Unit: College of Education

Date: August 29, 2003
 

< CORE REQUIREMENTS For every Core Requirement mandating a policy or procedure, it is implicit that the policy or procedure is in writing, approved through appropriate institutional processes, published in appropriate institutional documents accessible to those affected by the policy or procedure, and implemented and enforced by the institution. For obtaining or maintaining accreditation with the Commission on Colleges, an institution must meet the following Core Requirements:   1. The institution has degree-granting authority from the appropriate government agency or agencies.   - Not applicable to unit level.       2. The institution has a governing board of at least five members that is the legal body with specific authority over the institution. The board is an active policy-making body for the institution and is ultimately responsible for ensuring that the financial resources of the institution are adequate to provide a sound educational program. The board is not controlled by a minority of board members or by organizations or interests separate from it. Neither the presiding officer of the board nor the majority of other voting members of the board have contractual, employment, or personal or familial financial interest in the institution. A military institution authorized and operated by the federal government to award degrees has a public board in which neither the presiding officer nor a majority of the other members are civilian employees of the military or active/retired military. The board has broad and significant influence upon the institution’s programs and operations, plays an active role in policy-making, and ensures that the financial resources of the institution are used to provide a sound educational program. The board is not controlled by a minority of board members or by organizations or interests separate from the board except as specified by the authorizing legislation. Neither the presiding officer of the board nor the majority of other voting board members have contractual, employment, or personal or familial financial interest in the institution.   - Not applicable to unit level.       3. The institution has a chief executive officer whose primary responsibility is to the institution and who is not the presiding officer of the board.   - Not applicable to unit level.       4. The institution has a clearly defined and published mission statement specific to the institution and appropriate to an institution of higher education, addressing teaching and learning and, where applicable, research and public service.   - Not applicable to unit level.       5. The institution engages in ongoing, integrated, and institution-wide research-based planning and evaluation processes that incorporate a systematic review of programs and services that (a) results in continuing improvement and (b) demonstrates that the institution is effectively accomplishing its mission. The College of Education is in compliance with this requirement.   i. The College of Education participates in the ongoing, integrated TTU-wide research-based planning and evaluation process, also known as the TTU strategic plan. The strategic plan for the college and its academic areas may be found at: http://www.educ.ttu.edu/docs/strategicplan/ ii. These and other data are reviewed systematically and result in continuing improvement; see for example, the NCATE report which is available in the Teacher Certification Office (Educ 106). iii. The College of Education is accomplishing its mission and goals as demonstrated in its recent annual report located at the Associate Dean for Administration’s office (See William Lan, 110AA).       6. The institution is in operation and has students enrolled in degree programs.   - Not applicable to unit level.       7. Degree programs The College of Education is in compliance with all requirements 7.a. -7.d. See http://www.depts.ttu.edu/officialpublications/ a. Offers one or more degree programs based on at least 60 semester credit hours or the equivalent at the associate level; at least 120 semester credit hours or the equivalent at the baccalaureate level; or at least 30 semester credit hours or the equivalent at the post-baccalaureate, graduate, or professional level. The institution provides a written justification and rationale for program equivalency.   The College of Education has: One baccalaureate degree that requires a minimum of 126 semester credit hours. A Master of Education in Curriculum and Instruction, which requires a minimum of 36 hours A Master of Education in Counseling, which requires a minimum of 36 hours A Master of Education in Educational Leadership, which requires a minimum of 36 hours A Master of Education in Educational Psychology, which requires a minimum of 36 hours A Master of Education in Higher Education, which requires a minimum of 36 hours A Master of Education in Instructional Technology, which requires a minimum of 36 hours A Master of Education in Special Education, which requires a minimum of 36 hours A Master of Education in Bilingual Education, which requires a minimum of 36 hours A Master of Education in Elementary Education, which requires a minimum of 36 hours A Master of Education in Language Literacy, which requires a minimum of 36 hours A Master of Education in Secondary Education, which requires a minimum of 36 hours A doctoral program requiring 60 hours of coursework plus dissertation hours in Curriculum and Instruction A doctoral program requiring 60 hours of coursework plus dissertation hours in Counseling A doctoral program requiring 60 hours of coursework plus dissertation hours in Educational Leadership Ed psyc A doctoral program requiring 60 hours of coursework plus dissertation hours in Educational Psychology A doctoral program requiring 60 hours of coursework plus dissertation hours in Higher Education A doctoral program requiring 60 hours of coursework plus dissertation hours in Instructional Technology A doctoral program requiring 60 hours of coursework plus dissertation hours in Special Education b. Offers degree programs that embody a coherent course of study that is compatible with its stated purpose and is based upon fields of study appropriate to higher education. All of the programs meet the NCATE standards for curricula, which include a coherent set of requirements for the courses of study. http://www.ncate.org/ The college curriculum was reviewed in 2000 by NCATE site review team (date). That review is available in the office of the Associate Dean of the College of Education (Educ 106).     c. Offers a general education program at the collegiate level that is (1) a substantial component of each undergraduate degree, (2) ensures breadth of knowledge, and (3) is based on a coherent rationale. For degree completion in associate programs, the component constitutes a minimum of 15 semester hours or the equivalent; for baccalaureate programs, a minimum of 30 semester hours or the equivalent. These credit hours are to be drawn from and include at least one course from each of the following areas: humanities/fine arts; social/behavioral sciences; and natural science/mathematics. The courses do not narrowly focus on those skills, techniques, and procedures specific to a particular occupation or profession. The institution provides a written justification and rationale for course equivalency. The College of Education complies with the university-wide general education requirement as found in the TTU University Catalog.   d. Makes arrangements for some instruction to be provided by other accredited institutions or entities through contracts or consortia, where appropriate. The institution itself, however, provides instruction for all course work required for at least one degree program at each level at which it awards degrees, or provides an alternative approach to meeting this requirement. The alternative approach is approved by the Commission on Colleges. In all cases, the institution demonstrates that it controls all aspects of its educational program. The College of Education controls all aspects of its degree programs, except for joint programs with other programs on campus. Teacher education is a function of five colleges at the university. For more information see http://www.educ.ttu.edu/certification/undergrad/undergrad_chart.html       8. The number of full-time faculty members is adequate to support the mission of the institution. The institution has adequate faculty resources to ensure the quality and integrity of its academic programs. In addition, upon application for candidacy, an applicant institution demonstrates that it meets the comprehensive standard for faculty qualifications. The College of Education is in compliance with this requirement. Both faculty number and faculty/student ratio met NCATE standards in the 2000 review. This document is located in the Certification Office (Educ 106). The qualifications for full-time faculty can be found in the office the the Associate Dean for Administration (Educ 110).       9. The institution, through ownership or formal arrangements or agreements, provides and supports student and faculty access and user privileges to adequate library collections as well as to other learning/information resources consistent with the degrees offered. These collections and resources are sufficient to support all its educational, research, and public service programs. The College of Education is in compliance with this requirement. The library holdings were sufficient to meet NCATE standards in the 2000 review.       10. The institution provides student support programs, services, and activities consistent with its mission that promote student learning and enhance the development of its students. The College of Education is in compliance with this requirement. The college has the following: Certification advisors in the certification office (Educ 106) TSTA-SP preservice and student teacher organization Graduate student computer lab Office of External Relations (manages scholarships) Provide students workshops and practice examinations for certifying examinations More information about student services can be found at http://www.educ.ttu.edu/       11. The institution has a sound financial base and demonstrated financial stability, and adequate physical resources to support the mission of the institution and the scope of its programs and services. The institution provides the following financial statements: (a) an institutional audit (as distinct from a systemwide or statewide audit) and management letter for the most recent fiscal year prepared by an independent certified public accountant or an appropriate auditing agency employing the appropriate audit guide; (b) an annual budget that is preceded by sound planning, is subject to sound fiscal procedures, and is approved by the governing board; and (c) a schedule of changes in unrestricted net assets, excluding plant and plant related-debt (short and long-term debt attached to physical assets). The College of Education is in compliance with this requirement. Routes of compliance: Support for faculty and departmental expenses from the university Contributions from donors   a. Institutional Audit: The College of Education was last audited in year 2000 by the Internal Audit staff of the university.     b. Annual Budget: The annual budget of the College of Education is prepared by the Associate Dean for Administration. The budget is reviewed and approved by the Office of the Provost.   c. Changes in Net Assets: Not applicable to unit level.     COMPREHENSIVE STANDARDS For every Comprehensive Standard mandating a policy or procedure, it is implicit that the policy or procedure is in writing, approved through appropriate institutional processes, published in appropriate institutional documents accessible to those affected by the policy or procedure, and implemented and enforced by the institution. For obtaining or maintaining accreditation with the Commission on Colleges, an institution must meet the following Comprehensive Standards:   Institutional Mission, Governance, And Effectiveness Institutional Mission 1. The institution has a clear and comprehensive mission statement that guides it; is approved by the governing board; is periodically reviewed by the board; and is communicated to the institution’s constituencies. The College of Education is in compliance with this standard. The mission for the College of Education may be found at: www.educ.ttu.edu/docs/facultyhandbook.pdf The mission of the college was reviewed and approved as part of the strategic plan by the TTU Board of Regents at their regular meeting of December 2001.       Governance and Administration 2. The governing board of the institution is responsible for the selection and the evaluation of the chief executive officer.   - Not applicable to unit level.       3. The legal authority and operating control of the institution are clearly defined for the following areas within the institution’s governance structure:   a. the institution’s mission;   b. the fiscal stability of the institution;   c. institutional policy, including policies concerning related and affiliated corporate entities and all auxiliary services;   d. related foundations (athletic, research, etc.) and other corporate entities whose primary purpose is to support the institution and/or its programs.   - Not applicable to unit level.       4. The board has a policy addressing conflict of interest.   - Not applicable to unit level.       5. The governing board is free from undue influence from political, religious, or other external bodies, and protects the institution from such influence.   - Not applicable to unit level.       6. Members of the governing board can be dismissed only for cause and by due process.   - Not applicable to unit level.       7. There is a clear and appropriate distinction, in writing and practice, between the policy-making functions of the governing board and the responsibility of the administration and faculty to administer and implement policy.   - Not applicable to unit level.       8. The institution has a clearly defined and published organizational structure that delineates responsibility for the administration of policies. The College of Education is in compliance with this standard. The organizational structure for the college can be found at www.educ.ttu.edu/docs/facultyhandbook.pdf       9. The institution has qualified administrative and academic officers with the experience, competence, and capacity to lead the institution. The College of Education is in compliance with this standard. Evidence of administrative and academic officers’ experience, competence can be found in the office the of the Associate Dean for Administration (Educ 110).       10. The institution defines and publishes policies regarding appointment and employment of faculty and staff. The College of Education is in compliance with this standard. Appointment policy can be found in office of the Associate Dean for Administration (Educ 110).       11. The institution evaluates the effectiveness of its administrators, including the chief executive officer, on a periodic basis. The College of Education is in compliance with this standard. The Dean reports to the Provost and is evaluated annually. These documents are located in Dean’s administrative assistant’s office (Educ 110). All college administrators of the college report to and are evaluated annually by the Dean. These documents are located in Dean’s administrative assistant’s office (Educ 110). All college administrators are evaluated by tenure track faculty. These documents are located in Dean’s administrative assistant’s office (Educ 110)       12. The institution’s chief executive officer has ultimate responsibility for, and exercises appropriate administrative and fiscal control over, the institution’s intercollegiate athletics program.   - Not applicable to unit level.       13. The institution’s chief executive officer has ultimate control of the institution’s fund-raising activities.   - Not applicable to unit level.       14. An institution-related foundation, not controlled by the institution, has a contractual or other formal agreement that (a) accurately describes the relationship between the institution and the foundation, and (b) describes any liability associated with that relationship. In all cases, the institution ensures that the relationship is consistent with its mission.   - Not applicable to unit level.       15. The institution’s policies are clear concerning ownership of materials, compensation, copyright issues, and the use of revenue derived from the creation and production of all intellectual property. This applies to students, faculty and staff.   - Not applicable to unit level.       Institutional Effectiveness 16. The institution’s policies are clear concerning ownership of materials, compensation, copyright issues, and the use of revenue derived from the creation and production of all intellectual property. This applies to students, faculty and staff. The College of Education of is in compliance with this standard. EDUCATIONAL PROGRAMS AND EDUCATIONAL SUPPORT SERVICES: Each of the college’s academic programs has expected outcomes, assessments, and evidence of improvement as can be found in the College of Education Strategic Plan. The teacher and professional certification programs federal and state assessments are based on student performance on educator proficiency exams (ExCET and TExES). The federal standard is known as Title II and system is known as the Accountability System for Educator Preparation. These assessments use other colleges of education as the benchmark. Evidence of these assessment can be found in the certification office (See Donna Perry, Educ 106). For undergraduate and masters programs and support services, the college uses local assessment tools and as a benchmark has a criterion of “above average,” on 4 on a 5-point Likert scales. These instruments are not limited to student evaluation of instruction and alumni surveys (See Fred Hartmeister, Educ 106B; William Lan, 110AA) As an example and evidence of improvement based on the analysis of these results, improvements were made to advising and course syllabi. Also, the college instituted examination workshops and practice sessions for students preparing to take the test. The college strategic plan can be found at http://www.educ.ttu.edu/docs/strategicplan/coe_strategic_plan.pdf. The college strategic plan and assessment report can be found at http://techdata.irs.ttu.edu/stratreport/ ADMINISTRATIVE SERVICES: Administrative services are assessed annually by the Dean and the Administrative Council. Corrections are made as necessary to improve the operations of the college. For example, recent improvements to the certification office, including advising software, improved technology, improved Internet access for students, and additional staff support have improved services to students. (See Donna Perry, Educ 106).       PROGRAMS Educational Programs Standards for All Educational Programs: 1. The institution demonstrates that each educational program for which academic credit is awarded is (a) is approved by the faculty and the administration, and (b) establishes and evaluates program and learning outcomes.     a. The College of Education complies with this standard. Policies for the approval of course credit can be found in office of the Associate Dean for Undergraduates (Educ 106) and at www.educ.ttu.edu/docs/facultyhandbook.pdf     b. The College of Education complies with this standard. Evaluation of programs can be found in the annual Certification Report (Educ 106), the 2000 NCATE report, and various reports generated by the Dean of administration (Educ 110).       2. The institution’s continuing education, outreach, and service programs are consistent with the institution’s mission.   The College of Education complies with this standard. Evidence of this policy can be found in the Texas Tech University Catalog: http://www.depts.ttu.edu/officialpublications/pdfs/Catalog.pdf.        3. The institution publishes admissions policies consistent with its mission. The College of Education complies with this standard. Admission policies can be found in the Undergraduate Handbook for Teacher Certification and at www.educ.ttu.edu. These admissions standards are consistent with the university mission in every respect.       4. The institution has a defined and published policy for evaluating, awarding, and accepting credit for transfer, experiential learning, advanced placement, and professional certificates that is consistent with its mission and ensures that course work and learning outcomes are at the collegiate level and comparable to the institution’s own degree programs. The institution assumes responsibility for the academic quality of any course work or credit recorded on the institution’s transcript.   The College of Education complies with this standard. Evidence of this policy can be found in the Texas Tech University Catalog: http://www.depts.ttu.edu/officialpublications/pdfs/Catalog.pdf (p 156).       5. The institution publishes academic policies that adhere to principles of good educational practice. These are disseminated to students, faculty, and other interested parties through publications that accurately represent the programs and services of the institution. The College of Education complies with this standard. Evidence of “good educational practice” is documented by the 1995 and 2000 NCATE report. The College of Education is accredited by NCATE. Evidence of this can be found in the 2000 NCATE report found in the certification office (106).       6. The institution employs sound and acceptable practices for determining the amount and level of credit awarded for courses, regardless of format or mode of delivery. The College of Education complies with this standard. Evidence of this policy can be found in the Texas Tech University Catalog: http://www.depts.ttu.edu/officialpublications/pdfs/Catalog.pdf (p 156). Also, evidence of sound and acceptable practice can be found in the 2000 NCATE report. These practices are followed regardless of format or mode of delivery.       7. The institution ensures the quality of educational programs/courses offered through consortia relationships or contractual agreements, ensures ongoing compliance with the comprehensive requirements, and evaluates the agreement against the purpose of the institution.   - Not applicable to unit level.       8. The institution awards academic credit for course work taken on a noncredit basis only when there is documentation that the noncredit course work is equivalent to a designated credit experience.   - Not applicable to unit level.       9. The institution provides appropriate academic support services. The College of Education is in compliance with this requirement. The college has the following:   a. Certification advisors in the certification office (Educ 106)   b. TSTA-SP preservice and student teacher organization   c. Graduate student computer lab   d. Office of External Relations (manages scholarships)   e. Provide students workshops and practice examinations for certifying examinations.   f. Information about student support services can be found at www.educ.ttu.edu.       10. The institution defines and publishes general education and major program requirements for all its programs. These requirements conform to commonly accepted standards and practices for undergraduate programs as well as graduate and post-baccalaureate professional degree programs. The College of Education complies with this standard. Evidence of this policy can be found in the Texas Tech University Catalog: http://www.depts.ttu.edu/officialpublications/pdfs/Catalog.pdf (p 156). Degree and certification plans can be found at www.educ.ttu.edu/certification , in the Undergraduate Handbook for Teacher Certification, in Educ 106 (undergraduate and post baccalaureate) and Educ 106A).       11. The institution protects the security, confidentiality, and integrity of its student academic records and maintains special security measures to protect and back up data. The College of Education is in partial compliance with this standard. Currently the college is installing software that will make its Internet servers secure.       12. The institution places primary responsibility for the content, quality, and effectiveness of its curriculum with its faculty. The College of Education complies with this standard. Evidence of this policy can be found in the Faculty Handbook for the college, www.educ.ttu.edu/docs/facultyhandbook.pdf.       13. For each major in a degree program, the institution assigns responsibility for program coordination, as well as for curriculum development and review, to persons academically qualified in the field. In those degree programs for which the institution does not identify a major, this requirement applies to a curricular area or concentration. The College of Education complies with this standard. The college has two majors leading to a bachelor’s degree. The first is Multidisciplinary Studies (Dr. Holly Johnson, program coordinator and creator,). Dr. Johnson is a recognized expert in the field of middle school education. The second major in the college is Multidiciplinary Science (Dr. Gerald Skoog, program coordinator and creator). Dr. Skoog is a leader in the field of science education. See www.educ.ttu.edu for more information about these programs. 14. The institution’s use of technology enhances student learning, is appropriate for meeting the objectives of its programs, and ensures that students have access to and training in the use of technology. The College of Education complies with this standard. The college offers 30 courses at a distance. These can be viewed at www.educ.ttu.edu/distance. The College also has 3 distance education classrooms, 2 PC labs, 1 Mac lab, a computerized testing center, and computer lab dedicated for graduate student and faculty use. Details on these labs can be found in the Office of the Associate Dean for Administration (Educ 110). Standards Specific to Undergraduate Programs: 15. The institution identifies competencies within the general education core and provides evidence that graduates have attained those college-level competencies.         16. The institution awards degrees only to those students who have earned at least 25 percent of the credit hours required for the degree through instruction offered by that institution.   Standards Specific to Graduate and Post-Baccalaureate Professional Programs: 17. The institution’s post-baccalaureate professional degree programs, and its master’s and doctoral degree programs are progressively more advanced in academic content than undergraduate programs. The College of Education complies with this standard. Evidence of this policy can be found in the Texas Tech University Catalog: http://www.depts.ttu.edu/officialpublications/pdfs/Catalog.pdf. Further, program descriptions and degree plans can be found in the Office of the Associate Dean for Graduate Education and Research (Educ 106A).       18. The institution ensures that its graduate instruction and resources foster independent learning, enabling the graduate to contribute to a profession or field of study. The College of Education complies with this standard. Evidence of this policy can be found in the Texas Tech University Catalog: http://www.depts.ttu.edu/officialpublications/pdfs/Catalog.pdf. Also, the College of Education has a computer lab dedicated for graduate student use. This lab has a variety resources including scanners, high speed printers, quantitative and qualitative research tools and software. Instruction of graduate students in the college can vary from the use discussion format to distance delivered courses. The College provides resources for faculty and studnets. Resources are available in the form of research assistants, secretarial support, transcribing assistance, editing assistance, and statistical assistance. The College’s Learning Resources Center (LRC) purchases and maintains a collection of audio-visual resources for faculty use as well as copies of state-adopted textbooks and practitioner materials. The LRC also provides faculty with computer assistance and with assistance in developing multimedia presentations and web-based projects. The university has negotiated Microsoft’s Campus Agreement Program license providing faculty with the latest software for both home and office and allowing for compatibility among colleagues.       19. The majority of credits toward a graduate or a post-baccalaureate professional degree is earned through the institution awarding the degree. In the case of graduate and post- baccalaureate professional degree programs offered through joint, cooperative, or consortia arrangements, the student earns a majority of credits from the participating institutions. The College of Education complies with this standard. Evidence of this policy can be found in the Texas Tech University Catalog: http://www.depts.ttu.edu/officialpublications/pdfs/Catalog.pdf. Also, documentation on graduate degree plans can be found in the Office of the Associate Dean for Graduate Studies and Research (Educ 106A).       Faculty 20. The institution employs competent faculty members qualified to accomplish the mission and goals of the institution. When determining acceptable qualifications of its faculty, an institution gives primary consideration to the highest earned degree in the discipline in accord with the guidelines listed below. The institution also considers competence, effectiveness, and capacity, including, as appropriate, undergraduate and graduate degrees, related work experiences in the field, professional licensure and certifications, honors and awards, continuous documented excellence in teaching, or other demonstrated competencies and achievements that contribute to effective teaching and student learning outcomes. For all cases, the institution is responsible for justifying and documenting the qualifications of all its faculty.   Credential Guidelines:   a. Faculty teaching general education courses at the undergraduate level: a doctoral or a master’s degree in the teaching discipline or a master’s degree with a concentration in the teaching discipline (a minimum of 18 graduate semester hours in the teaching discipline).   b. Faculty teaching associate degree courses designed for transfer to a baccalaureate degree: a doctoral or a master’s degree in the teaching discipline or a master’s degree with a concentration in the teaching discipline (a minimum of 18 graduate semester hours in the teaching discipline).   c. Faculty teaching associate degree courses not designed for transfer to the baccalaureate degree: a baccalaureate degree in the teaching discipline, or an associate degree and demonstrated competencies in the teaching discipline.   d. Faculty teaching baccalaureate degree courses: a doctoral or a master’s degree in the teaching discipline or a master’s degree with a concentration in the teaching discipline (minimum of 18 graduate semester hours in the teaching discipline). At least 25 percent of the discipline course hours in each undergraduate major are taught by faculty members holding the terminal degree–usually the earned doctorate--in the discipline.   e. Faculty teaching graduate and post-baccalaureate course work: earned doctorate/ terminal degree in the teaching discipline or a related discipline.   f. Graduate teaching assistants: master’s in the teaching discipline or 18 graduate semester hours in the teaching discipline, direct supervision by a faculty member experienced in the teaching discipline, regular in-service training, and planned and periodic evaluations.   The College of Education complies with this standard. Evidence of faculty competence can be found in the office of the Administrative Assistant to the Dean, (Educ 110C).       21. The institution regularly evaluates the effectiveness of each faculty member in accord with published criteria, regardless of contractual or tenured status. The College of Education complies with this standard. Evidence of this policy can be found in the Faculty Handbook for the college, www.educ.ttu.edu/docs/facultyhandbook.pdf.       22. The institution provides evidence of ongoing professional development of faculty as teachers, scholars, and practitioners. The College of Education complies with this standard. Evidence of professional development can be found in the faculty annual reviews. These can be found in the division offices (Educ 104, and Educ 103). The college abides by University.       23. The institution ensures adequate procedures for the safeguard and protection of academic freedom. See University Policy on academic freedom. The college abides by University Operating Procedure concerning academic freedom.       24. The institution publishes policies on the responsibility and authority of faculty in academic and governance matters. The College of Education complies with this standard. Evidence of this policy can be found in the Faculty Handbook for the college, www.educ.ttu.edu/docs/facultyhandbook.pdf.       Library and Other Learning Resources 25. The institution provides facilities, services, and other learning/information resources that are appropriate to support its teaching, research, and service mission.   - Not applicable to unit level.       26. The institution ensures that users have access to regular and timely instruction in the use of the library and other learning/information resources.   - Not applicable to unit level.       27. The institution provides a sufficient number of qualified staff--with appropriate education or experiences both in library or other learning/information resources–to accomplish the mission of the institution.   - Not applicable to unit level.       Student Affairs and Services 28. The institution publishes a clear and appropriate statement of student rights and responsibilities and disseminates the statement to the campus community.   - Not applicable to unit level.       29. The institution protects the security, confidentiality, and integrity of its student records.   - Not applicable to unit level.       30. The institution provides services supporting its mission with qualified personnel to ensure the quality and effectiveness of its student affairs programs.   - Not applicable to unit level.       RESOURCES Financial and Physical Resources 1. The institution’s recent financial history demonstrates financial stability.   - Not applicable to unit level.       2. The institution provides financial statements and related documents, including multiple measures for determining financial health as requested by the Commission, which accurately and appropriately represent the total operation of the institution.   - Not applicable to unit level.       3. The institution audits financial aid programs as required by federal and state regulations.   - Not applicable to unit level.       4.