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The College of Menominee Nation places a firm belief in a culture of involvement and problem solving that remains consistent with Menominee values. To this end, we maintain accreditation with the Higher Learning Commission, engaging in a process known as the Academic Quality Improvement Program.

The AQIP model (based on the Baldridge Performance Excellence Program) consists of ten principles of high performing organizations. These principles in turn lead to nine AQIP process improvement categories which are cross-referenced to the five Criteria for Accreditation. The AQIP categories follow a basic process (input/output) model. It starts with describing how the organization develops processes to understand its students’ and other stakeholders’ needs. It then looks at how the organization structures its systems and processes and utilizes its resources to meet those needs. The goal of the entire process is to help students learn. Measuring the effectiveness of its processes and using that data for improvement is the glue that holds the model together.

The two critical activities at the heart of AQIP are Action Projects and Systems Portfolios. The College of Menominee Nation must have at least three Action Projects in process at all times, with at least one project focused on “Helping Students Learn.” These projects should be well focused, highly visible and provide for wide campus involvement. The Systems Portfolio covers the nine AQIP Categories, describing processes, results, and improvement in each system, and shows evidence that CMN continues to meet the HLC’s five Criteria for Accreditation. The AQIP Systems Portfolio is a living document that describes CMN’s journey of quality improvement.

Interested parties can find our current HLC accreditation status at this link.

CMN AQIP Systems Portfolio

This is the first Systems Portfolio of the College since its participation in AQIP was approved in August of 2009. It was submitted on November 1, 2012. The portfolio receives a Systems Appraisal at four year intervals by a team of peers. The first appraisal will be completed by March 2013. Evidence from the Systems Appraisal and the Action Projects is used as the basis for a decision for re-affirmation of accreditation. Although a federally required quality visit occurs after seven years, the focus of the visit serves to highlight the college’s quality journey and provides only a small part of the information used in the re-affirmation decision.

Systems Portfolios

System Appraisal

Student Achievement Measures of Success

According to guidelines issued in July of 2013 by the Regional Accrediting Commissions and the major higher education associations, all institutions of higher learning are expected to provide evidence of student achievement in three areas: evidence of the student learning experience, evaluation of student academic performance, and post-graduation outcomes. The Higher Learning Commission also requires that this information be made available to the public. The College of Menominee Nation is proud to provide the following data to the entire College community and to the general public.

Use of IPEDS Data

Each year, every institution of higher education is required to report to the US Department of Education a large amount of data related to its students and operations using the Integrated Postsecondary Education Data System (IPEDS) system. Many colleges (especially community colleges) report that IPEDS retention and graduation data do not adequately describe their student populations. The IPEDS measures are most representative of traditional first-time full-time freshman entering 4 year colleges and universities who generally have very selective admissions requirements. Community colleges typically have open admissions policies and tend to admit students over the age of 25 who were not likely at the top of their class, may need job skills training or lack adequate preparation for college level courses. Many of these students may also be in the work-force and have to juggle work and family obligations with their studies. They are more likely to attend part-time and therefore are not able to graduate within the 150% normal time target for their level of degree (6 years for bachelors and 3 years for associate degrees). The College of Menominee Nation does not believe that IPEDS are an accurate reflection of student achievement at the college. For those interested in the most current IPEDS data, it is available at this link.

Additional Student Achievement Measures

(The College of Menominee Nation will continue to develop and document additional achievement measures, especially related to employment rates, transfer rates, and success on standardized tests.)

Lastly, you can find 2014's collected findings of the CCSSE (Center for Community College Student Engagement) for CMN at this link (opens a PDF in a new window).