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Accreditation

 

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 College of Menominee Nation places a firm belief in a culture of involvement and quality improvement that remains consistent with Menominee values. To this end, we maintain accreditation with the Higher Learning Commission, engaging in a process known as Open Pathways.

The Open Pathway is a ten-year cycle focused on quality assurance and institutional improvement.  This process includes regular monitoring, an assurance review in year 4, quality initiative work in years 5 to 9, and a comprehensive visit in year 10.  CMN is currently preparing for the comprehensive visit in April 2023.  

Quality Initiative Project 
2023 Assurance Arguments (coming soon)
Affirmation Visit Report (coming soon)

Higher Learning Commissions Statement of Affiliation Status for CMN

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).