INVENTORY OF CONCURRENT ACCREDITATION AND KEY PERFORMANCE INDICATORS
Specialized program accreditation can provide an external measure validating educational effectiveness, especially as these agencies increase their
attention to assessment of student learning.  Upon request, each program can supply much more information from the most recent accreditation review.
Selected indicators are summarized in this table only for the most recent three years available.
(1) Professional, special, State, or programmatic accreditations currently held by institution (by agency and program name)	(2) Date of most recent accreditation action by each listed agency	(3) Summary ("bullet points") of key issues for continuing institutional attention identified in accreditation action letter or report	(4) Key performance indicators as required by agency or selected by program (licensure, board, or bar pass rates; employment rates, etc.)	(5) For at least one indicator for each program, provide up to 3 years of trend data.  Institution may wish to link cell to a graph or other format.
Department of Engineering: Undergraduate
ABET (formerly Accrediting Board for Engineering and Technology)
B.S./B.A. in Electrical Engineering	July 2004	Two concerns were raised by the visiting team regarding assessment and resources.  These were resolved through ABET's due process procedure, and there are no outstanding concerns.	ABET does not require specific performance indicators.  Program administers the Educational Benchmarking Incorporated (EBI) survey to seniors and tracks the following indicators: • Instruction and interaction in major courses • Course quality • Overall program effectiveness	Mean overall program effectiveness: • 2006: 4.75 • 2005: 4.78 • 2004: 4.75 Item is scored on a 7-point scale.
B.S./B.A. in Industrial & Systems Engineering	July 2004	Two concerns were raised by the visiting team regarding weakness in program educational objectives and a vacant faculty slot.  These were resolved through ABET's due process procedure, and there are no outstanding concerns.	ABET does not require specific performance indicators.  Program administers the Educational Benchmarking Incorporated (EBI) survey to seniors and tracks the following indicators: • Instruction and interaction in major courses • Course quality • Overall program effectiveness	Mean overall program effectiveness: • 2006: 5.61 • 2005: 5.38 • 2004: 5.56 Item is scored on a 7-point scale.
B.S./B.A. in Mechanical Engineering	This program began in 2004.  The first ABET visit occurred in October 2007, with program approval expected July 2008.	Pending	Pending	Pending
School of Law: Graduate
American Bar Association (ABA)
Juris Doctor (J.D.)	Spring 2005	• Provide students with a rigorous upper level legal writing experience. • Provide students with substantial instruction in professional skills beyond the first year curriculum.	• Graduation rates • Bar pass rates • Employment rates	Bar pass rates: • 2007: 80.0% • 2006: 75.5% • 2005: 70.9%
School of Business Administration: Undergraduate and Graduate
Association to Advance Collegiate Schools of Business (AACSB)
• School of Business Administration • Separate accreditation for accounting program	June 1999	• State of expanded graduate programs, institutes and centers, including evidence demonstrating  sufficient resources are in place to support overall high quality of these offerings and activities • Maintenance and enhancement of faculty research productivity to support the goals of recruiting higher quality students, continued movement toward a teacher/scholar faculty model, and new program initiatives • Enhanced development and implementation of processes that asses the effectiveness of the degrees offered, as well as a plan for directing and measuring progress and achievement of mission and objectives relating to global business and applied research • Maintenance of sufficient full-time faculty and appropriate deployment • Expanded use of technology and assessment of how its use is supporting continuous improvement in delivery of business education • Improved processes and results for distribution of management of information for determining teacher assignments, faculty annual review, and student quality within the school compared to that of the university	• Percentage of students enrolled in study-abroad programs • Embedded assessments in global business practices, business writing, oral communication, leadership & interpersonal skills, critical analysis, use of technology, and ethical attitudes & values • EBI Senior Student Survey data pertaining to writing skills, presentation skills, effective leader abilities, critical thinking, and  technology skills • CPA Exam Results	Mean answer for "To what extend did the business program enhance your writing skills?" BBA • 2007: 4.97 • 2006: 4.80 • 2005: 4.92 Accounting • 2007: 4.94 • 2006: 4.86 • 2005: 5.01 Item is scored on a 7-point scale.
School of Leadership and Education Sciences: Graduate
California Commission on Teacher Credentialing (CCTC)
Education Specialist Preliminary • Mild/Moderate • Moderate/Severe • Early Childhood Education Specialist Intern • Mild/Moderate • Moderate/Severe • Early Childhood Education Specialist Professional • Mild/Moderate • Moderate/Severe • Early Childhood	May 2002	None	• CSET and CBEST pass rates • Research project • Poster and portfolio
Education Specialist Preliminary • Deaf and Hard of Hearing Education Specialist Intern • Deaf and Hard of Hearing	May 2005	None	• CSET and CBEST pass rates • Culminating project
Pupil Personnel Services	May 2002	None	• Action research project • First semester fieldwork evaluation • Final fieldwork evaluation
Administrative Services Preliminary Administrative Services Intern	January 2007	None	• Centerpiece assignment from EDLD 558 • 2nd semester final evaluation • 4th semester final evaluation • Portfolio and platform score
Multiple Subject 2042 Preliminary Single Subject 2042 Preliminary Multiple Subject BCLAD Preliminary	August 2002 August 2002 March 2004	None	• CSET and CBEST pass rates • Embedded signature assignments • Midpoint portfolio/interview • Student teacher final evaluation • PACT teaching event
National Council for Accreditation of Teacher Education (NCATE)
All CCTC-accredited programs, plus master’s programs in teacher education	April 2005	• Field supervisors do not reflect the diversity of the region they serve. • The role of the Teacher Education Council is not clearly defined or communicated.	Same as CCTC, above	Same as CCTC, above
Commission on Accreditation for Marriage and Family Therapy Education (COAMFTE)
M.A. in Marital and Family Therapy	April 2004	• Establishing diversity definitions and plans. • Providing diversity information to prospective students. • Providing disclosure policies. • Establishing and adhering to evaluation polices and procedures. • Documenting student achievement.	• National exam passing rates • Licensure rates • Memberships in AAMFT
Council for Accreditation of Counseling and Related Educational Programs (CACREP)
All master's programs in counseling	Seeking accreditation; first site visit expected in fall 2008	Pending	Pending	Pending
Hahn School of Nursing and Health Science: Graduate
California Board of Registered Nursing (BRN)
Masters Entry Program in Nursing	November 2006	• Changing curriculum to improve student satisfaction (change implemented Fall 2007). • Identifying methods to retain clinical faculty (increasing the number of benefited clinical faculty slots). • Improve environment to enhance faculty satisfaction (dissatisfied faculty have left).	• NCLEX pass rate • Graduate employment • Student attrition/retention	NCLEX pass rates: • 2007: 93% for first time              100% for repeaters • 2006: 93% for first time              100% for repeaters • 2005: 97% for first time              100% for repeaters Employment: • 2007: 100% of graduates employed in nursing • 2006: 100% of graduates employed in nursing • 2005: 100% of graduates employed in nursing
Nurse Practitioner programs	November 2006	• Clinical experience for women’s health practicum students deferred to spring semester instead of fall (minor curriculum revision approved to offer practicum both semesters,  February, 2007). • Revise program evaluation plan to include timeline and responsible individuals and committees (revised program evaluation approved, February, 2007). • Strengthen communication between administration, faculty, and students (increased participation of clinical faculty at regularly scheduled faculty meetings and events; information about availability of APN Director and Student Affairs Committee added to NP Student Handbook ). • Increased instruction in the legal aspects of APN nursing  (NP faculty reviewed where this focus is included in April and May, 2007, and determined where to strengthen this content).	• National certification exam pass rates (ANCC, PNCB) • Student attrition/retention	National certification exam pass rates: ANCC Family Nurse Practitioner • 2006: 100% • 2005: 100% • 2004: 100% ANCC Adult Nurse Practitioner • 2006: 75% • 2005: No exam takers • 2004: No exam takers PNCB Pediatric Nurse Practitioner • 2007: 71% • 2006: 100% • 2005: 100%
Commission on Collegiate Nursing Education (CCNE)
B.S. in Nursing (for RNs)	Fall 1999	All standards met; no compliance concerns or areas for improvement cited.	• Student attrition/retention • Graduate employment • Continuing education to acquire MSN • Student satisfaction • Employer satisfaction	Continuing education for MSN: • 2007: 100% • 2006:  95% • 2005:  90% Employment: • 2007:  100% of graduates employed in nursing • 2006: 100% of graduates employed in nursing • 2005: 100% of graduates employed in nursing
M.S. in Nursing, Executive Nurse Leader program	Fall 1999	All standards met; no compliance concerns or areas for improvement cited.	• Student satisfaction • Employer satisfaction	Student satisfaction: • 2007: 100% satisfied • 2006:  >80% satisfied • 2005:  <70% satisfied Employer satisfaction: • 2007: 100% satisfied • 2006:  90% satisfied • 2005:  70% satisfied
M.S. in Nursing, Adult Clinical Nurse Specialist and Nurse Practitioner programs	March 2008	All standards met; no compliance concerns or areas for improvement cited.	• Alumni rate of employment • Alumni rating of overall experience with program	Employment: • 2007: 53% working full-time, 33% working part-time • 2006: 74% working full-time, 19% working part-time Satisfaction: • 2007: 43% excellent, 36% good • 2006: 24% excellent, 59% good