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Criterion 4 requires us to show that&nbsp;
we have processes in place that ensure&nbsp;&nbsp;

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that our programs maintain their high quality,&nbsp;
and that we seek to improve student learning.&nbsp;&nbsp;

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Academic program review, and assessment of&nbsp;
student learning outcomes, factor heavily here.&nbsp;&nbsp;

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We also must show that we have goals related&nbsp;
to key student-outcomes such as graduation&nbsp;&nbsp;

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rates and retention. Nationally,&nbsp;
4a is one of the top-cited areas,&nbsp;&nbsp;

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but our comprehensive academic assessment and&nbsp;
regular APR process place us in a strong position.&nbsp;&nbsp;

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HLC has previously called our attention to&nbsp;
shortcomings in 4b, the top-cited area nationally,&nbsp;&nbsp;

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related to assessment of student learning in our&nbsp;
LAC. However, we've written a clear argument that&nbsp;&nbsp;

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documents our progress over the past decade. For&nbsp;
example, not only are we measuring meaningful and&nbsp;&nbsp;

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well-crafted student-learning outcomes on an&nbsp;
annual basis, but we can also demonstrate how&nbsp;&nbsp;

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we are using assessment to improve student&nbsp;
learning. We also have strong retention&nbsp;&nbsp;

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and graduation rates, and a record of concerted&nbsp;
efforts to improve them. We are grateful to all&nbsp;&nbsp;

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the committee members who worked over the&nbsp;
last two years on this difficult criterion.

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I hope the UNI community sees and celebrates&nbsp;
our commitment to continuous improvement&nbsp;&nbsp;

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both in the curriculum and the co-curriculum.

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The committee, comprised of faculty,&nbsp;
administrators, staff, and students,&nbsp;&nbsp;

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met regularly as a whole as focused subcommittees&nbsp;
collected evidence for each of the sub-components.

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Students succeed at UNI by embracing&nbsp;
both challenge and support,&nbsp;&nbsp;

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and by building relationships with&nbsp;
their faculty, staff, and peers.