HLC Accreditation Criterion Committees — Teaching and Learning for Student Success

USI’s Higher Learning Commission (HLC) criterion committees have submitted assurance argument drafts to University leadership for approval before submission later this year. Among the four committees, the one focused on Teaching and Learning for Student Success has one of the broadest and most complex charges. It’s led by Dr. Amy Chan Hilton, Director of the Center for Excellence in Teaching and Learning and Director of Sponsored Projects and Research, and Dr. Bill Elliott, Professor of Geology and Associate Dean of the Pott College of Science, Engineering, and Education. 

Looking at teaching and learning from every angle 

Like the other criterion groups, this committee isn’t just reviewing what happens in the classroom. Their work reflects the full picture of how students learn, how faculty teach and how USI supports students long after they graduate. 

Criterion Three is one of the most wide-ranging parts of the HLC self‑study. The committee itself is the largest—nearly two dozen members—and its scope covers degree programs, faculty qualifications, learning outcomes, assessment practices, academic policies, the Core 39 curriculum, academic support services and the resources that shape the student experience. 

“HLC used to have five criteria, but in this cycle, it’s condensed to four,” Elliott explains. “Teaching and Learning for Student Success are now combined into one, which makes this a big lift.” 

To manage the workload, the committee split into smaller working groups, each responsible for gathering evidence and drafting sections for specific subcategories. 

A campuswide effort 

The committee’s work has pulled in voices from across the University—academic colleges, Rice Library, Student Affairs, academic support units and more. Many members also serve on other HLC committees, which has helped keep communication consistent across the entire accreditation effort. 

“The collaboration has honestly been the best part,” says Chan Hilton. “We have 19 colleagues from across the University working with us, and we are working with them in ways that we normally wouldn’t.  Seeing them come together and being earnest and diligent in contributing to the work has been fun.” 

For Elliott, seeing the ways USI has improved as an institution and how employees have advanced the University has been a particular positive point. “I really enjoyed just learning about all the ways we have grown compared to 10, 20 and even 30 years ago,” he says. “This has been an opportunity to really reflect and celebrate some of those accomplishments we’ve made over the decades.” 

How the committee is defining student success 

To show how USI supports teaching and learning, the committee has compiled a wide range of data: retention and graduation rates, enrollment trends, learning outcomes for undergraduate and graduate programs, student support services and information on faculty scholarly activity. 

“One of the things we have compiled is all the evidence for external accreditations for all the programs, as well as providing all of our academic program review internal documentation for each of our programs,” explains Elliott. “And that really addresses quality of programs, outcomes of programs, what are areas for improvement, what are areas where we’re doing a great job and can celebrate those accomplishments.” 

The committee also collected examples of faculty and staff research and creative work. “This is to show that when our faculty and staff are interacting with students, they are current and have the terrific experience to be able to lead their students in their learning journey,” Chan Hilton says. 

They’ve also reviewed course materials, program assessments and learning outcomes tied to Core 39 and individual programs—including graduate programs, which often serve online learners and working professionals. “We use that data to talk about the uniqueness and the success we have with our graduate programs as well,” Chan Hilton adds. 

Beyond academics, the committee examined the full network of student support services: academic advising, tutoring, academic coaching, disability resources, TRIO and Pathways to USI programs, and the specialized equipment and facilities that give students hands‑on experience. Faculty support resources were included as well. 

A key part of their assurance argument is what happens after students leave USI. “So, what successes do our students have in seeking employment after they graduate? We have something called the Next Destination Survey, where we collect that information from our USI graduates,” says Elliott. “We also have a new system called Stepping Blocks that allows us to look across different public venues and pull information together to look at where our alumni are and if they are working in an area related to their degree.” 

Stepping Blocks also uses AI to analyze workforce trends—information that ties directly into USI’s Quality Initiative on career placement and postgraduation success. 

What’s next 

As USI prepares for its HLC mock review this fall, committees are shifting workloads from collecting information to refining it. Drafts of the assurance arguments are being polished, with leaders selecting the clearest and strongest evidence to represent the University. 

Meanwhile, campus education efforts continue. Committee members have hosted sessions to help faculty and staff understand HLC expectations and how their work connects to accreditation. More sessions will be offered as the review approaches. 

Chan Hilton and Elliott emphasize that accreditation isn’t just about maintaining status—it’s about using the process to improve. “Everybody is certainly contributing to all of these things that the HLC is looking for,” says Chan Hilton. 

“This is a grassroots effort. Our committees may be putting together all the information, but no one person is responsible for all the effort. It really is a team that’s bringing all these different constituencies across campus together,” adds Elliott. “There are over 100 faculty, staff, committee chairs, directors and more who have contributed something to this process.” 

At its core, Chan Hilton and Elliott emphasize to fellow USI colleagues that the HLC accreditation is a self-study which provides the University a chance to reflect on where it’s been, where it stands and where it wants to go next. 

If you have more questions about what HLC is or the process of accreditation, please reach out to Dr. Darrin Sorrells, HLC Accreditation Liaison Officer, by email at ddsorrells@usi.edu or by extension 5174.  

Check out the first three stories in this series:  

USI’s HLC Accreditation work in full swing  

HLC Criterion Committees — The Mission  

HLC Criterion Committees —Integrity, Ethical and Responsible Conduct 

The next story in this USI Today series will address the fourth and final criterion committee, which addresses planning for quality improvement.