Northwest Commission on Colleges and Universities
Evaluation Committee Report
Year Seven Comprehensive Evaluation
Brigham Young University-Idaho
Rexburg, Idaho
April 28-30, 2014
A Confidential Report Prepared by the
Evaluation Committee for the
Northwest Commission on Colleges and Universities
Table of Contents
I. Evaluators
II. Introduction
III. Eligibility Requirements
Student Achievement......
Institutional Effectiveness......
Scale and Sustainability......
IV. Standard One: Mission, Core Themes and Expectations
Mission (Standard 1.A)
Core Themes (Standard 1.B)
V. Standard Two: Resources and Capacity
Governance, Governing Board, Leadership and Management (Standards 2.A.1. to 2. A.11)
Policies and Procedures (Standard 2.A. 12 to 2.A.30)
Human Resources (Standard 2.B)
Education Resources (Standard 2.C)
Student Support Resources (Standard 2.D)
Library and Information Resources (Standard 2.E)
Financial Resources (Standard 2.F)
Physical and Technological Infrastructure (Standard 2.G)
VII. Standard Three: Planning and Implementation
Institutional Planning (Standard 3.A)
VIII. Standard Four: Theme Planning, Assessment and Improvement
Core Theme Planning (Standard 3.B)
Assessment (Standard 4.A)
Improvement (Standard 4.B)
IX. Standard Five: Mission Fulfillment, Adaptation and Sustainability
Mission Fulfillment (Standard 5.A)
Adaptation and Sustainability (Standard 5.B)
VIII. Summary
X. Commendations and Recommendations
I. Evaluators
Dr. Steven G. Olswang, Provost, City University of Seattle (1A Mission, 1B Core Themes, 2A 1-11, 3A Institutional Planning, 5A Mission Fulfillment, 5B Sustainability)
Dr. William O’Shea, Director, Institutional Research and Assessment, Pacific University (1A Mission, 1B Core Themes, 2A 1-11, 3A Institutional Planning, 5A Mission Fulfillment, 5B Sustainability)
Dr. Paul Presson, Associate Provost for Academic Support and ALO, Westminster College (1A Mission, 1B Core Themes, 2A 1-11, 3A Institutional Planning, 5A Mission Fulfillment, 5B Sustainability)
Dr. Mark Smillie, Associate Professor, Carroll College (2C Educational Resources, 2A 12-14, 2A 27-29, 2A 21-26, 4A Assessment, 5A Mission Fulfillment, 5B Sustainability)
Ms. Susan Hopp, Vice President of Student Affairs and Athletics, Linfield College (2B Human Resources, 2D Student Services, 2A 15-17, 2A 18-20, 5A Mission Fulfillment, 5B Sustainability)
Ms. Sue Kopp, Director of Library Services, Warner Pacific College (2E Library, 5A Mission Fulfillment, 5B Sustainability)
Mr. Carl B. Vance, Vice President for business and Finance/Treasurer, Lewis and Clark College (2F Financial Resources, 2G Physical and Technological Infrastructure, 5A Mission Fulfillment, 5B Sustainability)
Dr. Pamela J. Goad, Vice President, Northwest Commission on Colleges and Universities (Liaison)
II. Introduction
Brigham Young University-Idaho (BYU-Idaho) is a private four year college owned and operated by the Church of Jesus Christ of Latter-day Saints. Located in Rexburg, Idaho, the campus offers programs leading to the 18 different Associate degrees and 70 Bachelor’s degrees. The institution delivers its instruction currently in three modes, face-to-face, hybrid, and online. BYU-Idaho currently serves over 13,000 full time equivalent students.
BYU-Idaho has been a member of the Northwest Commission on Colleges and Universities since 1936, originally as Ricks College. In 2000, the Board of Trustees directed the college to transition from a two year school to a baccalaureate institution, and changed its name to Brigham Young University-Idaho. In 2001, the Commission granted BYU-Idaho candidacy as a baccalaureate institution, and the institution underwent a full scale review in 2004 and was thereafter accredited as a baccalaureate granting institution. Since 2004, the institution submitted several required reports, including its Year One Report in 2011, and it's Year Three Report in 2012. The revised accreditation schedule meant that BYU-Idaho underwent this Year Seven Evaluation Visit in 2014.
Brigham Young University-Idaho prepared a Comprehensive Year Seven Self-Evaluation Report and provided it to the Evaluation Committee in atimely fashion. The Self Study was structured following the revised Standards of the Commission. The Evaluation Committee found these materials to be accurate in describing the University, and useful in its assessment of the institution. While the report was quite descriptive, the Evaluation Committee found it did not possess the kind of data it needed in full to do its assessment, and the Evaluation Committee had to cull through materials and request many additional materials once it was on campus to fully understand the nature of the resources available for the University to fulfill it self-reporting requirements. The University prepared a team room which was supplied with the some of the backup documentation necessary to support the analysis in the Self Evaluation and the University staff graciously provided the additional materials the Evaluation Committee members needed in the process of review when it was requested.
The Evaluation Committee met with administration, faculty, staff, and students of the institution and the Commissioner of the Church Education System, to which BYU-Idaho belongs, the Secretary of the Board, and representatives of the Board of Trustees via teleconference during its on-campus visit on April 28-30, 2014. The Evaluation Committee roster precedes this introduction. The Committee was impressed with BYU-Idaho, its efforts with compliance with accreditation standards and its commitment to students. The Evaluation Committee is appreciative of all the courtesies and graciousness extended to it by the staff of BYU-Idaho in the course of its visit.
III. Eligibility Requirements
Student Achievement
BYU-Idaho identifies and publishes the expected learning outcomes for each of its degree and certificate programs. BYU-Idaho engages in regular and ongoing assessment to validate student achievement of these learning outcomes
Institutional Effectiveness
BYU-Idaho systematically applies clearly defined evaluation and planning procedures, assesses the extent to which it achieves its mission and core themes, uses the results of assessment to effect institutional improvement, and periodically publishes the results to its constituencies. Through these processes BYU-Idaho regularly monitors its internal and external environments to determine how and to what degree changing circumstances may impact the institution and its ability to ensure its viability and sustainability.
Scale and Sustainability
BYU-Idaho, with the continued support of The Church of Jesus Christ of Latter-day Saints, demonstrates that its operational scale (e.g., enrollment, human and financial resources and institutional infrastructure) is sufficient to fulfill its mission and achieve its core themes in the present and will be sufficient to do so in the foreseeable future.
IV. Standard One: Mission, Core Themes and Expectations
Mission (Standard 1.A)
The BYU-Idaho mission unambiguously provides a clear sense of purpose and direction for the institution:
“BYU-Idaho is affiliated with The Church of Jesus Christ of Latter-day Saints. Its mission is to:
(1)Build testimonies of the restored gospel of Jesus Christ and encourage living its principles.
(2)Provide a quality education for students of diverse interests and abilities.
(3)Prepare students for lifelong learning, for employment, and for their roles as citizens and parents.
(4)Maintain a wholesome academic, cultural, social and spiritual environment.”
Core Themes (Standard 1.B)
Consistent with the Mission, the institution has established four core themes. The core themes are derived directly from the mission statement, and each core theme is a set of key institutional objectives.
BYU-Idaho has defined the fulfillment of its mission by its success in meeting the stated outcomes associated with key institutional objectives. A set of outcomes has been established for each of these objectives. And associated with each of these outcomes is a set of indicators of achievement. The indicators of achievement are the specific performance metrics associated with a given outcome.
The movement towards fulfillment of its mission is ascertained through a review of the University Report Card. The University Report Card is the top layer of a web-based environment for reporting the results of institutional assessment activity. The University Report Card is a compilation of the results of institutional assessment activity over the past several years. It provides a series of dashboards for the various outcomes, an area for key data and reports, and summary notes on the results of assessment activity. It is a dynamic: updates and improvements posted regularly. The evaluation committee was impressed with the "Report Card" as a means to display the institution’s program effectiveness information and to foster access and discussion of the status of the education offered and its outcomes.
V. Standard Two: Resources and Capacity
Governance, Governing Board, Leadership and Management (Standards 2.A.1. to 2. A.11)
BYU-Idaho is one of four institutions within the Church Education System (CES). The three other institutions of higher education within CES include Brigham Young University, Provo, Utah, BYU-Hawaii, Laie, Hawaii, and LDS Business College, Salt Lake City, Utah.
There is a single Board of Trustees over the system, and even though each of the four entities is legally separate and accredited, the Board meets at one time to address the business of CES and each institution. The Board Secretary then parses out the items specifically related to each institution and those become the minutes of the individual institution.
The Board exercises oversight of all University activities. It adopts the mission of the University, approves major institutional policies, appoints and reviews the president, determines all major programs of study and the operating and capital budgets. With the close connection of CES and the Board members to the Church, adequate and stable funding has been provided over the years for the operation and growth of the University.
The Board of Trustees consists of members of the First Presidency of The Church of Jesus Christ of Latter-day Saints and other prominent Church leaders who are appointed by the First Presidency and ratified by the Board.Members of the board and its officers have no contractual, employment or financial interest in the University.An Executive Committee of the Board is appointed to engage in more detailed reviews of matters concerning the governance of the University.The full Board of Trustees meets monthly except in July.The Executive Committee of the Board also meets monthly except in July. The Executive Committee rotates its meetings so it meets periodically at the BYU-Idaho campus.
The CES has two primary officers. The Commissioner fills the role of coordinator for the Board, and while President Clark reports to the CES Board, his system operational contact is through the Commissioner. In addition, there is a Secretary to the Board, who is responsible for support of the Board, and plays the important role of ensuring the Board actions and Minutes are recorded systemically and separately for each of the CES institutions.
The chief executive officer of BYU-Idaho is Dr. Kim B. Clark, who serves as the full-time President of the University. Serving since 2005, President Clark was formerly Dean of the Harvard Business School. The President’s Council consists of the President, the four Vice Presidents and key members of each of the areas for which the Vice Presidents are responsible.The President’s Council is supported by four councils each headed by a vice president.The President’s Council and the Vice Presidents’ councils are supported by key advisory councils, including the University Council and the Campus Leadership Forum.The University Council, convened monthly, assembles a wide variety of campus leaders and experts who represent the various campus constituencies and perspectives. The Campus Leadership Forum, convened three times each year, brings the entire campus leadership together to review proposals and initiatives being considered. A number of other committees and councils are involved in ongoing institutional planning and decision-making as well.
Governance of BYU-Idaho is highly structured, with decisions made through the departments, through Chairs, to Deans, and to the central administration. With the approach to leadership used at BYU-Idaho, with most faculty in their career rotating through an administrative role, it is presumed that all faculty are given the opportunity to participate in governance. Indeed, Faculty members may also join the Faculty Association, an organization of faculty-elected representatives, but this body has no formal role in the governance of the University. Members of the staff participate in governance within their respective areas administered by the Vice Presidents. Staff members are also members of the Campus Leadership Forum and the University Council.
The President has a monthly open question and answer session which all personnel may attend, but data discloses these are not well attended. So despite the intentions of governance participation, it is stifled by the strict organizational conformity and hierarchy and,in turn, the collective faculty view on many academic issues is not able to be expressed. The evaluation committee recommends that BYU-Idaho implement an opportunity for meaningful consideration of the views of the faculty.
The University makes a conscious effort to ensure that student involvement occurs by assigning students to many of the major councils and committees which serve to operate the institution. Student representatives sit on the President’s Council, Academic Council and various student services councils. Students are given significant responsibility on the Honor Code Council in the enforcement of standards relating to conduct and appearance. Students play a major role in the adjudication of campus parking violation appeals. There probably are no happier or more involved students at any institution in the Northwest region than those at BYU-Idaho.
The affiliation of the University with The Church of Jesus Christ of Latter-day Saints provides further opportunities for student involvement in leadership and governance through church service and responsibilities. There are many local ecclesiastical units in which students are the primary members. Church opportunities enable students to grow socially and spiritually as leaders, in harmony with the Mission and core themes of BYU-Idaho.
Policies and Procedures (Standard 2.A. 12 to 2.A.30)
The typical types of academic policies are included in the college Catalog and on the BYU-Idaho webpages. These include policies for student records, student status, credit requirements, class absences, GPA requirements for extracurricular activities, electronic devices in the classroom, sexual harassment, confidentiality of student records, academic standards, and policies on academic records. Policies regarding access to and use of library and information resources are published on the library’s webpage. These include policies on use of library materials, types of collections, process for challenging inappropriate library materials, use of cell phones, library approved programs, copyright law, and food in the library.
Transfer evaluation is covered separately in the Catalog, and according to the Dean, articulation agreements exist, or continue to be articulated. Satisfaction with results of the transfer process was generally good, though some students said not everything transferred as they hoped it would.
All of the policies related to, and describing, students’ rights and responsibilities are readily available and accessible. Because of BYU-Idaho’s relationship to the Church and its requirement that students meet faith-based standards, there are clearly defined expectations for student conduct, personal grooming and dress, student living and ethics. There is a clear understanding and commitment among students that the Honor Code is a defining statement describing how they are to live their personal and academic lives at BYU-Idaho. The orientation process, Office of the Honor Code, Student Support Office, and Dean of Students Office all reinforce the message about standards.
Staff and faculty are nurturing and encourage students who violate any one of the codes to change behavior, recommit to the principles of the University and learn from their mistake. There is a clearly defined process to be re-admitted to the University following a dismissal. Additionally, all students must be reviewed through a continuing endorsement process. The Dean of Students Review Council process is explained in print and electronically and there are displays bearing the Honor Code prominently on campus. The University Catalog clearly contains all policies and explains due process and procedures students should follow for complaints or grievances. The standards by which students are expected to conduct themselves are reinforced by Church related activities as each student also belongs to a Church ward. The University does an exemplary job of combining student rights and responsibilities with Church expectations and requirements and is to be recognized for the excellent communication to students about the campus culture.
The admissions requirements and policies are published in the Catalog and are consistent with the mission and values of access and the education of disciple-leaders of the Church of Jesus Christ of Latter-day Saints. The process for ecclesiastical endorsement is clear and easy to follow and the assignment of students to a track (schedule of academic courses) is clear. Assignment to an enrollment track is based upon student desires and institutional capacity.
BYU-Idaho has an exemplary student activities program that fosters the personal, interpersonal and leadership development of students within the faith-based tradition and culture of the campus. The budget that was previously allocated to intercollegiate sports at Ricks College is now used to support an active 12 month student leadership, athletic and activities program at the institution. The programs are well publicized and students report a high degree of satisfaction with the level of support and variety of activities available. The programs are regularly evaluated and assessed and are connected to the core themes and mission of the University with regard to practicing disciple leadership, providing a wholesome living environment and, where applicable, preparing students for future roles. The BYU-Idaho Learning Model is replicated in the co-curricular programs. Students reported that it would “be impossible” not to know of all opportunities for engagement and appreciate that all students are eligible for all activities. BYU-Idaho has plans to use ecclesiastical and Church units throughout the nation to replicate as many activities and leadership opportunities for on-line students as face-to-face students.