Team Assessment of Your Institution’s Evidence of Learning-Centeredness

Characteristics	Little or No Evidence	Emerging	Exemplary	Major Indicators
Institution and its programs articulate high and clear expectations for student learning and development.
Institution values and recognizes an ongoing, sustainable commitment to assessing student learning and development and the use of these data to improve educational quality.
Institution develops and supports channels of communication to discuss and act on results of assessing student learning and development.
Representatives across the institution are involved in sustainable, ongoing, and systematic inquiry into what and how well students learn and develop; and they use the results of this inquiry to validate or improve student learning.
Faculty, student affairs professionals, and staff work in partnership to support student learning.
Faculty, student affairs professionals, and staff explore how pedagogy and learning experiences contribute to diverse learners and learning styles.
Faculty within programs/disciplines develop consensus about desired learning outcomes, as well as spend time discussing how students develop those desired outcomes over time.
Administrative leaders support inquiry into student learning inside and outside of the classroom and support/advocate for allocation of resources to improve student learning.
Institutional planning, budgeting and decision making are linked to assessment findings in order to improve educational quality.
Students are actively engaged in their learning and in the assessment of their learning.
Board regularly seeks information about student learning and allocates resources based on assessment findings.