are clearly stated for my educational program's goals and make effective assessment possible.


12

The values and resources of UNMC support effective teaching in my unit.


31

13

UNMC supports the creation of an effective learning environment in my unit.


14

UNMC promotes faculty, staff and student learning across the institution.


32

Survey Page 4


Criterion 4 - Acquisition, Discovery, and Application of Knowledge: The organization promotes a life of learning for its faculty, administration, staff, and students by fostering and supporting inquiry, creativity, practice, and social responsibility in ways consistent with its mission.

15

UNMC demonstrates that it values research.


16

At UNMC intellectual inquiry is integral to its educational programs.


17

UNMC demonstrates that it uses valid current evidence for best patient care.


33

18

UNMC assesses the usefulness of its curricula to students who will live and work in a global, diverse, and technological society.


19

Faculty, students, and staff are supported by UNMC to acquire, discover and apply knowledge responsibly.


34

Survey Page 5


Criterion 5 - Engagement and Service: As called for by its mission, the organization identifies its constituencies and serves them in ways both value.

20

UNMC analyzes its ability to meet the needs and expectations of its constituencies.


21

UNMC learns from its constituencies to determine their needs.


22

UNMC has a commitment to engage with its identified constituencies and communities.


35

23

Internal and external constituencies value the services UNMC provides.


Survey Page 6


Additional Comments:

24

Please provide any additional comments you might want to make about how UNMC addresses the accreditation criteria provided in the statements above.

36

Survey Page 7

37


Section II. Background Information

This section asks you to provide several items of background information. This information will be used for tabulation and analysis purposes only.

25

Which of the following best describe your principal activity at UNMC?

Teaching

Research

Patient Care

Administration

Support Services (e.g., ITS, Library, Student Services)

26

Are you considered a full-time employee for at least nine months of the current academic year?

27

What is your present academic rank?

Professor

Associate Professor

38

Assistant Professor

Clinician

Instructor

Other, Please Specify

28

In what UNMC unit is your primary appointment?

Academic Affairs (e.g., Library, Student Services)

Allied Health Professions

Dentistry

Eppley Institute

Medicine

MMI

Nursing

Pharmacy

29

My primary UNMC campus location is:

Omaha

Lincoln

Kearney

Scottsbluff

39

30

What is your racial/ethnic group? (check all that apply)

White/non-Hispanic

Black/non-Hispanic

Hispanic

Asian/Pacific Islander

Native American/Alaskan

Other, Please Specify

31

What is your gender?

Female

Male

32

Years at UNMC

2 years or fewer

3-5 years

6-10 years

11-20 years

More than 20 years

40

Att

achm

ent D

Perc

enta

ge o

f Fac

ulty

Agr

eein

g w

ith A

ccre

dita

tion

Stat

emen

ts

H

ighe

r L

earn

ing

Com

mis

sion

Cri

teri

a an

d Su

rvey

Item

s C

rite

rion

1 --

Mis

sion

and

Inte

grity

Stro

ngly

Agr

ee/

Agr

ee

Nei

ther

Dis

agre

e no

r A

gree

D

isag

ree/

St

rong

ly D

isag

ree

Num

ber

Que

stio

n 1:

UN

MC

's m

issi

on is

cle

ar.

90.4

6.

7 2.

9 59

3

Que

stio

n 2:

The

UN

MC

mis

sion

stat

emen

t rec

ogni

zes t

he d

iver

sity

of

its le

arne

rs, o

ther

con

stitu

enci

es, a

nd th

e gr

eate

r soc

iety

it se

rves

. 88

.1

9.

92.

059

5Q

uest

ion

3: U

NM

C's

inte

rnal

dec

isio

n-m

akin

g pr

oces

ses p

rom

ote

parti

cipa

tion

and

supp

ort c

olla

bora

tion

that

ena

bles

my

unit

to fu

lfill

its m

issi

on.

62.5

21

.7

15.8

59

4 Q

uest

ion

4: U

NM

C's

adm

inis

trativ

e st

ruct

ures

pro

mot

e ef

fect

ive

lead

ersh

ip.

61.0

23.4

15.5

593

Que

stio

n 5:

UN

MC

uph

olds

and

pro

tect

s its

inte

grity

as a

n in

stitu

tion

dedi

cate

d to

soci

al g

ood.

88

.5

8.3

4.7

593

C

rite

rion

2 --

Pre

pari

ng fo

r th

e Fu

ture

Q

uest

ion

6: U

NM

C re

alis

tical

ly p

repa

res f

or a

futu

re sh

aped

by

mul

tiple

soci

etal

and

eco

nom

ic tr

ends

. 81

.1

14

.14.

759

4Q

uest

ion

7: T

he re

sour

ce b

ase

supp

orts

UN

MC

's pl

ans f

or

mai

ntai

ning

and

stre

ngth

enin

g qu

ality

in th

e fu

ture

. 71

.6

18.3

10

.1

595

Que

stio

n 8:

Evi

denc

e fr

om U

NM

C's

eval

uatio

n an

d as

sess

men

t pr

oces

ses g

uide

inst

itutio

nal s

trate

gies

for i

mpr

ovem

ent i

n m

y un

it an

d pr

ogra

ms.

58.1

29.5

12.5

594

Que

stio

n 9:

Pla

nnin

g ac

tiviti

es in

my

unit

alig

n w

ith U

NM

C's

mis

sion

, the

reby

enh

anci

ng o

ur c

apac

ity to

fulfi

ll th

e m

issi

on.

74.9

18

.5

6.6

593

42

Att

achm

ent D

(con

t.)

Pe

rcen

tage

of F

acul

ty A

gree

ing

with

Acc

redi

tatio

n St

atem

ents

Hig

her

Lea

rnin

g C

omm

issi

on C

rite

ria

and

Surv

ey It

ems

Stro

ngly

Agr

ee/

Agr

ee

Nei

ther

Dis

agre

e no

r A

gree

D

isag

ree/

St

rong

ly D

isag

ree

Num

ber

Cri

teri

on 3

-- S

tude

nt L

earn

ing

and

Eff

ectiv

e T

each

ing

Que

stio

n 10

: UN

MC

's re

sour

ce b

ase

supp

orts

its e

duca

tiona

l pr

ogra

ms.

78.3

13.9

7.7

595

Que

stio

n 11

: UN

MC

's ob

ject

ives

for s

tude

nt le

arni

ng o

utco

mes

are

cl

early

stat

ed fo

r my

educ

atio

nal p

rogr

am's

goal

s and

mak

e ef

fect

ive

asse

ssm

ent p

ossi

ble.

78

.9

16.2

4.

9 59

3 Q

uest

ion

12: T

he v

alue

s and

reso

urce

s of U

NM

C su

ppor

t eff

ectiv

e te

achi

ng in

my

unit.

73

.2

16.6

10

.2

589

Que

stio

n 13

: UN

MC

supp

orts

the

crea

tion

of a

n ef

fect

ive

lear

ning

en

viro

nmen

t in

my

unit.

76

.6

17.8

5.

6 59

1 Q

uest

ion

14: U

NM

C p

rom

otes

facu

lty, s

taff

and

stud

ent l

earn

ing

acro

ss th

e in

stitu

tion.

80

.6

13

.85.

659

3

Cri

teri

on 4

-- A

cqui

sitio

n, D

isco

very

, and

App

licat

ion

of

Kno

wle

dge

Que

stio

n 15

: UN

MC

dem

onst

rate

s tha

t it v

alue

s res

earc

h.

91.1

4.

9 4.

0 59

6 Q

uest

ion

16: A

t UN

MC

inte

llect

ual i

nqui

ry is

inte

gral

to it

s ed

ucat

iona

l pro

gram

s. 83

.6

12

.73.

759

2Q

uest

ion

17: U

NM

C d

emon

stra

tes t

hat i

t use

s val

id c

urre

nt e

vide

nce

for b

est p

atie

nt c

are.

81

.3

16.0

2.

7 59

2 Q

uest

ion

18: U

NM

C a

sses

ses t

he u

sefu

lnes

s of i

ts c

urric

ula

to

stud

ents

who

will

live

and

wor

k in

a g

loba

l, di

vers

e, a

nd

tech

nolo

gica

l soc

iety

. 73

.0

21

.45.

659

3Q

uest

ion

19: F

acul

ty, s

tude

nts,

and

staf

f are

supp

orte

d by

UN

MC

to

acqu

ire, d

isco

ver a

nd a

pply

kno

wle

dge

resp

onsi

bly.

83

.7

14.0

2.

4 59

4

43

Att

achm

ent D

(con

t.)

Pe

rcen

tage

of F

acul

ty A

gree

ing

with

Acc

redi

tatio

n St

atem

ents

Hig

her

Lea

rnin

g C

omm

issi

on C

rite

ria

and

Surv

ey It

ems

Stro

ngly

Agr

ee/

Agr

ee

Nei

ther

Dis

agre

e no

r A

gree

D

isag

ree/

St

rong

ly D

isag

ree

Num

ber

C

rite

rion

5 --

Eng

agem

ent a

nd S

ervi

ce

Que

stio

n 20

: UN

MC

ana

lyze

s its

abi

lity

to m

eet t

he n

eeds

and

ex

pect

atio

ns o

f its

con

stitu

enci

es.

72.6

24

.5

2.9

591

Que

stio

n 21

: UN

MC

lear

ns fr

om it

s con

stitu

enci

es to

det

erm

ine

thei

r ne

eds.

65.8

26.7

7.4

591

Que

stio

n 22

: UN

MC

has

a c

omm

itmen

t to

enga

ge w

ith it

s ide

ntifi

ed

cons

titue

ncie

s and

com

mun

ities

. 78

.4

18.6

3

592

Que

stio

n 23

: Int

erna

l and

ext

erna

l con

stitu

enci

es v

alue

the

serv

ices

U

NM

C p

rovi

des.

77.2

21.1

1.7

587

44

Faculty Assessment of Accreditation Criteria.pdfFaculty Assessment of Accreditation Criteria

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