Index of Criteria Evidence

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Index to the location of evidence relating to the Commission’s Criteria for Accreditation found in Southeast Technical Institute’s Systems Portfolio

Criterion One — 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.

Core Component 1a. The organization’s mission documents are clear and articulate publicly the organization’s commitments.

• Mission, vision, and values adopted by the Board reflect STI’s commitment to workforce education and lifelong learning (OV , 5P 1 ).
• Southeast’s Mission, Vision, and Values are articulated through multiple venues, including the website www.southeasttech.edu (01 , 5P 7 , 5P 8 ).
• Mission documents are periodically reviewed by the School Board, Administration, staff and faculty (8P 1 ).

Core Component 1b. In its mission documents, the organization recognizes the diversity of its learners, other constituencies, and the greater society it serves.

• Mission and values statements affirm a commitment to a student-centered learning environment, “respect for the dignity and the worth of all learners, and collaboration and accountability to stakeholders (OV , 1P 10 , 3P 1 ).
• Professional development/ in-service days feature specific training in equity and diversity awareness, adult learner styles and needs, and appropriate use of technology (1P 9 , 4P 8 ).
• Student Services investigates all complaints and manages compliance (4P 8 , 4P 9 ).
• A vision of “Creating Workforce Excellence” helps focus STI programs and services to serve stakeholders (01 , 3P 1 ).
• The institutional student learning outcome of professionalism expects students to acquire skill in the “ability to work with others, respecting diversity” and “adherence to professional standards” (01 , 1P 1 , 1P 16 , 1P 17 ).
• STI relies on several committees and teams as well as input from students to determine support service needs regarding various student subgroups such as displaced homemaker/single parents, students with disabilities, evening students, etc. (3P 1 , 6P 1 ).

Core Component 1c. Understanding of and support for the mission pervade the organization.

• Periodic surveys of STI’s constituencies indicate that the mission, vision, and values are well understood and supported by multiple stakeholders (3R 1 , 3R 4 , 3R 5 ).
• The strategic planning process incorporates objectives which reflect and accomplish the mission (8P 1 , 8P 2 ).
• STI ensures that the mission and vision are imbedded in all processes including recruitment/hiring process, job postings and interviews, staff orientation, strategic and operational planning, and daily operations (4P 10 , 8P 1 ).

Core component 1d. The organization’s governance and administrative structures promote effective leadership and support collaborative processes that enable the organization to fulfill its mission.

• An organizational structure of leadership teams, program faculty teams, AQIP teams, and committees promotes collaboration and stakeholder input, all focused on the mission and values of the institute (4R 2 , 5P 1 , 5P 5 , 5R 2 ).
• An Administrative Leadership Team guides the processes and operations that allow STI to deliver its mission (5P 1 ).
• Program advisory committees meet regularly with faculty to maintain the currency and effectiveness of the curriculum (3P 3 , 3P 4 ).
• Staff and faculty teams collaboratively plan and assess the curriculum and services within their areas (1P 2 , 8P 1 ).
• The Sioux Falls School Board approves the Strategic Plan and all major strategic level objectives and decisions (5P 1 , 8P 1 ).
• The STI Council provides external stakeholder input and recommendations concerning institutional objectives, budget, and programming (5P 1 , 8P 1 ).

Core component 1e. The organization upholds and protects its integrity.

• The Board has approved policies, procedures, and a Code of Ethics. Faculty and staff contracts include a Code of Ethics and the STI Catalog includes a Student Code of Conduct. Employee handbooks describe policies and procedures to guide employee behaviors consistent with mission and values of the institute (4P 7 ).
• STI’s mission, vision, and core values guide the overall direction of the institution. Activities of the institution reflect its mission and values. Formal grievance processes are in place (01 , 5R 2 , 8R 2 ).
• Student satisfaction and engagement, as well as certification and licensing results, are compared with national norms and speak to the integrity of the institution (1R 3 , 1R 4 , 3P 6 , 6R 2 , 6R 3 ).
• STI maintains a formal complaint process and a grade appeals process. Formal complaints and appeals are documented and kept on file in administrative offices (3P 1 , 3P 6 ).
• Students also give feedback through course and instructor evaluations (3P 1 ).
• External compliance requirements for programs and services are monitored by administration and executed through individual departments and program teams. A number of programs maintain specialized accreditation (1P 3 , 1P 13 , 1P 14 , 1R 6 , 2R 2 , 2R 3 , 7P 1 , 7P 2 ).

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

Core Component 2a. The organization realistically prepares for a future shaped by multiple societal and economic trends.

• STI responds to the changing needs of the region by continually seeking stakeholder input and reviewing and updating programs and services. Program Advisory Committees, Industry Forums, the STI Foundation Board and contributors, city, state and local government leaders, business and industry leaders, and students all influence the planning of programs and services (1P 3 , 1P 13 , 1P 14 , 3P 1 , 8P 1 , 9P 1 ).
• STI’s Strategic Planning process encourages stakeholder input, periodic review, and setting annual goals and objectives to accomplish the mission. Primary planning documents include the Strategic Plan, Budget, and Campus Master Facilities Plan (8P 1 , 5P 3 , 5P 5 ).
• STI relies on historical data, community economic/ financial status, program mix, and workforce needs to assist decision-makers in strategic, operational and budget planning. Program faculty assess program performance indicators and set targets based on local, state, and national comparisons (1P 3 , 5P 5 , 8P 1 , 8R 1 ).
• New program planning and approval attest to institutional and community support for STI’s educational programs (1P 3 , 1P 13 , 8P 1 , 9R 2 ).

Core component 2b. The organization’s resource base supports its educational programs and its plans for maintaining and strengthening their quality in the future.

• STI monitors funding sources and the state legislative process to advocate for resources to maintain its educational programs and ensure future viability (8P 1 ).
• STI accomplishes effective cost controls through program monitoring and process improvement (1P 3 , 4R 3 , 1P 13 , 8P 1 , 8P 7 ).
• Collaborative business partnerships support STI’s “creating workforce excellence” vision and enable effective fulfillment of the mission. These partners support STI with equipment donations, Foundation dollars, and clinical and internship sites (9P 1 , 9P 2 , 9P 5 , 9R 2 ).
• Annual operational plans are developed and approved to ensure that STI’s IT infrastructure continues to meet the instructional and administrative needs of the institution. The Administrative Team provides an annual budget for ongoing staff development and training (4P 8 , 7P 6 , 8P 1 , 9P 3 , 9P 4 ).
• STI’s Strategic Planning process encourages stakeholder input, periodic review, and setting annual goals and objectives to accomplish the mission. Other primary planning documents include the Academic Plan, Budget, and Campus Master Facilities Plan (6P 1 , 8P 1 ).

Core component 2c. The organization’s ongoing evaluation and assessment processes provide reliable evidence of institutional effectiveness that clearly informs strategies for continuous improvement.

• The Administrative Team and various AQIP teams and standing committees regularly review trends and issues affecting the institution, trends in enrollment, retention, and economic indicators that might prompt the need for changes in programs and services offered. Risk assessment is part of this process (4R 3 , 8R 1 , 8P 7 ).
• STI’s strategic planning process and team-based decision-making foster continuous improvement (5P 5 , 5P 6 , 5P 7 , 5R 2 , 8P 1 , 8P 6 , 8I 2 ).
• Targets for the Key Performance Indicators are established by the Administrative Team, the STI Council, and the School Board with input from faculty and staff teams. Program and learning targets are established by program faculty. All are routinely analyzed to inform program and institutional improvements (1P 11 , 1I 2 , 7P 1 , 7P 2 , 7P 4 , 7I 2 , 8R 1 , 8R 2 ).
• Processes are in place to ensure the needs of stakeholders and partners are being met. STI uses multiple ways of gaining stakeholder input and responding to stakeholder needs. Program Advisory Committees, Industry Forums, The STI Foundation Board and contributors, city, state and local government leaders, business and industry leaders, and students all influence the planning of programs and services, which are highly responsive to the community STI serves (2P 2 , 2P 4 , 3P 1 , 3P 3 , 9P 4 , 9P 5 , 9R 2 , 8P 1 ).
• New program planning and approval attest to institutional and community support for STI’s educational programs (8P 1 , 9P 1 ).

Core component 2d. All levels of planning align with the organization’s mission, thereby enhancing its capacity to fulfill that mission.

• The Strategic Plan guides other levels of planning throughout the organization and maintains a focus on educating for employment. Annually, program faculty write program action projects which must align with the strategic goals. The Academic, Budget, and IT Plans also all stem from the strategic goals (8P 1 , 8P 2 , 8P 4 ).
• The Administrative Leadership Team and faculty review trends in enrollment, retention, and economic indicators that might prompt the need for changes in programs and services offered. The annual reports to the state and federal government ensure monitoring (8P 1 , 8P 2 , 8R 2 , 8I 1 ).
• Institutional support measures are collected and analyzed regularly and used to make improvements (6P 1 , 6R 2 , 6R 3 , 7P 2 , 7P 4 ).
• The Administrative Team monitors progress made towards the completion of action plans and ensures that appropriate areas of the institution are involved (8P 1 , 8P 3 , 8P 5 , 8P 6 ).

Criterion Three — Student Learning and Effective Teaching. The organization provides evidence of student learning and teaching effectiveness that demonstrates it is fulfilling its educational mission.

Core component 3a. The organization’s goals for student learning outcomes are clearly stated for each educational program and make effective assessment possible.

• All programs have defined program and course level learning outcomes and directly measure and report on learning outcomes each year. These clearly defined goals for student learning and specific program outcomes are published on the STInet program pages and on the syllabi (1P 11 , 1R 1 , 1R 2 ).
• A system for analyzing and reporting on student learning at the institutional, program and course levels is in place, and faculty submit annual reports with student data, analysis, and strategies for improvement (1P 11 , 1R 1 , 1R 2 ).
• General Education functions as an integral component of all programs, reinforcing general learning outcomes for associate of applied science and diploma programs. The outcomes are articulated on the syllabi and STInet (1P 1 , 1R 2 ).
• Southeast fosters student development of four broad learning outcomes at the institutional level. All programs have created matrices to map the institutional learning outcomes to their own program courses. Matrices are published on the program pages (1P 1 , 1R 2 ).
• STI communicates to its students the learning outcome expectations and provides advising and support for underprepared students. Expectations are documented on the syllabi and STI Catalog (1P 5 , 1P 6 , 1P 7 , 1P 8 , 1P 10 , 1P 11 ).
• Expectations regarding student conduct are published in the STI Catalog and on the website (3P 6 , 4P 7 ).

Core component 3b. The organization values and supports effective teaching.

• Formal processes to improve teaching and learning include the following: 1) an evaluation system in the negotiated contract, which defines explicit evaluation requirements and 2) a professional development program which includes In-Service days each semester developed by a faculty committee (4P 4 , 4P 9 , 4P 10 ).
• STI has developed an assessment of student learning process which focuses on improving student learning and the curriculum. The process helps ensure that student learning outcomes are measured, analyzed and reported annually at the institutional, program and course level (1P 11 , 1P 18 , 1R 2 , 1I 1 ).
• Effective teaching is enhanced through the internal collaboration between General Education (GE) and program faculty. General Education faculty members work with program faculty to review and improve GE curriculum for the technical programs. General Education faculty also serve on program advisory committees to help promote integration of a coherent general education program throughout the institute (1P 1 , 1P 6 , 9P 7 ).

Core component 3c. The organization creates effective learning environments.

• STI’s primary focus is effective teaching and learning to prepare students for the workplace and lifelong learning. Therefore, resources are directed toward creating effective learning environments, whether that be responsive faculty and staff, support systems, positive physical environment, or technology that works (1P 11 , 3P 2 , 3R 3 , 3R 5 , 8P 1 , 8P 6 ).
• The STI Catalog, advising system, and student organizations promote behaviors which foster effective learning environments. The Student Conduct section of the STI Catalog explicitly addresses expectations for professional behaviors, conduct regarding technology and internet use, a drug and tobacco free environment, and harassment guidelines. All are designed to foster effective learning environments (1P 1 , 1P 11 , 1P 18 , 1R 2 , 3P 1 , 3P 2 , 6P 1 , 6P 3 )
• STI relies on multiple sources to analyze and improve its learning environment: Noel-Levitz Survey, Student Evaluation of Instruction, results from program assessments, and student government feedback. Program Advisory Committees also work closely with program faculty to help ensure relevant, effective, industry-based practice and effective learning environments for students (1P 3 , 1R 1 , 3P 3 , 3P 5 , 3R 3 , 3R 4 , 3R 5 , 6R 2 ).
• Students have access to wireless network, laptop program, Helpdesk support, and networked printers. Instruction is delivered through multiple formats including online, hybrid, and traditional. These multiple alternative formats, as well as lab and clinical settings, meet student needs (1P 12 , 6R 2 , 6R 3 ).
• STI’s Performance Indicators demonstrate that the institution is meeting its goals for supporting effective teaching and learning (3R 6 , 4R 3 , 8R 2 , 9R 2 ).

Core component 3d. The organization’s learning resources support student learning and effective teaching.

• A significant percentage of the budget is dedicated to direct program costs, including programs and equipment, and to student support systems (8P 1 ).
• A faculty professional development program supports effective teaching. This includes a well-established faculty mentoring program for new faculty. Additionally, a 2010-2011 AQIP Action Project is focused on faculty training (1P 11 , 1I 1 , 4P 9 , 4P 10 ).
• Multiple support systems complement the classroom experience and enhance effective teaching and learning environments. Additionally a wide array of student support services represent STI’s commitment to address the needs of all learners (1P 15 , 3P 1 , 3P 2 , 6P 1 , 6R 2 ).
• STI Leadership has made a commitment to dedicate budget to providing high quality technology resources, including a laptop program, wireless campus-wide network, IT support, and an Instructional Facilitator faculty member and Technical Support staff member to assist faculty with effectively using technology (1P 11 , 3I 1 , 6R 3 ).
• Students in the majority of programs participate in the laptop program, which puts computer laptops into the learner’s hands 24/7. For non-laptop programs, computer labs are available. IT support for this program includes a Helpdesk, repair, loan, and general administration of the program (01 , 3I 1 ).
• STI’s Student Success Center provides access to individual success advisors throughout a student’s enrollment. A two-credit Success Seminar Class incorporates help with various aspects of student life such as study skills, personal concerns, and community resources (3P 1 , 3P 2 , 6I 1 ).

Criterion Four: 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.

Core Component 4a. The organization demonstrates, through the actions of its board, administrators, students, faculty, and staff, that it values a life of learning.

• Professional development and lifelong learning for faculty and staff are encouraged and supported (01 , 1P 11 , 4P 3 , 4P 9 , 4P 10 , 4P 11 ).
• Opportunities for stakeholders to pursue lifelong learning are fostered through professional student organizations, faculty and staff memberships in professional organizations, courses in the Business and Industry Training Division, Student Government campus and community service events, and formal professional development days (1P 7 , 1P 16 , 2P 1 , 4P 4 ).
• To promote lifelong learning for graduates and community members, STI offers continuing education classes through the BIT division and maintains articulation relationships with four-year colleges and universities (8P 1 , 9P 2 , 9R 2 ).

Core Component 4b. The organization demonstrates that acquisition of a breadth of knowledge and skills and the exercise of intellectual inquiry are integral to its educational programs.

• General Education functions as an integral part of all degree and diploma programs and is delivered by a cohesive team which meets monthly to monitor and discuss program goals and issues (01 , 1P 1 , 1P 11 , 1R 2 , 9P 1 ).
• Lifelong learning is promoted in several ways: through professional student organizations, faculty and staff memberships in professional organizations, courses in the Business and Industry Training Division, Student Government campus and community service events, and formal professional development days each semester (01 , 1P 11 , 1P 16 , 2P 1 ).
• The institutional student outcomes include developing skills in problem solving/critical thinking, communication, and professionalism. Professionalism is defined as “strong work ethic, including responsible attendance; skill in teamwork and collaboration, as well as an ability to work with others, respecting diversity; ability to adapt to change; commitment to lifelong learning; adherence to professional standards; and positive self-esteem and integrity” These outcomes are developed through the program and general education curriculum, through student participation in professional student organizations and contests and student government and events (OV , 1P 1 , 1P 10 ).
• Student professional organizations, Student Government sponsored campus events, and student and staff participation in community events promote awareness of diversity (1P 16 , 6P 1 , 1P 10 ).
• STI encourages and supports continuing education and professional development of faculty and staff (01 , 1P 11 , 4P 3 , 4P 8 , 4P 9 , 4P 10 , 4P 11 ).

Core Component 4c. The organization assesses the usefulness of its curricula to students who will live and work in a global, diverse, and technological society.

• Advisory committees serve a critical function in helping STI determine current trends in business and industry and consider these during program improvement and delivery (08 , 09 , 1P 4 , 1P 13 , 9P 7 ).
• STI relies on a program development and review process to ensure that appropriate, viable, relevant new programs and courses will facilitate student learning and lead to employment (1P 1 , 1P 3 , 1P 13 , 1P 14 ).
• For programs with specialized accreditation, continual monitoring and evaluation ensure quality standards (1R 6 ).
• The general institutional student learning outcomes are embedded in every academic program and are assessed through Writing Across the Curriculum and Employer Survey of Student Skills (1R 1 , 1R 2 ).

Core component 4d. The organization provides support to ensure that faculty, students, and staff acquire, discover, and apply knowledge responsibly.

• Policies related to ethical behavior are communicated through an employee conduct code (policies and procedures on the STInet), periodic in-service topics, and institutional vision and values statements posted in the STI Catalog and on the website. STI also reviews FERPA guidelines annually during in-service and mandates that these are followed. All course syllabi have a section on classroom conduct (4P 7 , 4P 10 ).
• STI promotes respect for intellectual property by educating students on plagiarism issues, educating faculty about information literacy, and publishing conduct statements in the STI Catalog and website. Faculty provide guidelines on the syllabi regarding expectations for learning outcomes, safety and security, academic integrity, and a code of conduct (1P 11 , 1P 18 , 4P 7 ).

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

Core Component 5a. The organization learns from the constituencies it serves and analyzes its capacity to serve their needs and expectations.

• STI incorporates regular data analysis into its planning processes to ensure that stakeholder needs can be and are being served, including the needs of federal, state, and community stakeholders (7P 1 , 7P 2 , 7P 4 , 8P 1 , 8P 7 , 8R 2 , 8R 3 , 8R 4 ).
• STI maintains a record of student complaints and reports these to appropriate entities. Complaints are also analyzed for trends and addressed by administration or teams if a policy and/or procedure change is warranted (3P 6 , 4P 7 , 6P 1 , 6P 4 ).
• STI ensures that the needs of its stakeholders are being served by gathering and analyzing the results of multiple input sources: Employer Surveys, Noel-Levitz, industry forums, Advisory Committees, community networking, etc. (1R 1 , 1R 2 , 2P 4 , 3P 6 , 3R 1 , 3R 2 , 3R 3 , 4R 1 , 6P 1 , 6P 2 , 6P 4 , 6P 5 , 6R 1 , 6I 1 , 8P 8 , 9P 2 , 9P 4 ).
• Through its BIT Division and Adult Education and Learning programs, STI extends its outreach to the community (2P 1 , 2P 2 , 2R 4 ).

Core Component 5b. The organization has the capacity and the commitment to engage with its identified constituencies and communities.

• STI’s mission, vision and values, developed through broad representation and approved by the Board, affirm its commitment to respond to the needs of its stakeholders (3P 1 , 3P 2 , 9P 5 , 9R 2 ).
• The Administrative Team, STI Council, and School Board monitor STI’s ability and capacity to meet its commitment to deliver technical education for the region (5P 1 , 8P 1 ).
• Regular feedback from stakeholders regarding STI’s performance attests to its ability to engage with those stakeholders. As examples, Employer Survey results consistently indicate that STI delivers quality education for employment. Student satisfaction survey (Noel-Levitz) results show that students rate programs and services well above the national averages in a majority of categories (1R 3 , 3R 3 , 3R 5 , 3R 6 , 6R 2 , 6R 3 , 7P 2 , 3R 4 , 3R 5 , 8R 1 , 8R 4 ).

Core Component 5c. The organization demonstrates its responsiveness to those constituencies that depend on it for service.

• Surveys of employers and employment rates indicate that graduates perform at or above expectations (1R 2 ).
• Relationships with key stakeholders are developed and maintained through faculty networking, student professional organizations, Advisory Committees, and faculty and administrative involvement on state and city organizations and the community (1P 4 , 3P 4 , 3P 5 , 4P 3 , 5P 5 ).
• Working with state and local leaders, STI has been able to develop 11 new programs in the last five years (1P 3 , 5P 5 , 3P 5 ).
• Collaborative relationships with colleges and universities, as well as the K-12 system, provide a wide range of learning opportunities for students. The Tech Prep program creates access options for students, and a Learners to Leader’s program provides alternate learning opportunities for at-risk students (09 , 3P 3 , 9P 1 , 9P 5 ).
• The BIT Division responds to stakeholders through customized training, short-term certificate and diploma programs and e-learning offerings (2P 1 , 2P 2 , 2R 2 ).
• STI accommodates the needs of new student subgroups by offering multiple delivery modes and alternate schedules for courses, as well as a full range of support services days, evenings, and weekends (1P 12 , 3P 5 , 3P 3 , 3P 5 ).

Core Component 5d. Internal and external constituencies value the services the organization provides.

• STI’s Employer Satisfaction Surveys, Climate Survey, Noel-Levitz Student Satisfaction Inventory, Industry Forums, and committee and team feedback attest to the high value internal and external stakeholders place on STI (1R 1 , 9P 1 ).
• STI’s enrollment has seen positive growth over the last several years (6R 1 ).
• STI develops and promotes multiple collaborative partners throughout the region, state, and community (9P 1 , 9P 3 , 9P 4 , 9R 2 ).
• The services of the Business and Industry Training Division are valued (2R 2 ).
• The AEL Department serves a critical role in preparing citizens and community members for further education (2R 1 ).