PENNWEST CALIFORNIA

PENNWEST CLARION

PENNWEST EDINBORO

Self-Study
SUBMITTED TO THE MIDDLE STATES COMMISSION ON HIGHER EDUCATION
SPRING 2025

SELF-STUDY
Submitted to the

Middle States Commission
on Higher Education

Spring 2025
By

Pennsylvania Western University
Dr. Jon Anderson
President

Dr. Susanne Fenske

Accreditation Liaison Officer

2 • Pennsylvania Western University

Table of Contents
Executive Summary
Institutional Overview

4
4

Integration Timeline

10

Key Findings

14

In Conclusion: We Are Building PennWest

16

Standard I: Mission and Goals

16

Standard II: Ethics and Integrity

21

Standard III: Design and Delivery of the Student Experience

30

Standard IV: Support for the Student Experience

48

Standard V: Educational Effectiveness Assessment

66

Standard VI: Planning, Resources, and Institutional Improvement

75

Standard VII: Governance, Leadership, and Administration

88

Steering Committee and Working Group Members

98

Self-Study 2025 • 3

Executive Summary

Institutional Overview

P

ennsylvania Western University (PennWest) is a new
university deeply rooted in service to the people and
communities of western Pennsylvania. The university
was created through the integration of three state-owned
institutions — California University of Pennsylvania, founded
in 1852; Edinboro University, established in 1857; and Clarion
University, founded in 1867. PennWest launched on July 1,
2022, as a single university with three coequal campuses, each
dedicated to providing exemplary, career-relevant higher
education for learners at all stages of life while supporting
the region’s economic and workforce needs.
PennWest is a member of Pennsylvania’s State System of
Higher Education (PASSHE). PASSHE’s mission is “to provide
high-quality education at the lowest possible cost to students;
to increase educational attainment in the commonwealth; to
prepare students at the undergraduate and graduate levels
for professional and personal success in their lives; and to
contribute to the economic, social, and cultural development
of Pennsylvania’s communities, the commonwealth, and
the nation.” The universities are the most affordable fouryear option in the commonwealth. This is crucial because,
systemwide, 70% of traditional-age students — those who
enroll in a PASSHE school within a few years after high school
graduation — are from families earning at or below the median
household income in Pennsylvania. For these students,
in particular, higher education is a springboard to the
middle class, providing pathways to jobs that offer a familysustaining wage and opportunities for career advancement.
PennWest embraces its role as the higher education option
of choice for a population that includes many rural, urban,
low-income, and first-generation students, including those
who require substantial levels of financial, academic, and/or
personal support to thrive in a university setting.

4 • Pennsylvania Western University

Within our innovative three-campus model, undergraduate
and graduate students have opportunities to take hybrid
and online courses, as well as traditional campus-based, inperson classes. With the exception of those who teach online
courses only, faculty members are assigned to one “home”
campus; they utilize distance-learning technology to deliver
course content and interact with students at other PennWest
locations.
PennWest is committed to providing career-relevant
education within a strong liberal arts framework that prepares
students for a rapidly evolving workforce. Educational
pathways include associate, bachelor’s, master’s, and doctoral
degrees, as well as certificate and certification programs.
These programs are housed in three academic colleges, each
led by a dean: the College of Education, Arts, and Humanities;
College of Health Sciences and Human Services; and College
of Science, Technology, and Business. Within these colleges
are 14 academic departments that deliver more than 90
undergraduate and graduate degree programs, some with
multiple concentrations.
PennWest is now the second-largest public university
in western Pennsylvania, with more than 200,000 living
alumni, nearly 127,000 of whom reside in Pennsylvania, and
a “local” reach that extends from the shores of Lake Erie to
the greater Pittsburgh region and beyond. PASSHE data peg
the university’s overall economic impact at more than $750
million per year. Integration allowed for more efficient use of
personnel, especially in back-office operations and top-level
administration, yet our three campuses are still among the
largest employers in their respective communities.
According to the Fall 2023 census (E.1), PennWest served
8,336 undergraduate and 2,969 graduate students (2,842 in
master’s degree programs and 127 seeking doctorates). Of
those students, about 38% of undergraduates are eligible
for federal Pell Grants, 32% of degree/certificate-seeking
undergraduates (who completed a FAFSA) are the first in
their family to attend college, and nearly 17% are from
underrepresented minorities. A high percentage of PennWest
students live off campus, many returning home to meet work
and/or family responsibilities. Over 28% of our students live
in campus housing, while 33% — including many working
adults — are enrolled in fully online programs.
During the integration process that created PennWest, a
committee with representation from faculty, staff, students,
alumni, and trustees of our three legacy universities
developed a mission statement for the integrated university.
The committee reviewed the existing mission, vision, and

core values statements for California, Clarion, and Edinboro,
as well as research from communications and marketing
firms working with each university. The work of identifying

differentiators for the new university led to PennWest’s
Values. These principles guide our processes, interactions, and
planning as a means of attaining and delivering excellence.

Mission
Through innovation, academic excellence, and empowering environments, Pennsylvania
Western University provides accessible education that cultivates career-ready, life-long learners
and leaders, who enrich and engage each other, their communities, the region, and beyond.

Vision
Pennsylvania Western University empowers students to achieve meaningful goals through a
broad array of nationally accredited undergraduate and graduate programs, career-focused
learning, and support systems that foster lifelong success.

Values
Learning: We are a community of educators who provide a learning environment where
students thrive and achieve their educational, professional, and personal goals.
Growth: We are student-ready, guiding our students toward personal, financial, and
academic success.
Inclusion: We advocate for all members of our campus communities and provide an
equitable, supportive environment that builds a sense of belonging and togetherness.
Collaboration: We engage in innovative partnerships, programs, and opportunities to
address the needs of our regional communities and the state.
Culture: We share a sense of purpose that unites the Pennsylvania Western University
community at large and provides opportunities to learn, work, and thrive.

Self-Study 2025 • 5

FAST
FACTS
Total Endowment

Total Budget (E&G + Auxiliary)

$130.5 Million

$320 Million

Total Living Alumni

Nearly Total Living Alumni in PA

200,000+

127,000

Total Economic Impact

$750 Million
(Direct and indirect spending)

Total
Employees

50

49

Fall 2023 cohort

Fall 2023 cohort

States
Represented

Countries
Represented

38

Pell-eligible Students

32

First-generation
Undergraduate
Students

%

%

1,537
(November 2023)

3 Academic
Colleges and

14 departments
14 associate degrees
48 bachelor’s degrees
13 undergraduate
certificates
33 post-baccalaureate
graduate certificates

7 post-master’s
certificates
27 master’s degrees
4 doctoral degrees
(June 2024)

First-time, full-time,
degree-seeking students
Fall 2023

11,305

Fall 2023

300+

Clubs and
Organizations

Total Enrollment
Fall 2023

90+

Second largest
public university
in western PA

Degree
Programs

pennwest.edu
6 • Pennsylvania Western University

Integration
PennWest reflects on its integration process and legacy campuses within this self-study. “Legacy” refers to the institutions that
formed PennWest and their specific practices and data. While this self-study focuses primarily on PennWest, legacy information
may be referenced to establish foundational structures or data points.
The integration process, facilitated by consulting firm Baker Tilley, was pivotal. In Phase 1 (Fall 2020-Spring 2021), working
groups yielded key outcomes such as the Risk Log, identifying critical tasks that needed to be completed on a specific timeline or
were at risk for not meeting their deadline; consultation plans, which identified key stakeholders for each of the functional areas;
milestones, immediate tasks that needed to be done leading up to the legal launch of the university; and aspirational goals, or longterm goals to be met by the end of the 2025-2026 fiscal year. In Phase 2 (Summer 2021-Winter 2022) Functional Implementation
Teams (FIT) were created to implement the working groups’ efforts, focusing on workflows (visual representations of processes
and procedures), policies, and Strategic Objective Workbooks that guided the final stages of the integration process.
The timeline on pages 10 to 13 depicts the PennWest integration story. Additional key events include the transition of
presidential leadership at PennWest, including the recent successful presidential search and subsequent steps.
After Baker Tilley’s involvement concluded, PennWest continued to build on its foundation. Significant post-founding projects
include the 2023-2026 Strategic Plan (E.2), academic program array (see Standard III), assessment plans (see Standards IV, V and
VI), University Strategic Planning Council (see Standards I and VI), and Middle States Self-Study, all discussed throughout this
report. In addition, an operational blueprint (E.3; E.4) spearheaded by interim President R. Lorraine “Laurie” Bernotsky aimed
to find operational efficiencies and strengthen the university’s financial position. In the spring of 2024, PennWest submitted
a Comprehensive Planning Narrative (CPP) to PASSHE, an ongoing requirement of the State System, articulating goals and
financial projections (E.5). While each of these initiatives and projects have their own focus, alignment among them ensures the
institutional mission and values are being achieved collectively.

Self-Study 2025 • 7

University Alignment Map
Strategic Plan
(Values)
2023 – 2026

MSCHE
Self-Study

(Priorities)
2023 – 2025

(Goals)
Spring 2024

Monitoring and
Assessment
of the
Strategic Plan

Learning

Growth

Comprehensive
Planning
Process (CPP)

Enhance
Student
Success and
Learning

Optimizing
Student
Retention
and Success

Culture

(Key Areas)
Dec. 2022 – Ongoing

Student
Experience
Enhancement

PASSHE
MISSION
(Goals)

Student
Success

Master
Schedule/
Program Array/
Gen. Ed.
Accountability
Enrollment
Mgmt. and
Marketing
Realignment

Inclusion

Collaboration

Operational
Blueprint

Promote
Professional
Growth to
Enhance
Collaboration

Fiscal
and
Operational
Stability

Organizational
Structure
Capacity
Culture
Enhance
the
Utilization of
Campus
Spaces and
Associated
Resources

Affordability
Physical Plant
Footprints and
Debt Service
Budget
Refinement

Financial
Stability

With each step in the planning process and as projects and goals are set, alignment across the institution remains a focus.
A key component of integration was establishing the PennWest brand across the institution. The marketing and communications
team has strategically rebranded each legacy institution under the PennWest name, prioritizing projects and developing phased
initiatives to maintain fiscal responsibility. The initial phase included creating a brand manual (E.6). With this manual as a guide,
all printed and electronic materials (e.g., for Admissions and alumni) were rebranded, light-post signage on each campus was
updated with PennWest banners, and all bookstores created PennWest branded merchandise.

8 • Pennsylvania Western University

• Highway directional signage: Designs have been
approved and PASSHE’s purchasing team is working with
PennDOT to have signs installed. Estimated completion
date is Spring 2025.

• Retention Strategy: A collaborative effort to improve
retention rates through initiatives such as enhanced
schedule-building for first-semester students, a
streamlined registration experience, and a first-year
experience (“Compass”) course.

• Admissions welcome centers: Design work is underway
and installation on all three campuses is expected by
Spring 2025.

These highlights are identified as part of the goals in
PennWest’s Comprehensive Planning Process (CPP) and
progress is regularly shared with the Office of the Chancellor.

• Campus welcome signage: Rebranded signs at campus
entrances are expected to be installed, pending all
approvals and purchases, by Winter 2025.

Institutional Priorities

Rebranding continues with high-priority projects such as:

Enrollment Projection Model
In addition to establishing the PennWest brand, another
key component of integration was developing an enrollment
projection model. PennWest initially relied on the various
enrollment projection models used at its legacy institutions,
but quickly saw the need to produce a PennWest-centric
model that would be holistic in nature. The new model
reflects cross-functional work with leaders from Strategic
Enrollment Management, Academics, Finance/Budget,
and Institutional Research. It recognizes the importance
of aligning our mission, goals, resource allocation, and
educational outcomes, and it gives PennWest a foundation to
do so. The enrollment projection model is discussed further
in Standards III and VI.

Other Recent Highlights:
• Operational Blueprint: A set of prioritized strategies to
increase operational efficiency and strengthen university
finances. Work in six key categories resulted in 17 action
items; progress in 2023 and 2024 has been reported to and
tracked by the Office of the Chancellor.
• Campus Planning Assessment: An in-depth assessment of
space utilization, deferred maintenance, and technology
needs on all three campuses, including a plan to reduce the
footprint of each campus and prioritize commonwealth
funds to address facilities issues.

Equipped with a mission statement focused on student
success and a strategic plan that puts learning at the heart of
PennWest, the university identified its Institutional Priorities
by reflecting on its integration path, considering its Values,
and identifying achievable goals.
Three Institutional Priorities are addressed in the self-study:
• Priority 1: Enhance student success and learning through
efficient registration processes and increased focus on
retention and completion rates.
• Priority 2: Achieve fiscal stability through a sound
budgeting process and increase operational strength by
addressing the Middle States legacy areas of improvement.
• Priority 3: Promote the professional growth of faculty and
staff to enhance collaboration and a sense of belonging.
The self-study allowed members of our university
community to reflect critically on how our Institutional
Priorities and our strategic plan align with PennWest’s
relatively new mission. It also enabled the university
to confirm its alignment with the seven Standards for
Accreditation (13th Edition), as well as the Requirements
of Affiliation and Verification of Compliance with Federal
Regulations. In addition, the university addressed Priority
2’s notes on the Middle States legacy areas of improvement,
compiling a chart from each previous MSCHE report and
addressing each item throughout this self-study (E.7).
While the MSCHE reports for California and Clarion were
most recent (2020 and 2022, respectively), Edinboro’s report
was from 2014, making several items obsolete due to the
timeframe and integration changes.

Self-Study 2025 • 9

BROAD INTEGRATION TIMELINE

2020
JUNE

Act 50 Passed Through the
General Assembly

OCT — MARCH 2021

JULY — OCT

Conducted Initial Review of Potential Impacts
of Integration and Select Universities

Phase 1: Workgroups (Risk Log, Consultation
Plans, Critical Path and Milestones,
Aspirational Goals, & Priorities)

OCT — APRIL 2021

Students, Faculty, and Staff Working
in 200+ Teams Developed Draft
Implementation Action Plans

2021
LEADERSHIP

MARCH — JULY

APRIL

Chancellor Introduced
Engagement Tracker

Board pproved Launch of
Public Comment/Review

JULY

Board Approved
Integration

JULY — DEC

Phase 2: FIT Teams (Implementation,
Workflows, Policies, Strategic
Objective Workbooks)

AUG — JUNE 2022

Consolidated Administration and
Undertook Integration Activities
Across all Functions

KEY HIGHLIGHTS

OCT

Selected Name
Pennsylvania Western University

KEY HIGHLIGHTS

NOV

Finalized Graduate Program Array
to Launch Summer 2022

2022
(CONTINUED NEXT PAGE)
10 • Pennsylvania Western University

2022
KEY HIGHLIGHTS

JAN

KEY HIGHLIGHTS

Launched
myPennWest Portal

MARCH

Unified PennWest
Data in Banner

APRIL

Integration Approved by NCAA
KEY HIGHLIGHTS

MAY

Brand Soft Launched

JUNE

Notified by MSCHE of
2024-2025 Evaluation Visit

JULY

Integration Approved by Middle States
and Dept. of Education

KEY HIGHLIGHTS

JULY

Integrated Tableau
Dashboards

JULY

Pennsylvania Western
University Founded

AUG — JULY 2023

Strategic Planning Process Began

(CONTINUED NEXT PAGE)
Self-Study 2025 • 11

BROAD INTEGRATION TIMELINE

2022

KEY HIGHLIGHTS

AUG

Brand Campaign Launched

AUG

First Class Started at PennWest

SEPT

Began Work with
Baker Tilley Consultants

SEPT — OCT
Integrated Council
of Trustees

KEY HIGHLIGHTS

SEPT

Launched People
and Culture Taskforce

KEY HIGHLIGHTS

OCT

OneSIS
Went Live
LEADERSHIP

OCT — JUNE 2023

OCT — NOV 2023

Dr. Bernotsky Joined Cabinet as a
Consultant and Launched Operational
Blueprint Plan

Conducted Solution Sessions

2023
(CONTINUED NEXT PAGE)
12 • Pennsylvania Western University

2023
KEY HIGHLIGHTS

LEADERSHIP

MARCH

JULY

First Registration

Presidential Transition –
Dr. Bernotsky,
Interim President

AUG

Strategic Plan
2023-2026 Launched

KEY HIGHLIGHTS

AUG

LEADERSHIP

Launched Undergraduate
Program Array and Reorganized
Academic Colleges

SEPT

Campus Leadership Teams

KEY HIGHLIGHTS

2024
LEADERSHIP

JAN — JULY

Launched
PennWest Assessment

KEY HIGHLIGHTS

Began Presidential Search

FEB

JULY

University Strategic
Planning Council Launched

Dr. Jon Anderson Began Presidency

FEB — AUG

SEPT

2025
MARCH — MAY

Integrated Student Government
and Student Association

MSCHE Site Visit

2026
Self-Study 2025 • 13

Self-Study Process
Approach
Although we have carefully mapped our Institutional
Priorities against the MSCHE Standards for Accreditation
and Requirements of Affiliation (E.8) and will provide an
integrated discussion of both, we have opted for a standardsbased approach to our self-study. This brings more
stakeholders into the conversation and allows for a rigorous
analysis of PennWest’s adherence to each standard as we take
steps to align everything we do with our university’s mission,
strategic plan, and Institutional Priorities. A standards-based
approach creates opportunities to continue discussions begun
during the integration process, keeping our key stakeholders
engaged in the work of moving PennWest forward.
Organizational Structure
A Steering Committee was charged with overseeing the
self-study process. It includes the 27 tri-chairs of the Middle
States Self-Study process and 66 committee members for
the seven standards. An open call went out for volunteers
to serve on the working group committees (E.9; E.10)
and communication around the process was shared with
PennWest stakeholders to ensure equal access for all (E.11;
E.12). After responses to the open call were received, the
Steering Committee and university leadership considered
potential members’ professional skills and knowledge of
their areas, and ensured that each working group committee
included students, faculty, staff, and representation from all
three PennWest campuses (see Working Group Members,
page 98).
Within each working group, members volunteered for
one of three tasks: seeking evidence of compliance with
the standard’s criteria, organizing that evidence into an
inventory, or writing the report. A self-study workbook (E.13)
was developed and supplied to each working group member
to promote equity, provide consistent information, and
support the group’s work. The workbook contained writing
guidelines, suggested evidence, standard criteria specific
to each group, Requirements of Affiliation, and lines of
inquiry, all in one resource. The steering committee also held
trainings, informational sessions, and open office hours via

14 • Pennsylvania Western University

Zoom to provide working groups with guidance and support
throughout the process (E.14; E.15; E.16; E.17; E.18; E.19; E.20).
The Steering Committee ensured regular stakeholder
communication through updates to the Council of Trustees
and university leadership, as well as an accreditation page on
the PennWest website that describes the self-study’s progress
and makes copies of campus communications available to all.

Intended Outcomes
PennWest leveraged the energy of new leadership, shared
governance, a dynamic mission, and a well-considered
strategic plan to advance our Institutional Priorities. The
university achieved these outcomes through our selfstudy process:
• We demonstrated the ways PennWest meets the Middle
States Standards for Accreditation, Requirements
of Affiliation, and Verification of Compliance with
Accreditation-Relevant Federal Regulations.
• We engaged the institutional community in an inclusive
and transparent self-appraisal process that actively
and deliberately sought to involve members from all
constituencies and stakeholder groups.
• We measured and assessed our progress in achieving
continuous improvement in implementing the
institution’s mission, its Institutional Priorities, and
its strategic plan; in further embedding educational
effectiveness and overall assessment into the university’s
culture; and in linking that assessment with planning and
improvements in student learning and achievement.

Key Findings
Standard I: Based on legacy data and best practices, PennWest
used collaborative and transparent processes to identify its
mission, values, and institutional goals, and to review them
for ongoing relevance as the institution evolved.
Standard II: PennWest clearly articulates policies that
support freedom of expression and promote respect for all
members of the university community, along with procedures
for providing input/feedback and addressing employee and
student concerns.

Standard III: PennWest codified its academic policies and
procedures and synthesized a rigorous, career-focused
program array, including a General Education program. The
university provides a strong scaffold of academic support for
students and clearly communicates their progress toward a
degree.
Standard IV: PennWest organized a diverse and highly skilled
cadre of staff to provide vital support services for students
across its three campuses, including clear information and
personalized guidance about financial aid and the cost of
higher education. Campus Leadership Teams (CLT) provide
campus-specific direct contacts for the community, along
with consistent communication.
Standard V: With the rare opportunity to examine the
effectiveness of legacy practices and “start fresh” in
assessment, PennWest built Student Learning Outcomes into
its entire curricula and implemented a multi-tier support
structure for the assessment process.
Standard VI: PennWest implemented key budgeting tools,
including an enrollment projection model, to enhance fiscal
and operational stability. Processes, teams, and resources
are in place to assess university operations, including
administrative, educational, and student support (AES) units,
technology infrastructure, and facilities.
Standard VII: PennWest has a transparent and well-defined
governance and administrative structure supporting its
educational mission, strategic plan, and Institutional
Priorities. The university demonstrates a commitment to
shared governance, an inclusive presidential search process,
DEI principles, and a culture of assessment.

Opportunities for Improvement
Any deeply reflective self-study will identify opportunities
for improvement. This is certainly true for PennWest. As
outlined above, in a brief few years many individuals worked
in teams to accomplish the necessary work of integrating
three institutions so they could be Better Together. This
process led to learning throughout the institution. While this
report provides a substantive argument for compliance with
all standards, PennWest is well aware that the landscape
of higher education is shifting and successfully navigating
the future will take conscientious effort and clear decision
making. The future of PennWest will continue to be
guided by the institutional priorities noted above, but with
refinements and additions in each area. Each priority is
reviewed below with specific opportunities for improvement
embedded within.
The first institutional priority, to enhance student success
and learning through efficient registration processes and
increased focus on retention and completion rates, will

continue to guide PennWest’s work. However, this priority
will be expanded to a broader set of activities. PennWest
has significantly increased efficiency and transparency in
its enrollment processes, but the future will require this
work to include earlier interventions in the recruitment
cycle. Building much tighter networks with PennWest’s
partners in the student pipeline, including high schools,
and organizations that employ working professionals with
higher education needs. This opportunity for improvement
will help ensure increases in enrollment and a stronger
financial foundation.
The second institutional priority, to achieve fiscal stability
through a sound budgeting process and increase operational
strength by addressing the Middle States legacy areas of
improvement, will also guide PennWest’s short-term future.
Once the short-term needs are addressed (and they are within
reach), the focus of this priority will turn to employing budget
reallocation to strengthen the student experience. Strategic
management and budget analysis won’t end for PennWest
when a solid fiscal position is reached; they will become
baked into normal operating processes of the “PennWest way.”
The third institutional priority, to promote the professional
growth of faculty and staff to enhance collaboration and a
sense of belonging, is likely the most impactful area for future
improvement. Within the last several years, the PennWest
community has worked tirelessly to ensure a smooth
experience for students. This has been accomplished while
navigating a pandemic and an integration. This process has
been successful, but it has come at a cost. As time moves
forward, PennWest will need to build a cultural infrastructure
that engages everyone in a network of belonging, engagement,
and productivity focused on student support. While many
institutions may be able to allow this work to develop on
its own, PennWest is a two-year-old institution that still has
growing pains, needs time to heal from the stresses of the
recent past, and must build a new way of being that is noted
for its healthy and engaging higher education community.
This work of culture building will be the single most
significant opportunity of the first full decade for PennWest.

Remaining Chapters
The following chapters are organized by standard,
following MSCHE guidelines with references to appropriate
criteria and evidence. The evidence inventory is organized by
standard, and citations throughout the chapter are identified
by the standard, criterion, and evidence number (E.21). Each
piece of evidence can be found in the Middle States portal
shared with the evaluation team.

Self-Study 2025 • 15

In Conclusion: We are Building PennWest
Pennsylvania Western University has embraced the rare opportunity to transform three long-standing universities into a
reimagined institution of higher education—and it has emerged from the integration stronger than ever before. As this report
demonstrates, PennWest is firmly rooted in its mission and values, and unwavering in its commitment to student success. It
has used collaborative processes to design and implement effective academic, operational, governance, and student resource
structures, all supported by efficient and well-managed technology. It has rebranded its campuses and built name recognition
throughout western Pennsylvania and beyond.
As it looks to the future, PennWest is taking bold steps to address legacy issues. Guided by a financial blueprint, a new
enrollment management projection model, and a thorough assessment of campus facilities, the university has made data-driven
decisions to secure a strong and sustainable future for the institution and the students and communities it serves.
Over the past four years, PennWest has accomplished a Herculean task: uniting three institutions as one, amid a pandemic,
while honoring the unique character and rich history of each coequal campus. While focusing first and always on the student
experience, PennWest has consolidated its administration, its faculty, its program array, and an extensive suite of student support
services. PennWest is also building a strong identity and culture that transcends geographical boundaries.
President Jon Anderson is committed to maintaining the university’s momentum as PennWest continues to evolve. This selfstudy provides a welcome opportunity to examine how far we have come as an institution, and where the path forward can lead.

Standard I Mission and Goals (ROA 7, 10)

CRITERION 1

Clearly defined mission and goals.
Mission
The Mission, Vision, and Values (I.1.1) of Pennsylvania Western University guide the university’s strategic plan (E.2),
institutional effectiveness, resource allocation, goal setting, and higher-education alignment. PennWest’s first working mission
statement (I.1.2) was formulated in 2021 by the integration Governance and Leadership working group, composed of faculty,
staff, alumni, students, and trustees. After reviewing the missions, visions, and values of the three integrating universities, as
well as research gathered by the marketing/communications firms working with the legacy institutions, the group explored what
PennWest could, and should, be: a university centered on the student experience, where decision-makers consider students first.
With student success as its priority, the group crafted a draft mission statement designed to reflect a strong, stable institution
positioned to meet PASSHE benchmarks and the region’s higher education needs. The committee’s draft mission statement
defined PennWest’s purpose, identified its primary stakeholders, and articulated its values. The working group shared the draft
mission with stakeholders, including the leads of all integration working groups and the Cabinet on each of the three campuses.
Feedback was solicited, and the draft was edited based on that input. This draft mission statement was used as a guide during the
integration process with the intention of refining it after PennWest launched.

16 • Pennsylvania Western University

Leaders from the three campuses met regularly between January and August 2022 to work on strategic initiatives focused on
differentiating PennWest and achieving sustainability. The work included a review of the Governance and Leadership working
group (I.1.2), the strategic focus areas from the Operating Model, aspirational goals, and stakeholder feedback.
In summer 2022, work continued to define the institution by establishing a common understanding of how the university
would function and to drive institutional and strategic planning. The PennWest Operating Model (I.1.3) opens with a mission
statement that clearly reflects the seven strategic focus areas for university planning that were developed and implemented in
cooperation with the Chancellor’s Office:
1. Academic innovation and excellence
2. Affordability
3. Career readiness
4. Diversity, equity, and inclusion
5. Enrollment growth
6. Fiscal sustainability and efficiency
7. Student success
In Spring 2023, the Strategic Planning Committee appointed a subcommittee to review the Governance and Leadership working
group draft to refine and update PennWest’s Mission, Vision, and Values. This broadly representative group (I.1.4) reviewed and
discussed the materials available to the Strategic Planning Committee, including the PennWest Operating Model and marketing
research, as well as the Guiding Principles and Core Focus areas.
Meeting weekly (I.1.5), the group collaborated on ways to express the uniqueness of PennWest’s commitment to student
learning and community service at a university that spans three campuses. It brainstormed by reviewing the legacy institutions’
mission and vision statements, drawing on keywords pulled from the Strategic Planning Committee documents, and considering
the question, “What will success look like for PennWest?”. The group formulated, revised, and edited drafts on a SharePoint site,
then settled on a vision statement and a revised mission statement that were proposed to Cabinet (I.1.6). Members of Cabinet
undertook further revision, then decided to take the subcommittee’s proposed vision statement as the university’s new mission
statement, and the mission became the vision.
Mission
Through innovation, academic excellence, and empowering environments, Pennsylvania Western University provides accessible education
that cultivates career-ready, life-long learners and leaders, who enrich and engage each other, their communities, the region, and beyond.
Vision
Pennsylvania Western University empowers students to achieve meaningful goals through a broad array of nationally accredited
undergraduate and graduate programs, career-focused learning, and support systems that foster lifelong success.
The revised mission and vision statements were shared with the entire university community and refined again before being
posted on the PennWest website. This two--year process demonstrates the significant ways individuals representing many
constituencies, both internal and external, were involved in crafting and revising PennWest’s mission statement. As the university
came together, it continued to evolve in a thoughtful and deliberative manner; the mission statement was continually reviewed,
assessed, and updated to reflect the evolving goals and priorities of the institution.

CRITERION 2

Institutional goals that are realistic, appropriate to higher education, and
consistent with the mission.
Formed in March 2024, a cross-campus University Strategic Planning Council (USPC) was created to monitor ongoing
assessment of the initiatives identified in the plan and the university’s progress toward reaching its goals. The USPC distributed
the Strategic Plan in a university-wide communication in May 2024 (I.1.7), recruiting volunteer students, faculty, and staff to serve
on subcommittees to address each value listed in the strategic plan: learning, growth, inclusion, collaboration, and culture (I.1.8)
(see Standard VI).
To realistically align PennWest’s mission, vision, values, and strategic plan to the scope of PASSHE and the higher education
industry at large, the university researched, analyzed, and addressed campus climate surveys (I.2.9) (see Standard II) and
documents from similar institutions (I.2.10). University administrators also collaborated with representatives from PennWest’s

Self-Study 2025 • 17

and PASSHE’s Diversity, Equity, and Inclusion offices to
collect data for the strategic planning subcommittee to use in
developing a three-year action plan with measurable goals.
Additionally, the ongoing Comprehensive Planning Process
(CPP) required by PASSHE has set three strategic goals, one
specific to the monitoring and assessment of the Strategic Plan
(E.5). Updates on PennWest’s progress are given regularly to
the Office of the Chancellor.

PennWest’s inaugural strategic plan covers the years
2023-2026. The work of addressing areas of improvement
and compliance throughout the monitoring process connects
with academic and administrative, educational, and student
support (AES) unit assessment and the alignment of strategies
and initiatives laid out in the strategic plan. These efforts are
discussed further in Standard VI.

CRITERION 3

Goals that focus on student learning and related outcomes and on institutional
improvement; are supported by administrative, educational, and student support
programs and services; and are consistent with institutional mission.
The university continues to make significant progress
in connecting resources and planning to student learning
outcomes. Based on PennWest’s Mission, Vision, and Values,
as well as General Education outcomes that align with Middle
States requirements and PASSHE policy, and incorporating
National Association of Colleges and Employers (NACE)
career-readiness competencies, PennWest has identified the
following institutional outcomes:
Pennsylvania Western University graduates will:
•
•
•
•

Seek, develop, evaluate, and use information effectively.
Act ethically, equitably, and inclusively.
Communicate impactfully.
Apply broad-based knowledge, interpersonal skills, and
professional expertise to identify and solve problems in
a complex and ever-changing world.

These outcomes are addressed further in Standard V.
To assess the success of resource planning and address
the need for fundamental changes, PennWest analyzes
achievement data such as graduation, retention, transfer,
and job placement rates — metrics that exemplify PennWest’s
mission to grow the university in terms of institutional and
student success.
The university also measures workforce outcomes,
graduate placements and salaries, and continuing education
courses for students.
Since PennWest began the integration process, identifying
and building on existing initiatives related to student success
and retention has been a priority. According to 2023 census
enrollment data (E.1), PennWest’s Fall 2021 cohort of firstyear, full-time, bachelor’s degree-seeking students showed
a retention rate of 69.9%. Reflecting the PennWest values of
learning, growth, inclusion, and collaboration, programs to
support students have been strengthened, student-retention
improvement measures have been implemented, and the
university continues to address needs and support student
success. PennWest has since seen an increase in retention,

18 • Pennsylvania Western University

year-over-year, to 70.4% in the 2022 cohort.
Recent approvals of changes to the General Education
program, such as a faculty-developed first-year experience
(“Compass”) course (I.3.11) set to launch in Fall 2024, will
support further growth in student retention and academic
success. The Compass course takes a holistic and processbased approach to supporting first-year students by
emphasizing the skills and behaviors that correlate with
student success and helping students begin to develop the
critical, reflective mindset that is essential to academic work
and successful careers. See Standard III, Criterion 5, for details.
Additional evidence demonstrating PennWest’s progress
in meeting its student achievement goals are the graduation
and post-graduate placement data from the 2022-2023 cohort.
In the most recent PASSHE workforce outcomes report
(I.3.12), the median wage for recent PennWest graduates was
$44,655 for students three years after graduation. Ten years
after graduation, that figure grew by 35.24%, to $60,390, with
significant gains for those graduates in STEM, health, and
education fields. Furthermore, 69% of PennWest graduates
are working in Pennsylvania three years after graduation.
(Note: These figures are an aggregate of the three legacy
campuses).
A “First Destination Survey” of graduate outcomes
(I.3.13) conducted by PennWest’s Career Center drew 1,828
respondents who graduated between August 2022 and May
2023, with 94.6% reporting they were either employed or
continuing their education. In this survey, 86% of graduates
said they are working in a field related to their academic
program or career interests. Leveraging the qualitative
and quantitative data from the destination survey allows
PennWest to continue developing programs and services
that support students’ personal, financial, and academic
success after graduation.
To assist students in becoming engaged and competent
learners, PennWest employs (as of Spring 2024) 19
Success Coaches (I.3.14), clerical staff, and supervisors in

the centralized Student Outreach and Success Office. Success
Coaches — professionals and graduate assistants — are trained
to assist new first-year students, transfer students, upperclass
students, and soon-to-be graduates, and to connect them with
appropriate campus resources.
In addition, each campus houses tutoring, supplemental
instruction, success coaching, peer mentoring, global
initiatives, study abroad, and veterans support services in one
central location, addressing the PennWest value of academic
success, growth, and inclusion. Students also can connect with
these services through Starfish, an online system designed to
increase student access to services, facilitate communication,
and support student success. These shared services provide
every PennWest student with the opportunity to learn, work,
and thrive (see Standards III & IV).

Human Resources Data
According to PennWest’s human resources data and
2023-2024 IPEDS data (I.3.15), the university employs
926 staff members and 611 full- and part-time faculty. In
keeping with its mission statement and values of inclusion
and culture, PennWest strives to advocate for all members
of the campus community by providing an equitable,
supportive environment for faculty, staff, and students
of all backgrounds. Of the 611 full- and part-time faculty,
53% are female and 14.2% are Hispanic/Latino, non-U.S.
resident, African American, Native, or Asian. With a mission
of providing a more diverse faculty cohort, PennWest plans
to increase faculty and staff diversity through national and
regional searches, including local
advertising venues as well
as outreach to local
community organizations.
PennWest advocates for
all members of our campus
communities and provides
an environment that builds
a sense of belonging and
togetherness.

Accessible Education
PennWest principally
serves
western
Pennsylvania, a
region with a
mix of rural,
suburban,
and
urban
demographics,
where
a
majority of

students receive some type of federal aid. Collectively, the
university’s undergraduate degree- and certificate-seeking
students received more than $49.9 million in federal aid, with
$16.5 million coming in the form of Pell grants during the
2022-2023 academic year (I.3.16). More than 58% of PennWest
students received aid from federal student loans and 38%
received Pell grants. The average federal student loan was
$6,261; the average Pell grant was $4,769.
For the 2022-2023 cohort, 226 students at PennWest
received Post-911 or GI Bill benefits totaling $1.5 million, an
average of $6,637 per individual. The Department of Defense
Tuition Assistance Program provided $962,876 for 262
students, an average of $3,675 per student (I.3.16).
A review of the graduation rates of full-time, first-time,
degree-seeking undergraduates within 150% of normal time
to completion found a transfer-out rate at 21% in 2023. Further
data from that review of the cohort shows that students who
received no Pell or Stafford loans had a 63% graduation rate.
(I.3.17).
In alignment with PASSHE’s mission to provide accessible
education for Pennsylvania students, tuition has remained
frozen (I.3.18) at all PASSHE institutions for the last six
years. PennWest’s Financial Aid Office collaborates with the
Pennsylvania Higher Education Assistance Agency (PHEAA)
to inform prospective and current students and their families
how to prepare for higher education (I.3.19). Students
admitted to PennWest are guided through several processes,
such as determining unusual circumstances, searching for
scholarships, using a timeline to plan for higher education
costs, and considering various methods of paying for college.
PennWest also provides documents and support for active
military service members and military-related students
(I.3.20) to help increase their eligibility for scholarships and
tuition discounts, receive priority scheduling, and transition
from military to academic life.

Self-Study 2025 • 19

CRITERION 4

Periodic assessment of mission and goals to ensure they are relevant and achievable.
PennWest’s Mission, Vision, and Values were reviewed during the strategic planning process to verify their continued
relevance, and they will be reviewed again in Fall 2025 when work on the next strategic plan begins. Until then, the Office of
Institutional Effectiveness (IE) has developed a tracker (I.4.21) to monitor the mission, vision, and goals for each division, as well
as the institutional Mission, Vision, and Values that will be reviewed by the USPC, with recommendations provided to Cabinet
for review and approval, including the dates of each review. Annually, IE will prompt each vice-presidential area to revisit the
documents to ensure their relevance and verify that the most up-to-date information is recorded.

Strengths
• Each PennWest campus brings legacy reports, data, and traditions to the newly formed institution, which can assist in
establishing best practices for future mission/goals development.
• The university maintains a student-focused approach to strategic planning and curriculum development.
• Faculty, staff, and administrators maintain flexibility and commitment to the unified university, so collective decision-making
and planning can be more effective.
• PennWest continues to be adaptable and fluid in updating and improving strategies and procedures related to its mission and
strategic plan. This is evident through the levels of reviews within each audience and demographic of the three campuses.
• The university’s Mission, Vision, and Values provide the framework on which the strategic plan was built. As such, they
establish the foundation from which major decisions are made at the Cabinet level. They also were featured prominently in
the Presidential Search Prospectus to ensure that candidates were aware of their importance at the institution.

Opportunities
• The integration process that created PennWest delayed our ability to plan ahead. Reporting structures, roles, and responsibilities
were established simultaneously with the strategic planning process, which may have contributed to challenges in clearly
communicating priorities, strategies, or new approaches to stakeholders such as faculty and staff. Having defined a common
mission and goals, we now anticipate greater stability for the institution and its stakeholders.
• With more time and stability at the administrative level, more effective and efficient planning can take place, which can
impact each level of the organizational chart.
• With a new website and intranet (with a planned launch date of Summer 2024), better communication can occur within each
PennWest constituency, and vital resources will be more easily accessible.

20 • Pennsylvania Western University

Standard II Ethics and Integrity (ROA 1, 5, 6, 13, 14)

CRITERION 1

Commitment to academic freedom, intellectual freedom, freedom of expression, and
respect for intellectual property rights.
Members of the campus community are informed of the importance of academic freedom, intellectual freedom, freedom of
expression, and respect for intellectual property rights in multiple ways, including university policies, the Student Handbook
(II.1.1), student orientation programs, new-employee resources, and online training that faculty and staff must complete to
comply with federal and state guidelines. Additional training and information sessions are offered for academic departments,
university offices, and student organizations through the Office of Diversity, Equity, and Inclusion, as well as the Office of Equity
and Title IX.
The Association of Pennsylvania State College
and University Faculties (APSCUF) represents
faculty members and coaches employed at the
commonwealth’s 10 publicly owned universities.
Academic and intellectual freedom is addressed
in Article 2 of the collective bargaining agreement
(CBA). According to Article 2 (II.1.2), faculty members
are entitled to freedom of research, publication,
classroom discussion of their subject, and selection
of textbooks, and the right to free speech as citizens.
The CBA also requires academic freedom to be
accompanied by an equally demanding concept of
academic responsibility, which includes service and
effective teaching. PennWest’s Grading Policy (II.1.3)
also ensures that faculty are afforded freedom of
discussion in the classroom and a limited framework
for required assessment.
Student academic freedom is also protected through the Grading Policy and Course Syllabus Policy (II.1.4), both of which
ensure that students have access to the information they need to understand the subjects, requirements, and assessment criteria
of the courses they attend. Students are made aware of faculty members’ mandatory reporting requirements under the Sexual
Misconduct Policy in a manner that allows students to decide how they communicate such topics in assignments. The disclosure
of reporting requirements and the academic exceptions provided to class assignments and discussions, along with additional
reporting requirements for sexual violence toward a minor, ensures that students are aware of their rights to speak about these
topics in an academic setting and allows for the freedom to discuss such topics.
Although PennWest is committed to the principles of free inquiry and free expression, unlawful discrimination and
harassment as identified in the Sexual Misconduct Policy and Procedures (II.1.5) and Non-Discrimination
Policy (II.1.6) are neither legally protected expression nor the proper exercise of academic
freedom. PennWest’s Sexual Misconduct and Non-Discrimination policies are based
on model policies developed by PASSHE in 2020 and 2021; PennWest’s policies
were effective upon integration in July 2022.
Students on all three PennWest campuses can express themselves through
various means, including social clubs and student organizations. Among these
organizations are groups dedicated to supporting international students, and students
from various ethnic or multicultural groups and religious backgrounds, as well as
students who identify as LGBTQIA+ and their allies. The LGBTQIA+ organization,
in association with the DEI Office, holds Pride Month events (II.1.7) that are open
to all students, as well as Lavender Graduation ceremonies on all three PennWest
campuses. Student organizations also partner with academic departments to
present art shows and academic discussions on campus. The fine arts and applied arts

Self-Study 2025 • 21

departments, for example, regularly partner with various art clubs to present exhibitions of student-created artworks. Although
PennWest California houses the performing arts department, student drama and musical organizations present performances on
all three campuses. These performances are student-organized and student-run, with minimal assistance from faculty advisors,
giving students opportunities for free expression and inquiry into the subjects they are presenting.
PennWest supports the rights of students, staff, and faculty to engage in expressive activity individually and collectively. The
Time, Place, and Manner Policy (II.1.8) establishes guidelines that ensure that expressive activities do not interfere with university
operations, undermine the free speech rights of other individuals, or present harm to the university community. The Time, Place,
and Manner Policy can be found on the Policies page of the PennWest website; students, faculty, staff, and community members
can contact University Police, the Student Affairs Office, or the Risk Management Office with questions about this policy and its
procedures.
PennWest respects intellectual property rights of faculty and students by adhering to the university’s and PASSHE’s policies
and procedures designed to promote and protect intellectual property rights. An example is the PennWest Acceptable Use Policy
(II.1.9). PennWest also addresses intellectual property rights related to data and research through PASSHE’s Technology Transfer
and Commercialization Services Procedure/Standard 2018-37 (II.1.10). This standard/procedure defines, “the process that legally
protects new technology invented by faculty and others through research efforts and makes that technology available for public
use through licensing to third parties for manufacture, production, distribution, and sales.” To provide quality and objectivity
in research, PASSHE’s Management of Financial Conflict of Interest (FCOI) Procedure/Standard 2016-22 (II.1.11) provides a
framework to ensure that an investigator’s conflicting financial interests will not bias the design, conduct, or reporting of that
research. The Academic Integrity Policy (II.1.12) and the Student Code of Conduct (II.1.13) also make clear that plagiarism is not
tolerated at PennWest.

CRITERION 2

A climate that fosters respect among students, faculty, staff, and administration
from a range of diverse backgrounds, ideas, and perspectives.
PennWest is committed to maintaining an open and respectful campus climate. This commitment is evidenced in PennWest’s
2023-2026 Strategic Plan (E.2), which calls for the university to “advocate for all members of our campus communities and provide
a supportive environment that builds a sense of belonging and togetherness.” Strategy S1 under Growth focuses on “create[ing]
a welcoming, diverse campus culture that respects and celebrates a sense of belonging” to reduce graduation gaps, establish
baselines through student focus groups, and educate students on activism. Initiative E1.4 under Culture calls for “a strategy to
provide professional development on diversity, equity, and inclusion issues” for employees. To inform planning and strategies
regarding diversity, equity, and inclusion, PennWest collected demographic data in 2022 (II.2.14) and 2023 (II.2.15) on its students
and employees.

22 • Pennsylvania Western University

Demographic Data
Total headcount for Fall 2023 was 11,305 students (II.2.16), with
Total headcount for
an FTE of 9,132.3. Undergraduate headcount was 8,336, with an
FTE of 7,369. Graduate student headcount was 2,969, with an FTE of
1,763. Students came from almost all counties in Pennsylvania and
all 50 states, as well as Puerto Rico and Guam. Seventy-four percent
of students were white, with African American/Black being the next
largest ethnic/racial group, at 8%. Hispanic students made up 4% of
our enrollment, while 3% of students identified as “two or more races.”
(FTE of 9,132.3)
Asian, Pacific Islander, and Non-Resident Alien each accounted for 1%,
and American Indian enrollment was 0.1%. Nine percent of students
were listed as “unknown” because they did not provide racial or ethnic information. Unduplicated enrollment from July 1, 2022,
to June 30, 2023, was 10,564 undergraduates (headcount) with an FTE of 8,494, and 4,851 graduate students (headcount) with an
FTE of 2,726. Women comprised 61% of undergraduates and 74% of graduate students in the unduplicated data. The majority
of undergraduate and graduate 12-month unduplicated enrollment was white, with African American Employee reports (I.3.15)
showing there were 1,537 employees in November 2023, including full- and part-time permanent and temporary employees. This
includes 611 instructional staff. Many employees were white (1,379) with African American/Black making up the next largest
category (64), followed by Asian (37) and Hispanic (33). There were fewer than 15 employees in any other racial or ethnic category.

Fall 2023

11,305
students

Campus Climate

Community Action Team (ICAT)
PennWest has an Inclusive Community Action Team (ICAT) (II.2.17) on each
campus, led by DEI staff with members from various departments. These teams provide
support and educational resources in response to disruptions within the university
community, including hate speech. ICAT is separate from, but complementary to,
other university processes and services that enforce or adjudicate policies. ICAT
accepts reports online from any student, staff, or faculty member regarding actions
motivated by hostility toward other(s) based on their identity. When it receives a
report, ICAT reaches out to both complainant(s) and respondent(s), offering support
and/or education. ICAT also provides opportunities for discussion and advocacy
and offers resources to employees. In addition to outreach, ICAT has conducted
Building Bridges programs (II.2.18) in residence halls to facilitate communication and
understanding among students and other campus stakeholders of diverse racial and
cultural identities. These dialogues integrate with and enhance students’ academic
and campus-life experiences, providing a structured forum where they can listen to
and learn from one another.

Policies
PennWest maintains policies setting standards of behavior that support a respectful environment, such as the Student Code
of Conduct (II.1.13); Sexual Misconduct Policy (II.1.5); Non-Discrimination Policy (II.1.6); and Harassment, Intimidation and
Bullying Policy (II.2.19). These policies were developed with PASSHE, state, federal, and accreditation requirements in mind and
reviewed by the university’s legal counsel for compliance, and are all available on PennWest’s website. Additional standards for
employees are outlined in the following CBAs: AFSCME (II.2.20); APSCUF Coaches (II.2.21); APSCUF Faculty (II.2.22); SCUPA
(II.2.23); OPEIU (II.2.24); and SPFPA (II.2.25).

Climate Survey
PennWest participated in a PASSHE-wide campus climate survey from January through March 2022. Town hall presentations
were made to staff (II.2.26), students (II.2.27), managers (II.2.28), and faculty (II.2.29) in March 2023 to present the survey results
and allow for questions. The results also informed development of the 2023-2026 PennWest Strategic Plan and initiatives being
planned by the DEI Office, including the development of seminal statements (II.2.30) containing divisional values and pillars for
the office.

Self-Study 2025 • 23

People and Culture

Solution Sessions

An ad hoc People and Culture Taskforce (II.2.31; II.2.32)
was formed in Spring 2023 and then divided into several
smaller working groups that developed recommendations
for improving the university’s climate for employees. The
taskforce was charged (II.2.33) with conducting an analysis
of employees’ perceptions of the university’s work culture,
wellness programming, and leadership development, and
asked to identify and recommend best practices to attract,
develop, motivate, and retain quality employees; promote
a positive and healthy work environment; and invest in
the learning and development of employees. Taskforce
committees focused on five areas: employee onboarding, talent
development, employee morale, wellness/work-life balance,
and employee recognition. The taskforce’s work was aligned
with the strategic planning committee on employees. Taskforce
and committee membership were open to any employee who
wished to volunteer. Information from the taskforce was used
in developing the employee goals and metrics in the strategic
plan, as outlined in Strategy R1 under Collaboration (E.2).

In an effort to find ways to improve the student experience,
Dr. Zebulun Davenport from West Chester University
conducted a series of solution session focus groups (II.2.34)
on each campus for students, managers, and employees
by union, resulting in a report submitted to Cabinet in
Spring 2023. Davenport’s report led to changes such as the
establishment of Campus Leadership Teams and Campus
Leadership Councils (see Standard IV), a central integration
update space in the internal myPennWest portal, improved
marketing of campus-based resources, development of
advisory boards for areas such as Career and Professional
Development and the food pantries, implementation of the
Asset Essentials work order system, creation of an Enrollment
Management Operations Team, updated organizational
charts, centralization of Success Coaches in Academic Affairs,
and further progress toward an updated PennWest website.
Implementation of additional recommendations are still in
progress.

CRITERION 3

A grievance policy that is documented and disseminated to address complaints
or grievances raised by students, faculty, or staff. The institution’s policies
and procedures are fair and impartial, and assure that grievances are addressed
promptly, appropriately, and equitably.
Through resources such as its Policies webpage and
myPennWest internal portal, PennWest works to ensure
that all students, faculty, and staff are fully aware of welldefined policies and procedures for addressing grievances.
These include the Non-Discrimination Policy (II.1.6); Sexual
Misconduct Policy (II.1.5); Amorous Relationships Policy
(II.3.35); Student Complaint Policy (II.3.36); Clery Report
(II.3.37); Student Handbook (II.1.1); PennWest Reporting
Guide; Academic Integrity Policy (II.1.12); Academic Standings
policies for undergraduate and graduate students; Harassment,
Intimidation and Bullying Policy (II.2.19); graduate and
undergraduate course catalogs; Conducting Investigations
Received through PASSHE’s Incident Reporting System
Procedure/Standard 2013-17 (II.3.38); and New Employee
Resources Card (II.3.39). It is through these policies and their
grievance processes that PennWest ensures compliance with
all federal, state, and PASSHE policies and regulations.
All contracts address grievance procedures: Article 5 of
the APSCUF Faculty CBA (II.3.40); Article 13 of the SCUPA
CBA (II.3.41); and Article 37 of AFSCME CBA (II.3.42). In 2023
there were 10 grievances filed, in 2022 there were 14, and in
2021 there were seven (II.3.43; II.3.44; II.3.45). The number
of grievances filed in a particular year can vary greatly
depending on circumstances such as retrenchment, special

24 • Pennsylvania Western University

situations (e.g., COVID-19 mitigation measures), and changes
in policies. Lower grievance numbers in the lead-up to
integration, followed by an increase, indicates the bargaining
units’ willingness to work with management through the
initial integration process.
Human Resources and the Equity and Title IX Office work
with employees to determine the best process for addressing
employee concerns on a variety of topics, including bullying,
working conditions, accommodations, and other policy
and non-policy issues. Many cases can be handled at the
department level by chairs or supervisors. The Provost’s
Office works with faculty, deans, and department chairs to
deal with faculty concerns that department chairs are unable
to address.
Individuals seeking employment with PennWest who
believe they have been discriminated against are informed
through job postings (II.3.46) to contact the Equity and Title
IX Office. They also may report violations of state and federal
employment regulations using the PASSHE Fraud, Waste, and
Abuse reporting system (II.3.47). Provision of this information
and inclusion of the Office of Equity and Title IX in the hiring
process help to ensure diversity, equity, and inclusion in the
hiring process.

The Dean of Students Office is responsible for reviewing,
maintaining, and enforcing the Student Code of Conduct
(II.1.13), which is intended to “teach civic principles within
the context of the academic mission.” The Student Code
of Conduct includes the Statement of Student Rights and
Responsibilities. Reports of code violations are reported to
the Dean of Students Office through the Maxient reporting
system. This system also assists the office in tracking code
violations per semester. The Student Code of Conduct
outlines the process used to address alleged violations of the
behavioral expectations defined within the code. This process
is designed to be fair and impartial, while complying with the
requirements set forth in the Pennsylvania Code regarding
student disciplinary due process. Due process for sexual
misconduct allegations falls under the Sexual Misconduct
Policy and Procedure (II.1.5), according to federal regulations.
Students with disabilities are protected while on campus
through the provisions of Section 504 of the Rehabilitation
Act of 1973 and the Americans with Disabilities Act of 1990
(ADA). In accordance with these laws, PennWest provides
reasonable accommodations for qualified students with
disabilities to ensure equal access to its programs and
activities. For employees, the ADA/504 Requesting a
Reasonable Accommodation Policy (II.3.48) outlines the
process of requesting accommodations, and the NonDiscrimination Policy (II.1.6) outlines the grievance process
should accommodations be denied, or discrimination based
on differing ability be alleged. Employees file requests for
accommodation through the Office of Equity and Title IX. For
both employees and students, the Office of Equity and Title
IX reviews, tracks, and investigates claims of discrimination
based on ability.
The Residence Life and Housing Handbook (II.3.49;
II.3.50; II.3.51) contains information that helps students
to understand the policies, prohibited activities, and
expectations for living in the residence halls on any of
PennWest’s three campuses. It reminds students that they are
accountable for their conduct and are held to the standards
presented in the Student Code of Conduct.
PennWest’s Academic Integrity Policy (II.1.12) delineates
the expectation that students will “understand the importance
of moral responsibility, honesty, and personal integrity in the
learning process.” The policy defines academic dishonesty
and the procedures that faculty follow when they believe a
violation has occurred. This process, which begins with the
class instructor, grants due process for students and rights to
appeal. Faculty members may refer violations of this policy to
the Dean of Students Office if they believe the violation falls
under the Student Code of Conduct. Otherwise, the faculty
member must hold a conference with the student to discuss
the charge before assigning a sanction; if a student does

not participate in such a conference, faculty may impose a
sanction at their discretion. Appeals by students can be made
to the academic dean of the college where the department is
housed; the decision of the dean is final on appeal. Faculty
also may choose to refer violations directly to the academic
dean, who will hold a conference with the student in instances
where a violation may be severe enough to warrant removal
from a major. No student will be expelled or suspended for
academic dishonesty without a hearing in compliance with
the Student Code of Conduct.
For students who believe there was a calculation error
or unsubstantiated academic evaluation by their instructor
that led to a discrepancy in course grade, the Grade Appeal
Policy (II.3.52) provides the appropriate grievance process.
This process begins with the course instructor and has
appeal rights through the department chair, academic dean,
and provost, with the provost being the terminal appeal. If
students believe they were discriminated against during a
course based on a protected class, the Office of Equity and
Title IX provides grievance processes according to the NonDiscrimination Policy (II.1.6) and/or Sexual Misconduct
Policy (II.1.5).

Self-Study 2025 • 25

CRITERION 4

The avoidance of conflict of interest or the appearance of such conflict in all
activities and among all constituents.
The basis for PennWest’s efforts to avoid conflicts of
interest lies in the Pennsylvania Public Official and Employee
Ethics Act (II.4.53). This act prohibits a public official or
employee from engaging in behavior that creates conflicts of
interest and provides reporting options. University trustees
are covered under the Ethics Act. PennWest utilizes the State
Ethics Commission Statement of Financial Interests form
(II.4.54) to identify possible financial conflicts of interest.
These forms are distributed annually by email to employees
required to complete them; returns are tracked by Human
Resources (II.4.55). PASSHE Policy 2012-01: Conflict of
Interest (II.4.56) establishes a process to address conflicts
of interest. PASSHE’s Conducting Investigations Received
through PASSHE’s Incident Reporting System Procedure/
Standard 2013-17 (II.3.38) requires documentation and sets
investigation obligations for any report received by the State
System, including conflicts of interest. PASSHE’s Management
of Financial Conflict of Interests (FCOI) Procedure/Standard
2016-22 (II.1.11) requires the avoidance of conflicts of interest
“in research, education and service activities” at all PASSHE
institutions. PennWest’s Amorous Relationship Policy
(II.3.35) establishes guidelines to limit abuse of power and
conflicts of interest in relationships between employees or
between employees and students when one participant has

26 • Pennsylvania Western University

any type of supervisory authority over the other. The Clarion
Student Association and the Student Association Inc. on the
California campus both have Conflict of Interest policies for
board members (II.4.57; II.4.58).
PennWest’s Purchasing Policy/Expenditure of Public Funds
follows PASSHE’s Expenditure of Public Funds Guidelines,
Standards, and Limits Procedure/Standard 2011-07 (II.4.59) in
limiting expenditures of public monies to the advancement
of PennWest’s mission. These policies specifically state that
all funds received by PennWest, including grant monies, are
to be considered public funds and follow the appropriate
spending requirements.
PennWest demonstrates transparency in multiple ways.
All approved PennWest policies (II.4.60) are located on the
PennWest website without any restrictions on access. Policies
also are identified on specific pages throughout the website
with links to the full policy whenever mentioned. PennWest
complies with the Pennsylvania Right-to-Know Law (II.4.61),
allowing interested parties access to information through a
process outlined in the law. This allows interested parties to
obtain information demonstrating the university’s compliance
with institutional, PASSHE, and state requirements regarding
conflicts of interest.

CRITERION 5

Fair and impartial practices in the hiring, evaluation, promotion, discipline, and
separation of employees.
The Office of Human Resources provides full-time, on-campus support for collective bargaining units and non-represented
staff members. Hiring procedures for faculty are detailed in Article 11 (II.5.62) of the APSCUF CBA. The PennWest Recruitment
Guide (II.5.63) provides guidelines for hiring managers to follow when seeking candidates to fill new or vacated positions; it is
applicable to all bargaining units. Prior to posting a position, supervisors complete a job description form that is reviewed by
Human Resources; all positions must be approved by the Cabinet and Human Resources before the position is posted. Supervisors
work with Human Resources to develop screening questions for interviews; the number of interviews can vary by position, but
at least one interview, whether on-campus or virtual, is required unless contractual bid rights apply. Human Resources and the
Office of Equity and Title IX oversee the hiring process to ensure that all requirements under federal law, state law, and PASSHE
policies are fulfilled, while ensuring that diversity, equity, and inclusion are considered during the hiring process. Additionally,
Article 3 of the APSCUF Faculty CBA and APSCUF CBA for Coaches (II.5.64) states that faculty members and coaches may not
discriminate against other faculty members, coaches, or candidates for employment based on protected class or other groups as
determined by law.
PennWest utilizes online resources and training materials for onboarding employees. This provides information in a
transparent, honest, and accurate manner so that all internal and external stakeholders are aware of it. New employees have
access to the New Employee Resource Card (II.3.39) on their myPennWest webpage, an internal portal used by the PennWest
community; it provides information about collective bargaining agreements, university policies, employee benefits, mandated
reporting requirements, and resources that employees need to get accustomed to campus. Departments are primarily responsible
for onboarding new employees, and Human Resources provides supervisors with a checklist (II.5.65) and tools that help them
understand what is needed to set a new employee up for success. The Provost’s Office conducts new faculty orientation for fulltime and part-time faculty each semester. The Center for Faculty Excellence also assists new and continuing faculty.
In accordance with Article 12 of the APSCUF CBA (II.5.66), all faculty members at PennWest are routinely evaluated under
criteria outlined in the agreement. Article 32 of the SCUPA CBA (II.5.67) also requires evaluations of represented employees
annually, or as conditions warrant. All other represented employee groups are evaluated as outlined in their CBAs and administered
through the Human Resources Office. Non-represented university employees are evaluated based on PASSHE policy; supervisors
complete annual evaluations of non-represented employees using tools provided by PASSHE (II.5.68).
See Criterion 1 for information about the grievance procedures and policies for employees. Human Resources and the HR
Connect online resource provide information on separation procedures for employees. Human Resources has created a separation
checklist (II.5.69) to help employees complete the process.

CRITERION 6

Honesty and truthfulness in public relations announcements, advertisements,
recruiting and admissions materials and practices, as well as in internal
communications.
PennWest engages in honest, transparent, and truthful communication with internal and external stakeholders. Policies such
as the Acceptable Use (II.1.9), Social Media (II.6.70), and Email Distribution (II.6.71) policies establish guidelines and standards
for communications. Standards for sharing information are set in the Availability of Employees for Information Dissemination
(II.6.72) and Data Request/Confidentiality (II.6.73) policies. These policies promote respect and honesty in communications and
compliance with institutional, PASSHE, legal, and accreditation requirements. The Inclusive Community Action Team (ICAT)
(II.2.17) and Student Code of Conduct (II.1.13) promote respectful and ethical communication within the university community.
PennWest adheres to the National Association of College Admission Counseling (NACAC)’s Article 1.A: Truthfulness
and Transparency Guiding Principles (II.6.74) in recruitment and admissions materials and practices. The marketing and
communications departments work closely with campus stakeholders (e.g., Admissions, Financial Aid, Residence Life, and
Housing) to acquire information and ensure the accuracy of completed projects aligned with the PennWest mission and brand.
Campus stakeholders provide information, a team creates the project, and the campus stakeholders approve the results. As
mentioned previously in the Executive Summary, the marketing and communications teams continue to implement strategic
rebranding of PennWest across all three campuses.

Self-Study 2025 • 27

PennWest and its Council of Trustees comply with all
transparency regulations and rules as promulgated under
the Pennsylvania Right-to-Know Law (II.4.61) and state
Ethics Act (II.4.53). Council of Trustees meetings also
comply with the Pennsylvania Sunshine Act, 65 PA.C.S.
§§ 701-716 (II.6.75); information about meeting schedules,
agendas, and access to meeting streams and recordings can
be found on the Council of Trustees website (II.6.76). In
addition, PennWest provides information about employees
designated as available for information dissemination, as
mandated by the Department of Education requirements
for information dissemination in the Availability of
Employees for Information Dissemination Policy (II.6.72).
Transparency in costs is discussed in Criterion 7.

CRITERION 7

Services or programs in place to promote affordability and accessibility; to enable
students to understand funding sources and options, value received for cost, and
methods to make informed decisions about incurring debt.
PASSHE’s mission is to provide a high-quality education at the lowest possible cost to students and ensure accessibility
regardless of one’s identity. PennWest is committed to providing accessible education and works to remain affordable to a diverse
student body.
The PASSHE Board of Governors sets tuition costs. In alignment with PASSHE’s mission to provide accessible education for
Pennsylvania students, tuition has remained frozen (I.3.18) at all PASSHE institutions for the last six years. Cost of attendance
information (II.7.77; II.7.78; II.7.79) is available on webpages for each campus location so students can make informed decisions.
It includes a transparent listing of tuition costs, fees, on-campus housing costs, and other general costs of attendance, along with
a Net Price Calculator tool. The PennWest.edu homepage includes a link to a Consumer Information page where this information
also is disclosed.
For students who need payment plans, the Billing website provides clear information about the payment plan process
(II.7.80), fees, and expectations. Additional information about student billing can be found in the Transact eAccounts card on the
student’s internal myPennWest portal. Students are eligible for a 100% refund if they drop classes before the end of the drop/add
period according to the university’s Refund Policy (II.7.81). If they withdraw from classes during the refund period, students are
eligible for a percentage refund based on the date of their withdrawal. The Insufficient Funds Policy (II.7.82) informs students
of the effect of checks provided to the university from accounts with insufficient funds and the process the
university follows when this occurs. Withdrawals from course(s) and the university are discussed in the
Course Withdrawal Policy (II.7.83).
Most PennWest students receive some form of financial aid, whether grants, loans, scholarships,
or work-study. Merit awards are available through the university, independent of need-based
scholarships; these are discussed in more detail in Standard IV. For the 2021-2022 academic
year, 98% of full-time, first-time, degree- or certificate-seeking students received financial
aid, with 63% receiving federal grants, 34% receiving state/local government
grants or scholarships, and 72% receiving student loan aid (II.7.84). Among
all undergraduate students, 86% received grant or scholarship aid and 64%
received federal student loans. Federal Title IV aid is available to PennWest
students. Continued receipt of federal Title IV aid is dependent on
satisfactory student progress, ensuring responsible distribution of
this aid. The PennWest Tuition and Aid website provides students
with information on these requirements.
Respecting the need for students to make informed
decisions, the Tuition and Aid webpage (II.7.85) provides

28 • Pennsylvania Western University

clear, transparent information on the costs of education and general costs of attendance, including tuition, fees, and additional
costs such as housing, meal plans, and parking fees. This information is broken down by campus, so students are fully aware of
the costs based on the campus they attend and not an average for the university. Web-based financial aid content and face-toface counseling are available on all three campuses. Information on all forms of financial aid is provided, including web-based
scholarship information for each campus. In addition, counselors assist with completing the FAFSA, as needed.

CRITERION 8

Compliance with all applicable federal, state, and Commission reporting policies,
regulations, and requirements.
PennWest is in compliance with all applicable federal, state,
and MSCHE reporting policies, regulations, and requirements,
including reporting the full disclosure of information on institutionwide assessments, graduation, retention, certification, and licensure
(II.8.86). The institution is also in compliance with the commission’s
Requirements of Affiliation; substantive changes affecting institutional
mission, goals, programs, operations, sites, and other material issues that
must be disclosed in a timely and accurate fashion; and with MSCHE
policies. PennWest has submitted the Institutional Federal Compliance
Report and Annual Institutional Update to MSCHE as required. The full
verification of compliance report is available in the evidence inventory
(II.8.87).

Conduct of Research
The Institutional Review Board (IRB) is a standing committee
responsible for ensuring that the rights and welfare of human research
participants are protected. All members of the University community
who engage in activities that are classified as research involving human
participants or any organization conducting research in which members
of the PennWest community are research subjects must submit their
research proposals to the IRB for review and approval.

CRITERION 9

Periodic assessment of ethics and integrity as evidenced in institutional policies,
processes, practices, and the manner in which these are implemented.
Ethics and integrity assessment is embedded into the structure of PennWest’s policies, processes, and practices. Each policy
contains requirements for regular review as determined by regulation or specific policy. PennWest’s administration collaborates
with the offices of Institutional Research and Institutional Effectiveness to ensure that PennWest programs and departments
have accurate data, effectively assess their programs/operations for continuous improvement, and follow federal, state, and local
regulations. More information about the assessment process can be found in Standards IV, V, & VI.

Strengths
• The CBAs of the bargaining units clearly delineate and define grievance processes and procedures for fair selection and
evaluation of staff and faculty, as well as academic freedom, intellectual freedom, freedom of expression, and respect for
intellectual property rights.
• PennWest’s general commitment to freedom of expression is defined in policy and its Student Code of Conduct.
• The policies that define grievance procedures and protections based on federal and state laws and regulations are clearly
written and transparent in their language to promote an appropriate educational environment. These policies are easily
accessible on the university website, and employees are trained on these policies.

Self-Study 2025 • 29

• PennWest works to ensure equitable and inclusive support for its students through a variety of outreach programs (e.g., the
Behavioral Intervention Team, discussed in Standard IV) to ensure that students encountering difficulties can have their
concerns addressed. Additionally, these outreach programs clearly communicate grievance processes and procedures as
defined in the university’s policies.
• PennWest worked to be fluid throughout the integration process, adjusting policies, procedures, and responsibilities to adapt
to evolving circumstances as three legacy institutions consolidated to form one university.

Opportunities
• The Office of Equity and Title IX and division of Student Affairs are finalizing a policy that clarifies where students with nonacademic, non-grade academic issues, and other issues not specifically addressed in policy, should go to have their concerns
addressed. The policy, which also strengthens reporting processes and documentation of resolutions, is expected to go into
effect in AY 2024-2025.
• To better assess the effectiveness and ethicality of policies, a policy on policies is being developed.
• PennWest is looking to develop a singular conflict of interest policy for its student government, and an overarching conflict
of interest policy for the university.
• PennWest continues to refine and develop its grievance policies and procedures, reporting procedures, and tracking across all areas
to meet best practices as determined by professional organizations, federal and state governments, and accrediting agencies.

Standard III Design and Delivery of the Student Learning Experience (ROA 8, 9, 10, 15)

CRITERION 1

Certificate, undergraduate, graduate, and/or professional programs leading to
a degree or other recognized higher education credentials: Array and quality of
academic programs.
Programs of Study
PennWest promotes quality through an academic array offered across three campuses, three academic colleges, and 14
departments. The synthesized PennWest curricula launched initially with graduate programs in Fall 2022 and undergraduate
programs in Fall 2023. As of June 2024, PennWest’s 2023-2024 academic catalog lists 14 associate degrees, 48 bachelor’s degrees,
13 undergraduate certificates, 33 post-baccalaureate graduate certificates, seven post-master’s certificates, 27 master’s degrees,
and four doctoral degrees (III.3.1).
Associate degree programs require a minimum of 60 credits, bachelor’s degree programs require a minimum of 120 credits
that fulfill General Education requirements and one major course of study, master’s-level programs range from 30-60 credits, and
certificate programs range from 12-18 credits. Doctoral programs are designed to align with professional standards of practice;
the number of credits varies. All guidelines for certificate and degree programs are documented within the academic catalog and
in alignment with the PASSHE policy on credit-hour requirements (III.1.2). If an academic program exceeds the maximum credit
requirement, the program must be reviewed at the institutional level and then approved by the PASSHE chancellor.
Online undergraduate and graduate programs offer a diverse range of academic options for students. Undergraduate programs
in various fields provide flexible and comprehensive educational options. Graduate programs extend this diversity, offering
advanced degrees and certificates in numerous disciplines.
Structures are in place to ensure a high-quality educational experience. The curriculum is overseen and approved by the
University Curriculum Committee (UCC), which reports through the Provost’s Office. As of Fall 2023, the UCC was composed of up
to 17 members (III.1.3), including faculty and administrators, ensuring diversity of college, academic department, and inclusion
of non-teaching faculty. The general workflow of the curricular process (III.1.4) was developed during integration through a
collaboration with external consultants. The workflows have been formalized into the UCC Bylaws and Policies (III.1.5; III.1.6),
which are available to faculty via a SharePoint site.

30 • Pennsylvania Western University

Program and Course Approval Process
All proposals for new courses and programs of study are initiated by the academic structure that oversees the relevant area
(typically an academic department). The department forwards proposed curricular changes to the UCC, which solicits review and
feedback from stakeholders. At the close of the feedback window, the UCC considers the proposal and votes on a recommendation,
which is forwarded to the university president or their designee (typically the provost). The president or designee then decides to
accept or deny the proposal (III.1.4).
Any decision to add a new academic plan of study (i.e., undergraduate or graduate program) requires approval from the
Council of Trustees and, ultimately, PASSHE. Proposed programs must provide data focusing on program viability, regional
needs, enrollment projections, alignment with the university mission, and the ability of the institution to support the program
within the existing infrastructure (III.1.7). The program approval process ensures that new programs are high-quality, will attract
students, and will be financially sustainable.
Each course in an undergraduate or graduate program, whether face-to-face or online, is reviewed by the UCC and sent to the
president (or designee) with a recommendation for action (III.1.8). This helps to ensure that online courses meet the same high
standards of quality and academic rigor as their on-campus counterparts.
Courses offered in both online and face-to-face formats maintain the same learning objectives and course outcomes. This
consistency guarantees that all students, regardless of the mode of instruction they choose, receive the same level of education
and are assessed on the same criteria. These courses are designed to cater to the evolving educational and professional needs
of students. The university website provides detailed information on specific programs, courses, and admission requirements.

Coherent Student Learning Experience
A coherent student learning experience involves the seamless integration of curriculum, pedagogy, and assessment methods.
PennWest programs are designed to provide students with a structured and logical progression of knowledge and skills in a
learning environment that encourages active engagement, critical thinking, and the application of knowledge. The General
Education (Gen Ed) program (III.5.9) is instrumental in crafting that learning environment.
The Gen Ed program creates a common learning experience and a common set of skills for all undergraduate students across
every campus. Gen Ed courses strengthen students’ foundational skills, encourage exploration beyond their primary academic
focus, and demonstrate upper-level skills in writing and higher-order thinking. For more about Gen Ed, see Criterion 5.
Adding courses to the General Education program follows the established course approval process (III.1.8); structural changes
to the program are initiated by the Faculty Senate. The Senate has a standing Gen Ed Committee (III.1.10) comprising the chair,
two members from each legacy campus, the provost or their designee, and a non-voting administrative member appointed by the
president. The committee’s charge is to oversee the review and assessment of the Gen Ed curriculum, make recommendations
for programmatic changes, and provide updates to the campus community.

Synthesis of Learning
PennWest promotes synthesis of learning, which emphasizes the development of higher-order thinking skills. Programs
should not only deliver content knowledge but also facilitate the integration of knowledge across disciplines and the application of
learning in real-world contexts. This requires a thoughtful and intentional approach to curriculum design, including opportunities
for research, experiential learning, and collaborative projects.
As outlined in the General Education requirements (III.5.11), critical thinking and synthesis of student learning are
accomplished largely through the capstone Keystone Experience requirement.

Self-Study 2025 • 31

CRITERION 2

Student learning experiences must be designed, delivered, and assessed by faculty
(full-time or part-time) and/or other appropriate professionals.
A. Rigorous and effective teaching, assessment of student
learning, scholarly inquiry, and service, as appropriate to
the institution’s mission, goals, and policies.
PennWest emphasizes rigorous and effective teaching
and assessment of student learning through its mission to
provide “innovation, academic excellence, and empowering
environments” and by valuing the university as “a community
of educators providing a learning environment where
students thrive and achieve their educational, professional,
and personal goals” (I.1.1). Embedded in PennWest’s
academic policies are guidelines for course and program
reviews, syllabi standards, faculty evaluation and review,
academic integrity, class attendance, faculty office hours,
faculty training for online instruction, grading, grade appeals,
and proctoring distance education courses. In addition, policies
regarding faculty evaluations, tenure, and promotion reflect the
university’s values of rigorous and effective teaching (II.4.60).
The emphasis on rigorous and effective scholarly inquiry
and service embedded in academic policies regarding
faculty evaluations, tenure, and promotion supports the
university’s mission to provide “accessible education that
cultivates career-ready, life-long learners and leaders” (I.1.1).
Valuing growth, inclusion, collaboration, and a shared sense
of purpose unites the PennWest community and provides
opportunities for students and employees to learn, work, and
thrive. In addition, through the financial support of faculty
professional development, the Office of Grants and Special
Programs, and engagement with the Indiana University of
Pennsylvania Research Institute, PennWest provides faculty
with tangible opportunities to pursue scholarly inquiries that
ultimately enhance students’ learning opportunities (III.2.12;
III.2.13; III.2.14).
In keeping with its mission to provide academic excellence,
PennWest assesses and continuously improves opportunities
for student learning. For example, the UCC Bylaws (III.1.6)
include a mechanism to analyze and review the Gen Ed
program through the General Education Committee within
the Faculty Senate (III.1.10). As mentioned above, the
committee is charged with developing and implementing its
own processes for data collection and review to ensure that
Gen Ed courses and the overall program are continuously
assessed. As an interim measure while the committee
develops a comprehensive PennWest Gen Ed assessment plan,
programmatic assessment of Gen Ed included administering
Territorium’s E-Proficiency Profile to 95 seniors in AY 2023-2024.

32 • Pennsylvania Western University

Academic programmatic student learning outcomes
assessment (SLOA) is faculty-driven within the framework
developed by the director of Assessment, in consultation with
faculty and the Provost’s Office. SLOA at PennWest is annual,
ongoing, self-assessing, and supported by the director and
the Office of Institutional Effectiveness, faculty program
assessment coordinators, senior-level faculty assessment
liaisons (with release time), an associate provost, and
committees within the Faculty Senate. (See Criterion 8 and
Standard V.)
B. Faculty are qualified for the positions they hold and the
work they do.
Regular and temporary faculty are appointed in
accordance with the faculty Association of Pennsylvania
State College and University Faculties (APSCUF) collective
bargaining agreement (CBA), Article 11 (II.5.62). Under this
article, a potential candidate must receive a majority vote of
department faculty and undergo an independent review by
the department chair before their name is submitted to the
president (or designee). The president may accept or reject the
recommendation. No candidate can be hired into a tenured
or tenure-track position without the recommendation of the
department’s faculty.
Hiring of part-time faculty is limited to 25% of the fulltime equivalent (FTE) of all faculty members employed at the
university. The university must remain in compliance with
the 25% limit, or the president must develop a plan to come
into compliance that is submitted to the chancellor and the
state Meet and Discuss committee for review. Temporary
faculty who have worked full time for five full, consecutive
academic years can, by vote of the department faculty, be
recommended for tenure-track status.
The PASSHE terminal degree standard (III.2.15) lays out
the definition of “terminal degree” for purposes of reporting.
Terminal degrees are degrees generally recognized by the
discipline as the highest awarded within that discipline.
Most of the degrees so defined are doctorates, but several
master’s degrees, such as the M.F.A. and the M.L.S./M.L.I.S.,
are considered terminal. The policy states that these terminal
degrees must be earned in the areas aligned with the faculty
member’s primary responsibilities and apply only to
instructional faculty. The 2023 Common Data Set indicates
that 74% of PennWest’s instructional faculty have earned
terminal degrees (III.2.16); among tenured and tenure-track
faculty that figure is 97% (I.3.15).

PennWest recognizes four levels of academic rank:
instructor, assistant professor, associate professor, and full
professor. Specific promotion and tenure policies are being
developed for PennWest; the legacy policies from each
campus are in effect until that process is complete.
Given the increased importance of online course delivery,
PennWest requires training for all faculty who teach online
(III.2.17), as it did at its legacy campuses. PennWest’s
instructional design team developed a Teaching Online
Master Class (TOMC) (III.2.18) based on Quality Matters and
other best practices for faculty who teach online courses.
Faculty are required to have completed the TOMC or
equivalent training before teaching online. Since the TOMC
was developed in 2021-2022, some 129 PennWest faculty have
completed the training, which supports the university’s focus
on academic excellence. After the most recent TOMC (June
10-24, 2024), all 13 participants who completed the end-ofcourse survey “agreed” or “strongly agreed” that it will help
them implement topics covered in their teaching, they are
likely to use what they learned in the immediate future, the
resources provided were useful, the technology was easy to
use, and instructions were clear. Most participants (54%85%) “strongly agreed” with those statements. A further
84% either “agreed” (38%) or “strongly agreed” (46%)
that they know significantly more about the topics
presented after completing the class (III.2.19).
C. Faculty sufficient in number with a core
of faculty (full- or part-time) and/or other
appropriate professionals with sufficient
responsibility to the institution to assure the
continuity and coherence of the institution’s
educational programs.
The standard workload for PennWest faculty
is governed by the APSCUF CBA, Article 23
(III.2.20). The workload for all academic
faculty shall not exceed 24 workload
hours, with 12 workload hours standard
for a term. If more than 15 workload
hours (or 12 graduate workload hours)
are assigned in an academic term,
overload payment is provided.
Faculty who teach a full-time
graduate course load will not
exceed nine workload hours in
a term, or 12 workload hours
in a term for any combination
of graduate and undergraduate
courses. Provisions are also in
place governing workload for
supervision of student teachers,
thesis and dissertations projects,

and internships. For the standard workload, no more than
three preparations per academic term can be assigned unless
additional preparations are compensated.
Full-time teaching faculty also are required to hold a
minimum of five office hours per week, over no fewer than
three different days, at times and locations that accommodate
the needs of students. Part-time teaching faculty may prorate
their number of office hours per week. Faculty who teach
only graduate-level courses have a standard workload of
nine hours. Faculty who teach a mixed load of graduate and
undergraduate courses with fewer than nine hours in graduate
courses have a standard workload of 12 hours. Faculty
supervision of internships and student teaching workload is
directed by contract and university policy (III.2.21).
In Fall 2023, PennWest had an FTE student-to-FTE faculty
ratio estimated at 15.8, with the FTE student-to-nonfaculty
ratio estimated at 12.5 (VI.3.16).
D. Faculty are provided with and utilize sufficient
opportunities, resources, and support for professional
growth and innovation.
To ensure that faculty can create an innovative and
empowering environment of academic excellence, PennWest
provides multiple opportunities for professional growth,
broadly defined, through the Center for Faculty
Excellence (CFE) (III.2.12). The CFE’s mission
(III.2.13) is to provide “opportunities for growth
across all career stages to support their pursuit of
excellence in teaching, scholarship, and service.”
The CFE facilitates mentorship by expanding the
legacy Edinboro Informal Mentoring Program to all
faculty across PennWest. Areas of informal mentoring
include advising, pedagogy, and scholarship. The
CFE coordinates with department chairs
to ensure that mentors are assigned
to new tenure-track and part-time
hires. Directors of the CFE also
serve as non-departmental
mentors for faculty.
The
CFE
provides
professional development for
academic advising through
a variety of programmatic
efforts. The CFE Book
Club read books and
held discussions on best
practices for academic
advising. A self-paced
module, Developing an
Advising Syllabus, has
been made available to
faculty on D2L.

Self-Study 2025 • 33

The CFE performs the important role of distributing
PennWest Faculty Professional Development (FPD) funds in
support of faculty research. In AY 2022-2023, the FPD program
supported 81 faculty proposals, for a total of $107,839, and
coordinated the Edinboro Foundation Scholarly Activities
Grants. The CFE further supported faculty research by
sponsoring workshops introducing the IUP Research Institute
and the new PennWest Institutional Review Board.
The CFE contributes to strengthening the faculty’s
teaching skills. During AY 2022-2023 (III.2.22), it held a
workshop on the impact of artificial intelligence and ChatGPT
in the classroom, hosted an introduction to the instructional
design team, and coordinated a cohort of faculty taking
Cornell University’s online course Teaching and Learning in
the Diverse Classroom. Multiple Video Teaching Technology
Shorts were developed to support enhanced technology use
in the classroom, including the use of Outlook, D2L, and
GradeMark. The CFE communicates weekly with faculty
through “Watchlist” (III.2.23) an email newsletter.
Faculty who desire personalized training can schedule
consultations with instructional designers (III.2.24) who can
help them prepare online course materials. More ad hoc
training is available from Learning Technology Services.
The Title III Transforming Obstacles into Opportunities
grant (III.2.14) began at the California campus prior to
integration and is continuing under PennWest. The Title
III SIP Grant project includes five core activities: faculty
professional development for Appreciative Advising,
implementation of Supplemental Instruction in courses
with a high D/F/W rate, faculty professional development for
engaging student learning, alignment of Academic Success
Center services with campus initiatives, and work-based
learning experiences.
• Appreciative Advising relies on an Academic Advising
Committee that implements professional development
opportunities for faculty who serve as academic advisors.

34 • Pennsylvania Western University

• Instructional Coaching provides professional development
in a one-to-one environment that focuses on specific
instructional techniques for engaging student learning. It
gives faculty the opportunity to learn about, experiment
with, and implement new professional strategies and
practices with the assistance of a trained faculty mentor.
PennWest and the Title III coordinator are working to
expand Supplemental Instruction, Instructional Coaching,
work-based learning experiences, and Appreciative Advising
to the Clarion and Edinboro campuses.
Faculty have opportunities to complete the Association
of College and University Educators (ACUE) Effective
College Instruction program. Based on the CBA (III.2.25)
and university policy, they also may apply for sabbatical
leave (III.2.26). The process includes a faculty committee’s
review and ranking of the application’s merits (III.2.27) in
terms of its contribution to the applicant’s field of study, to
the university, and to “pedagogy, disciplinary knowledge,
fulfillment of professional responsibilities, or professional
advancement.” In Fall 2023, 18 PennWest faculty were on
sabbatical leave. Others have completed the ACUE Effective
College Instruction program.

Faculty Qualifications for Online Teaching
As noted in Section B, faculty who teach online course(s)
must undertake some form of training in online pedagogy
(III.2.17). This requirement aligns with the university’s
commitment to providing ongoing training and professional
development, and it ensures that faculty are well-equipped
to handle the challenges and unique dynamics of online
teaching. PennWest’s Teaching Online Master Class (TOMC)
(III.2.18) covers a wide range of topics, from incorporating
interactive elements into online courses to communicating
with students in a virtual environment. To stay current,
faculty can retake the TOMC, which is regularly updated with
the latest best practices.
Many faculty who teach online completed the required

training before integration, but several have now taken the
TOMC as well. Any new faculty who will teach online must
first complete the PennWest TOMC or document equivalent
training. This ensures that faculty members are familiar with
best practices in online education, including course design,
student engagement, and the use of digital tools.
E. Faculty are reviewed regularly and equitably based on
written, disseminated, clear, and fair criteria, expectations,
policies, and procedures.
The review of faculty is governed by the APSCUF collective
bargaining agreement. The criteria, expectations, policies,
and procedures for faculty evaluations (II.5.66; III.2.28), the
tenure process (III.2.29; III.2.30), and promotion (III.2.31;
III.2.32) are spelled out in the CBA and associated side
letters. These are readily available to all faculty through both
the PennWest and union websites. Both the University-wide
Promotions and University-wide Tenure committees are
elected by the faculty and hold open forums each semester.
Performance evaluations emphasize teaching — the
university’s primary focus — as well as professional
responsibilities reflective of scholarly growth and service.
Article 12 of the CBA
ensures that faculty and
the administration have
clarity about expectations
and
department
or
discipline-specific norms
for scholarly growth and
service. A side-letter
allows the established
tenure and evaluation
procedures from legacy
policies to be used for
faculty hired before
integration. Another sideletter establishes that the
promotion process from
each legacy institution will be used until a PennWest
promotions policy has been finalized and approved by both
the administration and the faculty union, to begin in Fall
2025. Work on unified Tenure, Evaluation, and Promotion
policies is ongoing. Tenure-track and temporary faculty are
evaluated annually, regular part-time faculty are evaluated
every three years, and tenured faculty are evaluated every five
years as established in Article 12 (II.5.66).
Student evaluations of faculty are conducted based
on Article 12 of the CBA, which outlines when in a faculty
member’s academic career such evaluations are mandatory
and provides for a voluntary option when they are not
required. PennWest established a committee of faculty,
administrators, staff, and students to develop a new student

evaluation instrument (III.2.33). The group started with the
legacy campus instruments and integrated research on best
practices to create a PennWest Student Evaluation (III.2.34;
III.2.35). This was reviewed by the DEI Office and Meet and
Discuss, and then piloted in a few courses before its universitywide debut in Fall 2022. Students complete the evaluation in
the learning management system and can choose to opt out.
On average, PennWest’s student evaluation completion rate
is around 85% (III.2.36).
Tenured, tenure-track, regular part-time, and temporary
faculty are evaluated according to the categories outlined in
Article 12 of the CBA (III.2.29). The procedure for a faculty
member’s evaluation (II.5.66; III.2.28) begins with the
departmental Evaluation Committee, which reviews student
evaluations from all classes taught the preceding semester,
written classroom observations by a minimum of two peers
and one department chair, an updated copy of the faculty
member’s CV, and any other pertinent data the member
wishes to submit. The departmental committee submits
a detailed written evaluation and recommendation to the
dean and the department chair, who writes an independent
evaluation based on the
evidence listed above
and the department
committee’s evaluation.
After the faculty member
has been given an
opportunity to respond
to both evaluations, they
are submitted in writing
to the dean. The dean
reviews all the submitted
data and letters, and
then produces a written
performance review,
which the faculty member
can discuss. Finally, the
dean’s performance review
and all associated materials are forwarded to the university
president.
Each stage of the faculty evaluation process has a specific
due date based on the semester of the faculty member’s
appointment. These dates are available in Article 12 of the
CBA, published on the APSCUF chapters’ website, and posted
in departmental offices. Temporary faculty are evaluated
once per academic year.
Tenure, governed by Article 15 of the CBA (III.2.29; III.2.30),
is another opportunity to review and evaluate faculty. The
tenure process begins when the president notifies all fifthyear probationary faculty that they may apply. These faculty
may submit a request for tenure, which includes a statement

Self-Study 2025 • 35

of why they believe it should be granted. Each request is reviewed initially by a department committee of other tenured faculty and
the department chair, who writes an independent recommendation in response to the request. These recommendations, along
with faculty members’ applications, are forwarded to the dean, who reviews the applications and departmental recommendations
and forms their own recommendations. Each application, along with the three recommendations, is then forwarded to the
University-wide Tenure Committee (UTC), which reviews all tenure applications and recommendations. The UTC submits its
recommendations, along with all the associated data and faculty applications, to the president for deliberation.
Promotion, governed by Article 16 of the CBA (III.2.31; III.2.32), is the third mechanism by which faculty are reviewed according
to clear and equitable criteria. A faculty member who meets the required minimum qualification submits a written application
based on the approved and published Statement of Promotion Policies and Procedures. Both the department committee and
the department chair evaluate the application and write their recommendations. The recommendations and application are
forwarded to the University-wide Promotion Committee, which reviews all applications and forwards its recommendation for
each applicant to the president for deliberation and a decision on promotion.

Affiliations with National Associations
PennWest maintains an inventory (III.2.37) of academic programs and their affiliations with recognized accrediting bodies.
This inventory lists each program, the date of its most recent review, and the date of its next review. Deans review this tracker
annually and update it as program reviews are completed. The Provost’s Office maintains records of reports received by specialized
accrediting bodies for each program. Programs that do not fall under a specialized accrediting association conduct program
review according to guidelines established by PASSHE (III.2.38).
Additional expense analysis data related to core expenditures for instruction, research, public service, and instructional
expense per student FTE can be found in the 2023 IPEDS information (III.2.39).

CRITERION 3

Academic programs of study that are clearly and accurately described in official
publications of the institution in a way that students are able to understand and
follow degree and program requirements and expected time to completion.
To help fulfill PennWest’s mission of providing accessible education, all academic program and degree requirements are
available online through the digital academic catalog on PennWest’s website and incorporated into its experience portal, branded
as myPennWest. Each degree has a program summary that includes components such as a course description and learning
objectives. In addition, each program has developed an advising sheet (III.3.40) that provides a semester-by-semester sequence
of courses leading toward graduation.

36 • Pennsylvania Western University

Digital Academic Catalog
The integration that created PennWest meant that academic
departments had to design new curricula for each program. In
collaboration with the Integrated Curriculum Committee (ICC,
now known as the University Curriculum Committee, or UCC),
the new programs were approved and are reflected in the current
academic catalog.
This was a significant undertaking, but guidelines and
processes (III.1.5; III.1.6) were put in place to ensure there was
one source for degree program content, eliminating the possibility
of inconsistencies. During AY 2021-2022, all graduate programs
and courses were submitted and reviewed by the ICC; next, the
ICC/UCC reviewed all undergraduate programs, certificates, and
minors, in addition to courses. The process was carried out in a
digital format that was regularly shared (III.3.41), so all PennWest
faculty were able to review and provide feedback to the ICC/UCC.
All PennWest graduate and undergraduate degrees, minors,
and certificate programs are listed in the digital academic catalog,
which uses the Acalog™ Academic Catalog Management System™
(III.3.1). The catalog is divided into undergraduate and graduate
sections; information is organized based on the academic college
where each program is housed: the College of Education, Arts,
and Humanities; College of Health Sciences and Human Services;
or College of Science, Technology, and Business.
Students can locate clearly organized information on degree,
minor, and certificate programs on the PennWest website (select
“Academics” for a link to the catalog) and within the academic
catalog itself.
The undergraduate catalog provides the degree requirements for all associate, bachelor’s, certificate, and minor programs.
For each associate and bachelor’s degree programs, as well as minors, users can see a program description, student learning
objectives, admission requirements, curriculum requirements (Gen Ed, competencies, required related courses for major,
electives), and total program credits. Certificate programs are shown similarly, including applicable prerequisite courses and
admission requirements. To highlight the digital catalog’s accessibility and accuracy, examples of three undergraduate degree
programs, one minor, and one undergraduate certificate program are provided in the evidence (III.3.42; III.3.43; III.3.44; III.3.45;
III.3.46). Lists of all the academic programs in the PennWest graduate and undergraduate catalogs are also provided (III.3.1).

myPennWest Experience Portal
The internal online portal myPennWest serves as a hub for the PennWest community, provides the information necessary
for students to plan and complete their educational experience. The portal was officially launched for the 2022-2023 academic
year and is routinely updated. Through myPennWest, students can view the academic catalog, browse course offerings, register
for courses, monitor their progress toward degree completion, view their grades, access unofficial transcripts, order official
transcripts, and access services such as financial aid, billing information, and housing.

DegreeWorks
Integrated within myPennWest is DegreeWorks, a comprehensive degree audit tool that allows students and advisors to
navigate curriculum requirements and track progress toward a degree. DegreeWorks also allows students and advisors to model
alternate degrees, see how credits would transfer, or see which courses the student will need in the future. The software makes
course information such as course descriptions, credit hours, and prerequisites readily available for academic planning. Students
are given instructions for using DegreeWorks and finding degree/program and General Education requirements at New Student
Orientation (II.1.1; III.4.47; III.3.48). They can refer to those instructions and find answers to Frequently Asked Questions about
the tool on the PennWest website.

Self-Study 2025 • 37

Requirement Sheets
As part of the ICC/UCC approval process, undergraduate major programs must prepare a requirement sheet (III.3.40) based on
a standardized format. These sheets include a list of the General Education requirements with program-specific courses identified
and a list of course requirements for the major. In addition, each major program has prepared (or is in the process of preparing) a
four-year suggested course sequence to help guide students in their course selection. Academic advisors in each department can
make these sheets available to students; they will be added to the myPennWest portal by Fall 2024. The requirement sheets also
serve as the foundation for the online DegreeWorks degree audits that help to keep students up to date on their academic progress.

Information Maintenance
The Registrar’s Office is responsible for maintaining the academic catalogs and DegreeWorks. All approved program changes
or new programs approved by the UCC and administration are sent to the Registrar’s Office for inclusion in the next academic
year’s catalog. Any modifications to the DegreeWorks system are also managed there.
In summary, courses, curriculum, and catalogs are configured in the Student Information System after being reviewed and
approved by the UCC and the provost. Requirement sheets and DegreeWorks audit configuration complete the approval process.
The approved programs, minors, or concentrations are then labeled “pending” and made available in the subsequent academic
year’s catalog, unless an exception is granted for an earlier start in the spring semester (III.3.49). For new major programs,
additional forms must be submitted to PASSHE and approved by the vice chancellor (III.3.50) before configuring them in
DegreeWorks. Department chairs or administrators can email graduation@pennwest.edu with to amend information, providing
examples of the discrepancy and UCC-approved documents for comparison. In such cases, the Registrar’s Office will review and
make necessary changes, then notify the requesting individual to verify the accuracy of the corrections.

CRITERION 4

Sufficient learning opportunities and resources are important for both academic
programs and students’ academic progress.
Educational programs such as courses, workshops, and resources, well-equipped libraries, advanced labs, and digital learning
platforms are important for both academic programs and students’ academic progress. These components work together to
improve students’ academic experiences, accommodate a variety of learning styles, and prepare students for future challenges.
This environment prioritizes not just academic success but also personal growth, flexibility, and lifelong learning, ensuring that
students are well prepared to navigate the constantly evolving world.

Advising or Degree Program Sheets
Each program builds on its UCC-approved requirement sheet to construct four-year advising sheets (III.3.40) that are to be
made available on the university’s website as soon as they are complete. These sheets provide students with a clear guide to their
degree programs, including any required or recommended General Education courses for the major. These advising sheets also
are integrated into DegreeWorks, accessible through the myPennWest portal, so students can easily view their completed and
remaining requirements. This makes it easier for students to plan their courses and stay on track toward graduation.

Syllabus Structure
The Course Syllabus Policy (II.1.4) requires all undergraduate and graduate courses to have a syllabus that meets defined
content requirements. These include elements such as course name and number, description, credit hours, prerequisites, meeting
days and times, instructor information, required materials, learning objectives, evaluation criteria, and policies on exams,
assignments, and attendance. Syllabi also should include information on how students registered with the Office for Students
with Disabilities can request accommodations. These standards ensure that each course syllabus provides a clear and structured
framework for students, guiding their learning process and setting clear expectations for their academic journey. Refer to sample
syllabi (III.4.51).
The Syllabus Policy is reinforced by an annual email (III.4.52) from the Provost’s Office that includes a copy of the policy. Each
semester, departments collect course syllabi, which are forwarded to the dean’s office to ensure adherence to these standards.

38 • Pennsylvania Western University

Library Services
PennWest’s libraries have undergone a significant
transformation as library catalogs from three legacy
institutions were integrated into a single, unified system.
Now users can seamlessly search and request materials across
all PennWest library locations without incurring additional
costs. To facilitate access to restricted library resources,
PennWest has implemented the OpenAthens authentication
platform. This allows access to various university resources,
including the library system, via other university services
such as email and D2L.
Implementation of the ILLiad platform has unified
interlibrary loan services, offering an accessible web-based
experience (III.4.53) for all of PennWest. Standardizing
Library Help Guides (“LibGuides”) (III.4.54) under a single
platform and adopting a uniform look and feel based on best
practices and usability principles further contributes to a
cohesive user experience.
The university has merged its reference services into
a single functional unit to provide research support and
academic assistance (III.4.55). The “Ask Us” service (III.4.56)
embedded in each D2L course shell and available on the
library website enables library users to find help through
multiple channels, including online chat and Zoom, and
through an online ticketing system. The laptop borrowing
program across all campus libraries facilitates both in-house
and extended use of computers, ensuring students and staff
have the technological resources they need.
To assess and continuously improve these services, the
university regularly administers the Association of Research
Libraries’ LibQual survey. The legacy institutions ran LibQual

on a three-year cycle as part of a Keystone Library Network
initiative. Fall 2024 will be the first year for administering the
survey as PennWest University Libraries. Based on feedback
from the legacy LibQual surveys, the PennWest library has
implemented the READ (Reference Effort Assessment Data)
Scale. These tools help in refining the “Ask Us” service
to better serve library users. In-depth usability studies of
the library website have led to the refinement, redesign,
and rebranding of webpage elements, aligning them more
closely with user behaviors and expectations. The LibInsight
analytics package has been adopted to track database and
subscription use, informing decision-making for renewals.
To promote information literacy and support education,
the libraries have established a Departmental/Program
Librarian structure (III.4.57) that assigns a dedicated librarian
to each academic program for bibliographic instruction and
general queries. The “Ask Us” service has been enhanced
to include one-on-one appointments with library faculty,
providing personalized assistance for in-depth research
needs. The Embedded Librarian program positions librarians
in spaces students use every day for context-sensitive
information support (III.4.58). Online Library Help Guides
(“LibGuides”) have been streamlined into categories such as
Research Starters, Course Guides, and Subject Guides.
PennWest is a member of consortia including the Keystone
Library Network, the Partnership for Academic Library
Collaboration, Lyrasis, and the OCLC consortium. These
memberships provide access to shared resources, technical
support, preferential pricing, and professional development,
significantly enhancing the library’s resource base and
service capacity.

Self-Study 2025 • 39

The libraries’ commitment to continuous improvement
and comprehensive information access is evident in its
array of services and resources (III.4.59). Across the three
PennWest campuses, holdings include 656,464 physical book
titles, 681,480 electronic book titles, 8,770 physical serial
titles, 115,925 electronic serial titles, 5,522 physical media
titles, and 81,743 electronic media titles (III.4.60).

Honors Program
Focusing on three key values – community, creation, and
professionalism – the Honors Program provides ambitious,
success-centered PennWest students with a high-quality,
accessible, and challenging array of academic, social, and
professional opportunities (III.4.61). Students from all majors
enjoy small class sizes, interdisciplinary and experiential
learning, living-learning residences, scholarships, travel
and research support, extracurricular opportunities, and a
supportive community of like-minded peers and faculty. In
2023-2024, 1,550 students participated in the Honors Program
across PennWest (III.4.62). The Honors Program prepares
PennWest’s highest-achieving undergraduates to be campus
and community leaders and enables them to succeed in a
wide range of careers, graduate, and professional schools.

Verification of Student Identity
in Distance Education
The Verification of Student Identity in Distance Education
Policy (III.4.63) outlines how PennWest verifies student
identity for distance education courses. The university uses
secure logins and passcodes for each student. This system
is important for accessing the university’s D2L learning
management system and academic records. New students
receive university email addresses and set up secure
passwords following Information Technology Services
guidelines (II.1.1). Personally identifiable information
collected by the university also may be used for identity
verification. PennWest has policies pertaining to proctoring
assignments in online and multi-modal classes (III.4.64;
III.4.65).

Information Technology and Digital Resources
PennWest provides extensive information technology and
digital resources, ensuring a rich educational experience
for both faculty and students. The university utilizes D2L,
a versatile learning management system, for delivering
courses, managing content, and facilitating assessments.
Complementing this is Mediasite, which allows for creation,
management, and integration of video content into course
materials, enhancing the learning experience. Mediasite
has features that faculty can use to embed quiz questions
in videos, view analytics on students’ viewing, and directly

40 • Pennsylvania Western University

upload recorded Zoom sessions to the D2L course shell.
The university’s library resources are integrated into
D2L, allowing students and faculty to access a wide range
of academic materials directly within the learning platform,
promoting a more efficient and cohesive learning experience.
Learning Technology Services (LTS) is a unit within
Information Technology Services (ITS) dedicated to
supporting technology in the learning environment. LTS
has a manager and nine staff distributed across the three
campuses. PennWest also employs instructional designers
who focus on online learning, in addition to face-to-face and
blended courses (III.2.24). LTS staff oversee D2L and other
university-wide learning platforms, such as TurnItIn. Staff
are available to all faculty, offering regular office hours
and training on how to use D2L, Zoom, and other learning
technologies (III.4.66; III.4.67; III.4.68).
Starfish plays a critical role in enhancing student success.
This tool can track academic progress and provide insights
for both students and faculty, enabling early intervention
and personalized support where needed. In addition, online
students have access to PennWest tutoring and writing
centers through the Starfish interface.
PennWest uses Microsoft Office Suite and Zoom for
communication and collaboration. These central tools
provide reliable and resourceful platforms for virtual
meetings, presentations, and document sharing, which is
crucial for both synchronous and asynchronous interactions.
ITS provides technical support for both Zoom and Microsoft
Office Suite for faculty and students. All PennWest students
have free access to the Microsoft Office 365 suite, which
can be accessed online or downloaded to their local device.
Students also have a Zoom account, authenticated through
PennWest, to use for university interactions.
PennWest understands the importance of IT support,
especially for online learners, and offers robust assistance
by email and phone, with contact information prominently
posted on the myPennWest and D2L landing pages. This
support is crucial for resolving issues related to the university’s
network and learning management system. Contact
information for library support is also prominently located on
the myPennWest landing page, listed in D2L resources, and
further integrated into many D2L course shells. The library
provides faculty with information about library resources for
online instruction each semester. Faculty are encouraged to
incorporate directions for accessing ITS, library, and Student
Success resources into their course shells. In D2L, a virtual
chat assistant is accessible from all pages; it can help students
and faculty in real time and will escalate issues that cannot
be resolved.
Faculty training, particularly through the TOMC program,
emphasizes the inclusion of IT support information within

course shells. This ensures that students are always aware
of where to find help, contributing to a more supportive
and responsive online learning environment. Whether they
teach online or in person, faculty also have easy access to ITS
and digital resources support via the myPennWest and D2L
landing pages.
Faculty members who teach in all instructional modalities
are encouraged to consider using universal design practices
in creating materials. The TOMC discusses the importance of
accessible materials and provides strategies for creating them;
in addition, the Center for Faculty Excellence (III.2.22) has
promoted events related to universal design accessibility. To
enhance accessibility,
Mediasite provides
automatic captioning
of video recordings and
Zoom provides realtime captioning.
This comprehensive
approach
to
ITS
and digital resource
provision illustrates
P e n n W e s t ’ s
commitment to creating
a
technologically
advanced, supportive,
and
accessible
e d u c a t i o n a l
environment. By continuously updating and refining
these resources, the university remains at the forefront of
educational technology, catering effectively to the diverse
needs of its academic community.

Support for Student Success
Students’ academic success is central to the PennWest
mission. Each student is assigned one faculty advisor, and
all new PennWest students receive a campus-specific student
orientation that explains how to access student success,
technology, and health and wellness services. In addition,
PennWest Online students receive a comprehensive “Getting
Started” orientation module (III.4.47; III.3.48) that covers D2L
resources, safe computing practices, and student identity
verification. There is a significant emphasis on facultystudent interaction in the online learning environment, and
all PennWest students, on-campus or online, have access to
the same academic support services.
Faculty office hours, primarily governed by the CBA
and university policy (III.2.20; III.2.21), are an important
component of the academic support structure. The CBA, in
Article 23.A.1.c, provides standard minimum requirements
for office hours (III.2.20). These requirements ensure that

students have ample opportunity to connect with their
instructors outside of scheduled class times. PennWest
policy also states that “(a)ny virtual office hours must be
offered in a synchronous, electronic format to support live
interaction between the faculty member and student. In
addition, the faculty member may offer asynchronous (virtual
or nonvirtual) communication options to students during
office hours” (III.2.21). This flexibility in delivery modes
makes it easier for off-campus students to seek academic
assistance and engage in real-time discussions, offering a
more personalized and engaging experience.
Each campus at PennWest hosts an Office for Students with
Disabilities (OSD), which
provides accommodation
and accessibility services
across PennWest (III.4.69;
III.4.70; III.4.71). OSD
services are available
to
any
enrolled
PennWest student with
a documented disability
(See Standard IV).
Consistent with the
university’s commitment
to “providing a learning
environment
where
students thrive and
achieve their educational,
professional, and personal goals,” PennWest has emphasized
tracking student academic progress. Faculty are required
to post midterm grades and, in addition, are prompted to
complete progress reports in the fourth and 10th weeks of
the 15-week semester (III.4.72; III.4.73). These additional
progress reports allow advisors and Success Coaches to better
support students. This emphasis is outlined in PennWest
Policy AC019: Grading (II.1.3). The online Starfish platform
allows students to track their progress, lets faculty flag
potential academic issues, and facilitates a communication
flow between students and those who can provide support.
The use of Starfish to track academic progress reports has
been embedded in the semester curricular process.
All PennWest students have face-to-face and virtual access
to academic success resources, including campus-based peer
tutoring (III.4.74) and writing centers (III.4.75). Students can
either drop in or schedule in-person or virtual tutoring or
writing center sessions via Starfish. Students also have access
to virtual tutoring support such as Tutor.com, which provides
on-demand service 24/7 in multiple subject areas. Students
can access tutoring services in Starfish under “Courses,” as
well as through D2L under “University Resources.”

Self-Study 2025 • 41

A U.S. Department of Education Title III grant, initially awarded to California University in 2020, has been scaled up to provide
Supplemental Instruction (SI) across PennWest. SI is a form of peer-assisted academic support introduced in courses with high
failure rates. Student SI leaders work collaboratively with faculty, attending class sessions to model good academic habits and
provide additional learning experiences for their peers.
All students have access to the Career Center, where they receive support with both short-term planning (on-campus
employment and internships), and long-term career goals. (See Standard IV, Criterion 1.)
The Office of Student Outreach and Success (III.4.76) assists students with academic policies and requirements, resources
for academic support, and building academic skills such as goal setting, time management, studying, and test-taking. Success
Coaches are staff members; graduate assistants also provide support. Success coaching is available virtually by appointment and
on a walk-in basis on all three PennWest campuses.
The Student Success Concierge program (III.4.77) helps students who are having trouble finding answers related to tutoring,
Supplemental Instruction, success coaching, peer mentoring, global initiatives and study abroad, and veterans support services.
A concierge assigned to each campus works directly with students, in person or via Zoom, to address academically related issues
from start to finish. In Fall 2023, the program assisted more than 80 students.
Students also can use Starfish (III.4.78) to ask for help. This online platform features a “Raise Your Hand” function (III.4.79)
designed to empower students by offering them a choice of nearly 20 support options, from financial aid to career counseling.
More information on how PennWest supports its students can be found in Standard IV.

Assessment
The UCC approval process ensures that each course includes measurable outcomes and forms of assessment, establishing a
clear and consistent standard for academic quality and student evaluation. The university upholds academic integrity through
clear policies (II.1.12) that are further strengthened by effective online course proctoring to maintain fairness in assessments.
Faculty are well-equipped for online teaching thanks to comprehensive training and certification. This preparation ensures they
are adept at delivering high-quality education in a virtual format.
The ITS department logs all support requests and solicits feedback when the request has been addressed. These data (III.4.80)
are used to review and enhance ITS support. The LTS instructional designers maintain logs of support requests (III.4.81) for
D2L, TurnItIn.com, and Mediasite through the IT Help Desk ticketing system, and they ask for feedback at the conclusion of the
request. They also provide training and support for D2L course shell development that is accessible from the D2L faculty landing
page. In addition, Academic Affairs is organizing a campus-wide committee of faculty, staff, and administrators to provide ITS
and LTS with guidance in identifying new technologies, enhancing current services, and identifying problems.
Students benefit from these detailed orientation and support services. A broader discussion of student support experiences is
provided in Standard IV.

CRITERION 5

An institution that offers undergraduate education, a General Education program,
free-standing or integrated into academic disciplines that:
A. Offers a sufficient scope to draw students into new areas of intellectual experience, expanding their cultural and global
awareness and cultural sensitivity, and preparing them to make well-reasoned judgments outside as well as within
their academic field;
B. Offers a curriculum designed so that students acquire and demonstrate essential skills including at least oral and written
communication, scientific and quantitative reasoning, critical analysis and reasoning, technological competency, and
information literacy. Consistent with mission, the general education program also includes the study of values, ethics,
and diverse perspectives; and
C. In non-U.S. institutions that do not include general education, provides evidence that students can demonstrate
general education skills.
An essential element of undergraduate preparation, the General Education program (III.5.11) provides opportunities for
students to expand their worldview and make well-reasoned judgments outside their academic discipline. The program complies
with PASSHE’s General Education Policy (III.5.82) and was informed by the Career Readiness Competencies developed by the
National Association of Colleges and Employers (III.5.83). The Gen Ed program (III.5.9) aligns with the university’s mission to
cultivate career-ready students with career-focused learning.

42 • Pennsylvania Western University

Features and Requirements
Bachelor’s degree-seeking students follow an approved
General Education curriculum with 42 credits and three
primary components — Foundations, Discoveries, and
Competencies. Associate degree-seeking students follow
an approved Gen Ed curriculum with 21, 24, or 30 required
credits and three primary components, depending on
their specific course of study in an A.A., A.S., or Applied
or Specialized program. The Gen Ed program has students
build foundational skills (Foundations); discover and explore
the arts, humanities, and the social and natural worlds
(Discoveries); and develop and strengthen competencies key
to a fulfilling career and engaged citizenship (Competencies).
Courses satisfying each requirement are recommended
by departments, vetted by the UCC for alignment with
requirement-specific student learning outcomes, and
approved through the curricular process. Course objectives
are category-specific learning activities that students complete
within the course; course outcomes are transferrable skills,
and program outcomes are higher-order skill sets that
students gradually build throughout their Gen Ed programs.
Program outcomes feature competencies informed by NACErecommended skills (III.5.83) for career readiness, including
critical thinking and problem-solving, technological
literacy, intercultural fluency, and career management and
professionalism.
Near the end of the Fall 2023 semester, the Faculty Senate’s
General Education Committee explored possible ways to
streamline the current Gen Ed program, looking specifically at
the Competencies element (III.5.84) once the academic array

had been solidified and programs approved with directed
Gen Ed courses. After a thorough review, the committee
developed a revised Gen Ed program with streamlined
competency requirements. This proposed revision dropped
the required Competencies from eight to six. Under the
proposal, programs would build four “core competencies”
into their program requirements, including a writingintensive course, a keystone experience, and two of the
following three: quantitative applications, ethical reasoning,
or information literacy. Each program also would include two
additional competencies: a course in equity and inclusion and
an additional writing-intensive course. This revision puts the
onus of responsibility on departments to plan competency
requirements rather than requiring students to identify all
Competencies independently. Under the revision, students
are responsible for finding two Competencies on their own,
either within their major program, in a minor program, or
elsewhere within their degree requirements.
The proposed revision also created consistency within the
Gen Ed requirements for associate degree programs. Under
the proposal, all associate programs feature core Foundations
and flex Foundations categories, flex Discoveries categories,
and core Competencies and additional competency
requirements. The A.A. and A.S. Gen Ed programs also
include core Discoveries categories. This proposed change
allows for more consistency in Gen Ed requirements across
both levels of undergraduate programs.
The Faculty Senate General Education Committee received
feedback from the UCC in Spring 2024. It is working to refine
the proposal to address that feedback and better reflect the
needs of students and degree programs.

Self-Study 2025 • 43

Students complete a foundational quantitative reasoning
course that typically aligns with their major. For programs
that do not require specific quantitative reasoning skills,
students choose among various courses that broadly prepare
them for consuming and understanding quantitative
information. A placement exam assesses students’ current
quantitative skills, gives them a chance to refresh those
skills to improve their placement, and ultimately is used to
recommend their first quantitative course at the university.
Foundational courses in technological literacy include
discipline-specific and discipline-agnostic choices, from
courses that build basic skills for modern office applications
to introductory programming classes. Regardless of the
course, students gain career-focused technology skills that
typically will be foundational in other areas of General
Education and in their degree program.
To ensure broad exposure to different disciplines,
students cannot complete more than two courses (of three or
four credits each) in a specific or similar course prefix to meet
their Foundations requirements. Foundations courses cannot
satisfy Competency requirements, since Competency courses
are designed to build higher-order skills.

Foundations
Students develop foundational skills — oral
communication, written communication, quantitative
reasoning, and technological literacy — by completing four
courses during the beginning of their academic career.
Programs of study may require specific Foundations courses,
or students may be able to choose from the complete list of
possibilities.
Every student must complete ENGL 1200 College
Composition to begin developing sound writing and overall
communication skills. Students may choose to take a
preparatory course, ENGL 1100, before taking ENGL 1200.
To help them make that decision, students complete a
directed self-placement (DSP) program (III.5.85) that helps
them review their writing history and overall comfort
with academic writing, so they can begin their written
communication journey where they feel most comfortable.
Students who choose to begin with ENGL 1100 Introduction to
College Composition may use those credits as a free elective
that counts toward graduation.
There are several options for meeting the oral
communication Foundations requirement, including courses
in public speaking, civil discourse, and Socratic dialogue.

44 • Pennsylvania Western University

Discoveries
For bachelor’s degree students, the Discoveries component
of General Education comprises 30 credits of coursework in
the broad categories of arts and humanities, social sciences,
and natural sciences and technology. Students may use three
credits to complete programming in health and wellness
or to complete an additional course from any other Gen Ed
area. (Those in associate degree programs have fewer specific
Discoveries requirements, instead using “flex credits” from
any of the categories, although they will enroll in courses
within this primary component.) To ensure that students are
exposed to different fields, bachelor’s degree students may
complete no more than two courses in a category from a
single discipline.
Courses may be approved to fulfill Gen Ed requirements
for both Foundations and Discoveries; however, a student
may use a particular course to satisfy only one (Foundations
or Discoveries) requirement. Degree programs may prescribe
that majors take up to three specific Discoveries courses (or
up to three courses among a menu of Discoveries courses).
Programs, however, cannot prescribe more than two courses
within a given Discoveries area. Discoveries courses also
may be designated as meeting one or two Competencies
requirements. These restrictions balance the need for
students to achieve degree-program competencies while
exposing them to a broader array of disciplines and points
of view.

Competencies
The Competencies component requires students to
demonstrate a variety of skills that are critical to a fulfilling
career and engaged citizenship in a dynamic world.
•
•
•
•
•
•
•

Quantitative Applications (1 course)
Applied Methodologies (1 course)
Intercultural Fluency (1 course)
Ethical Reasoning (1 course)
Information Literacy (1 course)
Writing Intensive (2 courses)
Keystone Experience (1 course)

For each of the Competencies except Writing Intensive
and Keystone Experience, a degree program may require that
students take a specific course (or a course within a specified
menu of options) or may allow them to take any course
(major, Discoveries, or free elective) designated as meeting
the competency. Courses from all disciplines and course
levels may be designated as developing one or two (but no
more than two) Competencies.
Students complete two Writing Intensive courses, which
build on the foundational writing experience. To encourage
discipline-specific writing, one of the required courses must
be taken within a student’s major. It is recommended that
students take one Writing Intensive course within their first
two years in the degree program and one in the last two years
— an approach that encourages continuous improvement as
writers. Writing Intensive courses require students to produce
at least 20 pages of formal writing, with the expectation of
meaningful instructor feedback, revision, and resubmission.
The Gen Ed program requires students to complete a
Keystone Experience within their major. Students apply
advanced knowledge from within their discipline, synthesize
ideas and information across the major and General Education
coursework, and demonstrate critical analysis skills.

PennWest had a rare opportunity to intentionally build
in key student skills as it developed its General Education
program. The Gen Ed program was completed before any
bachelor’s degrees were synthesized and approved. The timing
allowed PennWest to build degree programs that aligned with
Gen Ed and to leverage areas, such as the Competencies, to
satisfy programmatic requirements.
Assessment
Continuous improvement of the Gen Ed program aligns
with PennWest’s unwavering commitment to student success.
The program established clear student learning outcomes
for every requirement, and courses proposed for inclusion
had to identify appropriate outcomes and be reviewed and
recommended by the UCC.
The Gen Ed assessment plan will continue to focus on
student learning. The Faculty Senate, as called for in the UCC
Policies and Procedures (III.1.5), established a committee
to review and assess the Gen Ed program. That committee,
which includes members from each campus, was charged
with developing an assessment plan for the Gen Ed program.
Preliminary plans call for embedding surveys in Gen Ed
courses at all levels to provide indirect assessment of student
learning outcomes, plus direct assessments submitted by the
instructor of record for each class assessed within a given
cycle. A rubric will be developed to assess the individual
components of the program, which will be regularly
reviewed. Faculty feedback will be collected annually to give
the faculty at large a voice in recommending changes to the
Gen Ed program. An initial review of the General Education
curriculum in 2023-2024 led to proposals to update the Gen
Ed framework and add a first-year experience (“Compass”)
course (I.3.11; III.5.86). This course will be piloted in Fall
2024, with the other changes under review by the Faculty
Senate and UCC.
See Standard V for a more thorough discussion of General
Education assessment.

Self-Study 2025 • 45

CRITERION 6

In institutions that offer graduate and professional education, opportunities for the
development of research, scholarship, and independent thinking provided by faculty
and/or other professionals with credentials appropriate to graduate-level curricula.
PennWest offers 27 master’s degrees, 33 post-baccalaureate graduate certificates, seven post-master’s certificates and four
doctoral programs (III.3.1). The overwhelming majority of PennWest graduate programs are nationally accredited, including
large programs in education, business, and nursing (III.2.37). Total graduate enrollment sits at 1,763 FTE students as of Fall 2023.

Development
The current graduate programming at PennWest was developed in Spring 2022, just ahead of the university’s official debut that
summer. Through negotiation with the faculty union, and via collaboration through Meet and Discuss, guidelines were developed
for the creation, submission, and approval of graduate programming that launched in Fall 2022.
Each program was required to design assessable learning outcomes tied to the university mission and align new coursework
to existing programming. Programs could choose either to write new courses or to utilize existing courses from the legacy
institutions. Research experiences were embedded within individual programs: For example, the M.Ed. in Advanced Study
in Education requires an introductory Education Research course and has concentrations such as Technology Education and
STEM Education that require specific capstone, research-based coursework; the MBA program’s capstone requirement includes
standardized exams and simulated business experiences; and every track within the M.S. in Counseling requires at least one
research course. Some concentrations require a sequence of research courses, others a field experience, and still others offer
a traditional thesis as an option. PennWest has intentionally developed master’s-level programming that has students achieve
research outcomes through discipline-appropriate experiences.
The university’s doctoral programs also have a range of research opportunities for students. For example, the doctorate
in Health Science and Exercise Leadership requires a traditional thesis, while criminal justice students complete a Doctoral
Research Portfolio in CRJ 9000. The doctorate in Education Administration and Leadership contains a four-course, researchfocused capstone experience for all students, while the Doctor of Nursing Practice requires a series of internships that inform a
culminating project. This approach allows doctoral students to gain in-depth research experience appropriate to their discipline.

Faculty Qualifications
Most graduate teaching faculty have a doctorate or other terminal degree in their field. Faculty are assigned to graduate courses
based on an assessment of their qualifications for teaching at an advanced level; department chairs make recommendations to
their dean. Faculty who do not hold terminal degrees but have appropriate credentials in their field may serve as field experience
coordinators or clinical instructors. Such faculty typically hold a master’s degree and have relevant experience in the field. Many
faculty remain current within their field by maintaining active practice (for example, as mental health counselors, accountants,
or nurse practitioners).

46 • Pennsylvania Western University

CRITERION 7

Adequate and appropriate institutional review and approval of any student learning
opportunities designed, delivered, or assessed by third-party providers.
PennWest does not contract with third parties to provide more than 25% of credit content or oversight of a program. All
course content is administered and evaluated by the faculty member, as driven by the UCC-approved course outline (syllabus)
and the CBA. In the internship/student teaching/service-learning environments, PennWest may have agreements for student
experience opportunities with third parties; however, students’ experiences are directed, supervised, and evaluated by PennWest
faculty, and these credit experiences are approved through the UCC via the course approval process (III.1.4) and faculty roles
defined in the CBA (III.2.20). Individual sites for placement of students for internship/student teaching/service-learning must be
approved through Academic Affairs, and these affiliation agreements are reviewed annually (III.7.87; III.7.88). PennWest thirdparty provider policy, procedures, and an inventory tracker are also discussed in Standards IV & V (III.7.89; III.7.90; III.7.91).

CRITERION 8

Periodic assessment of the effectiveness of programs providing student learning
opportunities.
Assessment of student learning has been built into the very core of PennWest and embedded in all academic programs from
their inception. Academic programs and courses are approved through the UCC; the template for new program proposals requires
student learning outcomes (SLOs) aligned to the university mission (III.8.92).
Academic program-level student learning outcomes assessment (SLOA) is a continuous process conducted by all undergraduate
and graduate programs, including majors,
concentrations, and certificate programs. SLOA
is conducted annually, with programs generally
following an academic assessment cycle that
mirrors the academic year: planning in the fall
semester and reporting results in the spring
semester. Each step of the process emphasizes
continuous improvement and closing the loop.
A standardized institutional assessment rubric
(III.8.93) ensures quality and consistency. The
director of Assessment tracks participation
and progress with an academic assessment
monitoring tool (III.8.94) and makes available
periodic executive summaries to various
stakeholders (III.8.95; III.8.96; III.8.97; III.8.98).
The Faculty Senate’s Committee on General
Education oversees assessment of the Gen Ed
program, and the curricular process itself is
under continuous review by the UCC.
Areas related to academics, such as University
Libraries, also continuously assess their work.
In addition to the initiatives discussed in
Criterion 4, University Libraries just launched
a three-year strategic plan (III.8.99) that will
consolidate its planning initiatives. Academic
program assessment, including SLOA and
assessment of the Gen Ed program, is discussed
further in Standard V.

Self-Study 2025 • 47

Strengths
• Academic policies and procedures were thoughtfully and collaboratively developed through the integration process. Few
institutions review all policies and procedures at the same time, but PennWest was able to create a set of policies with a
singular vision that aligns with our mission.
• Similarly, the entire program array was synthesized through a deliberative and collaborative process that built in assessable
student learning outcomes and programmatic assessment plans. Student success mechanisms (progress reporting, Student
Success Coaches, Career Services, etc.) also were built into the academic structure from its inception.
• All programs and courses, including those provided online, are held to the same standard, ensuring high-quality online and
face-to-face programs.
• A General Education curriculum built on the strengths of the three legacy curricula has been designed and revised through
a thoughtful and collaborative process focused on students’ academic and professional success.
• Academic departments have expanded the breadth of their core faculty by uniting the expertise of the three legacy
institutions. PennWest also has implemented programs and practices to facilitate faculty professional development and
promote engagement across the university.

Opportunities
• Because it is a new institution, PennWest has had to rely on data from legacy institutions. As the university matures,
assessment and student success data will become more meaningful and more useful. Processes are in place to collect that
data and use it to evaluate, update, and, if appropriate, revise policies, programs, and curricula.
• PennWest’s public presence continues to evolve. A new website launched in Summer 2024 will allow more information and
data to be shared internally and with the public.
• PennWest should create a consolidated database of faculty who have completed training in online teaching, including dates
of completion, and encourage faculty with older training dates to participate in current training to update their skills.
• Following up on the synthesis of graduate programs in 2022, PennWest should review the processes whereby faculty are
assigned to graduate-level teaching, review graduate programs to ensure compliance with appropriate PASSHE policies, and
create a schedule whereby any non-compliant programs are updated/revised as needed.

Standard IV Support of the Student Experience (ROA 8, 10)

CRITERION 1

Clearly stated ethical policies and processes to admit, retain, and facilitate the
success of students whose interests, abilities, experiences and goals provide a
reasonable expectation for success and are compatible with institutional mission.
PennWest has clearly stated ethical policies designed to admit, retain, and facilitate the success of all students. The university
complies with the National Association for College Admission Counseling (NACAC) policies and procedures (IV.1.1). PennWest
also complies with federal and state laws to admit students without regard to race, ethnicity, sex, sexual orientation, religion,
national origin, age, disability, or status as a veteran or disabled veteran.
Admission Policies and Processes
The institution actively recruits and admits students whose interests, abilities, experiences, and goals align with PennWest’s
mission; and the university’s educational offerings, which include diverse settings, educational levels, and instructional modalities.
When recruiting, the institution focuses on:
• Ensuring enrollment stability by creating sustainable pathways and partnerships;
• Enhancing PennWest’s brand position within the region and beyond;
• Promoting a united PennWest while maintaining its longstanding campus identities;
• Providing access to an affordable education through strategic and efficient use of institutional funds; and
• Promoting a culture of lifelong learning.

48 • Pennsylvania Western University

Prospective undergraduate first-year students seeking admission to PennWest must have a cumulative high school grade-point
average (GPA) greater than 2.0 on a 4-point scale (weighted or unweighted) or a GED diploma and official score report showing a
total score greater than or equal to 450 (IV.1.2). Applicants with a cumulative high school GPA of 2.0-2.49 or a GED total score less
than 450 may be conditionally admitted under the PennWest START program. Applicants admitted conditionally will be required
to meet with the Student Success team to improve their potential for success and retention. Transfer applicants must submit an
official college transcript(s) from a regionally accredited institution(s) indicating a cumulative (all colleges) transfer GPA greater
than 2.0. Graduate applicants must meet the admission criteria determined by each academic graduate program (IV.1.3).
Prospective graduate students and those newly admitted to graduate research programs can access admission requirements,
information on fee structure, financial aid, and program-specific support services directly on each individual graduate program’s
page (IV.1.4). A centralized online application, customized to meet the specific needs of various programs, is used for all graduate
applications.
The table below provides the undergraduate first-year and transfer student admission funnels for the 2022-2023 recruitment
year (students starting in Fall 2023). Using these data, as well as other key performance indicators, along with historical trends
data, the Strategic Enrollment Management unit along with Institutional Research worked diligently to develop a robust
enrollment projection model that begins with the fall 2024 admission term, but also looks at future terms through 2028. This
model includes clear parameters and assumptions on which projections are based, enabling PennWest to have more precise
term-by-term enrollment projections that in turn help inform net tuition revenue projections. The enrollment projection model
is further described in Standard VI.
Admissions Profile Using Multiple Data Points
# Applications

# Gross
Admits

# Net
Admits

# Gross
Deposits

# Net
Deposits

# Registered/
Enrolled

Yield Rates
(App to Enrolled)

California

2,765

2,473

2,385

714

652

567

20.5%

Clarion

1,770

1,490

1,419

475

417

419

23.7%

Edinboro

1,928

1,748

1,703

649

615

555

28.8%

Online

243

156

106

98

52

76

31.3%

PennWest Total

7,971

5,869

5,613

1,936

1,736

1,617

20.3%

Fall 23 FYR
(First Year)

# Applications

# Admits

# Deposits

# Registered/
Enrolled

Yield Rates
(App to Enrolled)

California

385

240

160

135

35.0%

Clarion

292

204

166

117

40.0%

Edinboro

318

220

132

113

35.5%

Online

412

268

208

167

40.5%

PennWest Total

1,407

932

666

532

37.8%

Fall 23 TRF
(Transfer)

* Applications, Admits, Deposits data compiled from Slate CRM; Registered/Enrolled data provided by IR Registration Progression Dashboard, reflects
IR Census Data for Fall 2023

Self-Study 2025 • 49

Financial Aid
Understanding Financial Aid Options
PennWest recognizes the financial barriers faced by many
of its students from economically disadvantaged backgrounds.
In fall 2022, PennWest had the second highest number of
Pell Grant recipients, second highest total Pell Grant dollars
awarded, and fourth highest percentage of Pell Grant
recipients of all degree/certificate-seeking undergraduate
students at PASSHE universities (IV.1.5). In keeping with our
mission, commitment to accessibility and equity, PennWest
makes it a priority to provide accurate and comprehensive
financial aid information (IV.1.6), empowering students to
pursue their academic goals without undue financial strain.
Sources of Financial Aid
PennWest offers an array of financial aid options (IV.1.7)
drawing from three primary sources:
1. Federal aid: Through initiatives such as the Free
Application for Federal Student Aid (FAFSA), students
can access federal grants, loans, and work-study
opportunities.
2. State aid: Programs administered by the Pennsylvania
Higher Education Assistance Agency (PHEAA) and other
state-based loan initiatives provide additional avenues
for financial support.
3. Institutional funds: Merit- and non-merit-based
scholarships, along with need-based grants, offer
further assistance to qualifying students. Eligible firstyear students are automatically awarded merit-based
scholarships during the admissions process.
Guidance and Counseling
Navigating the complex landscape of financial aid can
be daunting. PennWest provides extensive resources
and personalized support to guide students through the
process. The institution’s financial aid team offers one-onone counseling sessions, where students receive detailed

50 • Pennsylvania Western University

information about available aid options and assistance
with application procedures. These sessions may be private
meetings within the Financial Aid Office, virtual meetings
between the student/family and a financial aid counselor, a
personal phone call, or an individual appointment during an
Admissions or New Student Orientation event. Collaborative
efforts between student support services and the Financial Aid
Office facilitate swift resolution of financial and enrollment
issues, underscoring our commitment to fostering student
persistence and success.
Information on tuition and fees, refund policies, financial
aid, grants, loans, and scholarships is available through
easily accessible links in the sidebar of the online 2023-2024
undergraduate and graduate Academic Catalogs (IV.1.8), as
well as directly on the PennWest website under Tuition and
Aid (II.7.85). PennWest’s Consumer Information webpage
(II.8.86) also complies with the Higher Education Opportunity
Act by helping students make informed decisions about their
education and finances.
Tailored Aid Packages
PennWest is committed to tailoring aid packages to meet
the diverse needs of its students. The Financial Aid Office
employs a thorough approach to evaluating students’ eligibility
for financial aid awards, ensuring fairness and transparency
in the distribution process. Merit scholarships (based on
academic performance) and need-based grants (determined
through FAFSA evaluations) are among the avenues through
which PennWest extends financial assistance.

Comprehensive Cost Breakdown
Maintaining transparency in financial matters is a top
priority at PennWest. The institution outlines all costs
associated with each academic year (IV.1.9; IV.1.10; IV.1.11;
IV.1.12; IV.1.13; IV.1.14; IV.1.15; IV.1.16) on the university’s
public-facing website. This commitment to clarity extends
beyond surface-level information. The institution provides
a comprehensive, campus-based breakdown of tuition
costs, per-credit and per-semester rates, student fees, and
costs associated with housing, dining, and transportation
for undergraduate and graduate programs. The university
recognizes the importance of providing this information to
enable students to make well-informed financial decisions
aligned with their academic pursuits.
Detailed and Personalized Financial Projections
PennWest also recognizes that each student’s financial situation
is unique. Through the Net Price Calculator (IV.1.17) and one-onone sessions with a financial aid counselor during admissions
and orientation events, students receive detailed insights into
their projected expenses and potential financial aid options. The
institution aims to give students a clear understanding of the
costs associated with their education, so they can make informed

decisions and navigate the financial landscape with confidence.
Whether students are assessing program options, reviewing
financial aid packages (IV.1.7), or planning for future expenses,
this transparent approach to financial information equips them
with the knowledge they need to navigate their academic journey
with confidence and clarity.
These tools empower students to make informed decisions
about higher education:
• The interactive Net Price Calculator calculates the net cost
of a chosen degree program with precision. By factoring
in individual circumstances such as dependents or active
military status, the calculator provides personalized
financial projections.
• “Verify My FAFSA” simplifies the online completion of aid
tasks, providing students with clear metrics to track their
progress.
• Early financial aid offers, disseminated through Campus
Communicator, furnish comprehensive insights into
direct and indirect costs, enabling applicants to make
informed decisions from the outset.
• The Tuition and Aid webpage (II.7.85) also provides
information related to payments and refunds.
Most PennWest students receive some form of financial
aid. In the Fall 2022 term, 37.5% of undergraduate degree/
certificate-seeking students received a Pell grant, with an
estimated average annual award of $5,219 (IV.1.5). Among
students who graduated with a bachelor’s degree between
July 1, 2022, and June 30, 2023, and who were considered
first-time students at PennWest or any of the three legacy
schools (not transfer students), 79% borrowed from federal,
state, institutional, and/or private loan programs (excluding
Parent Loans), with an average student loan indebtedness
of $33,001 per student upon graduation (III.2.16). Students
may also receive financial aid through merit scholarships
(based on academic performance) and need-based grants
(determined through FAFSA evaluations). PennWest awards
financial aid on a rolling basis beginning early in the spring
semester of each year to students who have been accepted to
the university and have a valid FAFSA on file.

The Financial Aid Office also provides comprehensive
counseling on various financial matters, including guidance
on federal loan entrance and exit, verification processes
(IV.1.18), credit, and compliance with regulatory obligations.
Students are informed about alternative options, such as state
grant and special programs (IV.1.19; IV.1.20) and external aid
opportunities (IV.1.21), ensuring alignment with federal,
state, and institutional regulations.
A. A process by which students who are not adequately
prepared for study at the level for which they have been
admitted are identified, placed, and supported in attaining
appropriate educational goals.

Supporting Underprepared Students
Commitment to Underserved Communities
PennWest is dedicated to delivering top-notch education to
students residing in underserved rural areas. Acknowledging
that its current and prospective student body originates in
large measure from financially disadvantaged communities
and includes many first-generation college students
(I.3.16), the university is committed to ensuring that all
students, regardless of their academic background, have the
opportunity to excel in higher education.
In pursuit of this goal, PennWest offers pre-college
assistance and enrichment through federally funded TRIO
programs — outreach and student services programs
designed to identify and provide services for individuals from
disadvantaged backgrounds. TRIO includes eight programs
targeted to low-income individuals, first-generation college
students, and individuals with disabilities, helping them to
progress through the academic pipeline from middle school
to postbaccalaureate programs.
PennWest administers several TRIO programs across its
campuses, including Student Support Services and Upward
Bound at the California and Clarion campuses, and Talent
Search at the Clarion campus. Additionally, the Clarion
campus operates a state-funded ACT 101 program that aligns
with TRIO initiatives. Title III initiatives are implemented
at the California campus, which also boasts the National
Science Foundation’s S-STEM program to support incoming
engineering students.

Self-Study 2025 • 51

Quantitative assessments of these programs (IV.1.22)
reveal their effectiveness. For example:
• TRIO Student Support Services at the California campus
served 175 eligible participants during the 2022-2023 cycle.
Among them, 91% attained “good academic standing,”
with an 83% bachelor’s degree completion rate and an
overall persistence rate of 89%. At the Clarion campus,
TRIO Student Support Services served 207 eligible
participants during the same cycle, with similar success
rates: 92% achieved “good academic standing,” with a 55%
bachelor’s degree completion rate and a persistence rate
of 91%.
• The TRIO Education Talent Search program at the Clarion
campus served 835 eligible students, boasting a 96%
secondary school persistence rate and a 91% secondary
school diploma completion rate within the regular
timeframe; 67% of participants enrolled in postsecondary
education, with a postsecondary education attainment
rate of 77%.
• TRIO Upward Bound at the California campus served
164 eligible students across two cohorts in 2022-2023,
with postsecondary completion rates of 67% and 61%,
respectively, for the Monongahela and Fayette projects.
During the 2022-2023 cycle, the Upward Bound program
at the Clarion campus served 97 students, achieving a 96%
student retention and graduation rate. About 46% of those
students successfully enrolled in and completed postsecondary education, and 90% maintained or exceeded
the required GPA.
Office for Students with Disabilities
The Office for Students with Disabilities (OSD), located on
each campus, provides services for students with a diagnosed
disability who can, with assistance, overcome barriers to
learning. OSD complies with Section 504 of the Rehabilitation
Act of 1973 and the Americans with Disabilities Act of 1990.
OSD ensures that students with documented disabilities
receive the appropriate reasonable accommodations to
help them be successful based on their identified needs.
OSD directors meet regularly with students to determine
the effectiveness of the accommodation and to evaluate
the need for any further services. Annually, OSD provides
accommodations for approximately 350-430 students
on each campus (IV.1.23). The top three diagnoses
that accommodations are provided for are emotional/
psychological, learning, and medical/health disabilities.
In addition, the Edinboro campus’s OSD offers fee-based
services to students with documented disabilities:
• The Boro Autism Support Initiative for Success (BASIS)
(IV.1.24) is an individualized program that provides
support in academics, communication, daily living skills,

52 • Pennsylvania Western University

employment readiness, and social skills for students on
the autism spectrum. Since integration, BASIS has seen
a 42% increase (Fall 2022 to Fall 2023) in its enrollment.
With the increase in individuals diagnosed with autism
spectrum disorder nationwide, numbers for BASIS are
expected to grow.
• The Boro Opportunities for Organization and Student
Techniques (BOOST) provides academic coaching and
study skills support for students with specific learning
disorders, including students with attention deficit
hyperactivity disorder (ADHD). The program has three
levels to accommodate students’ educational needs.
Seven students were enrolled in BOOST in Fall 2022, nine
in Spring 2023, 11 in Fall 2023, and 11 in Spring 2024.
Since Spring 2022, three students enrolled in BOOST have
graduated from the university.
• The early move-in BRIDGE program gives new students
registered with OSD a positive start to their university
experience through academic, social, and teambuilding activities. This three-day experience provides
information on college success strategies and skills,
campus technology, and knowledge about campus and
OSD resources. Fifteen students enrolled in BRIDGE for
each of the fall 2022 and 2023 semesters.
Academic Support Programs
The Center for Student Outreach and Success (III.4.76)
offers programs to help new students make a strong start
academically, and to assist students who need to improve
their GPA and overall academic standing. All undergraduate
students are linked with a success coach based on their
major. The success coaching process is discussed in more
detail further in this criterion.
The center also offers programs such as START (Success
Tools and Resource Training), which provides vital assistance
to students with low high school GPAs who are conditionally
admitted to the university. The program supported 123
students in Fall 2022 and 149 in Fall 2023, a 21% increase.
START (III.3.48) students are matched with Success Coaches
who conduct weekly sessions to assist with the transition
to college-level coursework and facilitate access to support
services such as tutors and peer mentors. Through regular
progress evaluations, particularly in the first year, students
are guided to maintain a GPA of 2.0 or higher and are
provided with academic alternatives if they encounter
difficulties within their chosen major. Initial analysis of data
from the first three cohorts (Fall 2022-Fall 2023) indicates
that about 40% of START students achieved “good academic
standing,” (IV.1.25) meeting or exceeding the university’s
GPA requirement of 2.0 after their first semester. Staff are
evaluating the data and strategies for improving these results.

Assessment and Support for Students
The institution oversees students’ academic advancement
and offers prompt intervention as necessary. The Academic
Grading Policy (II.1.3) encourages faculty to “administer
a sufficient number and variety of evaluative measures
throughout the semester to arrive at a just and accurate
appraisal of student performance.” Grades are provided
directly to the student; coupled with a Progress Survey in
Week 4 and a mid-term grade submission before the end of
the withdrawal period, they serve as touch points for Success
Coaches and other support staff to reach out to students and
connect them with resources.
A subpar GPA may result in an academic warning,
probation, suspension, or dismissal, as outlined in PennWest’s
Policy AC006 for undergraduates (IV.1.26) and Policy AC007
for graduate students (IV.1.27). Individuals deemed at risk of
suspension or dismissal may appeal to a committee and/or
the dean, depending on the number of suspensions. Students
on academic warning and probation work with an assigned
Success Coach and the rest of their support network (faculty
advisor, athletic coach when applicable, career coach, OSD
representative, and others); together they explore various
options, including course withdrawal, readmission, or access
to academic support services.

of respondents said their mentor helped them transition to
PennWest (IV.1.28). Assessment data from the California
campus in Fall 2022 indicate that, since 2000, the average Fall
retention rate for mentored freshman cohort students has
been 14.06% higher than for non-mentored students (IV.1.29).

Peer Mentoring
PennWest’s Peer Mentoring program addresses the
challenges faced by many first-year and new transfer
students. Organized through the Center for Academic and
Student Success, the expanded program is available to all
face-to-face undergraduates who choose to participate. Peer
Mentoring pairs the incoming student with an experienced
volunteer student mentor who can offer guidance on
academic and campus-life resources. The program helps firstyear students navigate the complexities of college life and
fosters a sense of belonging. In the 2023-2024 academic year,
238 students requested a peer mentor and 227 students served
as volunteer mentors. In a 2023-2024 satisfaction survey, 77%

Assisting students (or faculty/staff) who are not sure
who to ask for assistance, campus leadership teams (CLT)
(IV.1.32) were developed on each campus to provide an
immediate point of contact for the community. Each CLT is
comprised of the academic dean, the campus administrator,
and the Student Affairs lead based on the individual
campus. The CLTs meet weekly to stay apprised of campus
events, planning, and issues, and hold regular meetings
with managers of other campus units; the CLTs also meet
weekly with the president and Cabinet to ensure consistent
communication. Roles, responsibilities, and organizational
interconnectedness is summarized on the PennWest website
and available to the public.

International Students
The Global Education Office provides services for
PennWest’s international students (IV.1.30). The office assists
accepted students with the paperwork required to obtain a
visa, meets new students at the airport and helps them
settle in on campus, and holds a New International Student
Orientation at the start of each semester. The office advises
enrolled students on credit requirements to maintain their F-1
visa, guides them toward campus resources, and assists with
practical matters such as obtaining a driver’s license, Social
Security card, internship, employment, or post-graduate
externship. In Spring 2024, a total of 121 international students
were enrolled in PennWest degree programs (IV.1.31).
B. Orientation, advisement, and counseling programs
to enhance retention and guide students throughout their
educational experience.

Campus Leadership Teams

Self-Study 2025 • 53

New Student Onboarding
PennWest provides a holistic support system for newly
enrolled students, including first-generation college students,
who can benefit from step-by-step guidance as they become
accustomed to university life.
New Student Orientation
Upon admission to PennWest, newly deposited students
are directed to Next Steps events and activities (IV.1.33) aimed
at preparing them for their first semester. As part of this
initiative, students and their families are invited to New Student
Orientation (NSO) (IV.1.34), a full-day event designed to:
• Help students and their parents/supporters learn about
the university and its services (e.g., campus safety,
FERPA, counseling and disability support services, the
bookstore, etc.).
• Give students and their parents/supporters time to meet
with staff in various offices/departments to finalize details
and ensure their questions are answered.
• Help students and parents/supporters feel more connected
to PennWest and their chosen campus by facilitating
connections with other incoming students and families,
faculty, and staff.
During NSO, students receive step-by-step guidance and
training on various aspects of their college journey, such
as completing the FAFSA (IV.1.35), setting up university
email and myPennWest accounts, and finalizing housing
and meal plan choices. In an academic session, students
receive detailed instructions on official requirements such as
transcript submissions and credit transfers, placement testing
requirements, and success coaching. They also can arrange

billing and payment options, review financial aid offers,
and complete medical history forms, all with staff guidance.
Parents/supporters have their own NSO sessions where they
learn about the PennWest Parent Portal, financial resources,
FERPA, and campus safety and security. For those unable
to attend NSO in person, online resources are accessible
via a special D2L course shell (III.4.47) and the university
website. These resources offer comprehensive step-by-step
instructions, along with links to all necessary documents and
forms, plus contact information for staff members.
Welcome Weekend
The Welcome Weekend program (IV.1.36), which kicks
off with New Student Move-In, gives incoming students a
chance to meet their peers and upperclassmen, familiarize
themselves with the campus and surrounding community,
learn about expectations for members of the campus
community, and explore on- and off-campus resources.
Commuter students are invited to participate in all
Welcome Weekend sessions, including special commuter
acclimation sessions with students and Student Affairs staff.
During academic sessions, students can meet the dean of their
college, follow their class schedule to find their classrooms,
and participate in New Student Convocation.

Wellness Services
The mission of Wellness Services (IV.1.37) is to enhance
holistic well-being by optimizing individual experiences
within empowering environments for PennWest campuses
and communities. In summer of 2024, PennWest
implemented an electronic medical records system across all
three campuses for consistency.
Counseling Services
Counseling Services offers enrolled students free,
professional, and confidential counseling with faculty
who are licensed mental health professionals. Short-term
individual, relationship, and group counseling services are
available in the fall and spring semesters when classes are
in session. Counselors utilize their contact areas of expertise
to serve the needs of students across the three campuses,
providing counseling in person on campus and/or via a
confidential telehealth format.
Counseling Services has three essential roles:
1. Provide clinical services that help students achieve their
academic and personal goals.
2. Educate the campus community about the emotional
and developmental needs of students through
community-level interventions, including outreach,
programming, and consultation.
3. Respond to the psychological effects of crises that
impact individual students and the campus community.

54 • Pennsylvania Western University

Wellness Services also has case management staff for all
university students seeking resources. Case management
staff work to identify, support, and refer students who may
be experiencing complex personal difficulty such as a mental
health related crisis or distress that may impact their academic,
personal, and/or social ability. Through a comprehensive and
collaborative approach, case management staff reach out to
students to communicate care and concern about their health
and well-being and to offer resources and support that may
be helpful to them. Students who complete the Intake Form
are referred to campus and community resources to address
identified needs posing a barrier to their academic success. In
2023-24, 816 out of 914 students successfully followed through
with the referrals.
Alcohol and Other Drug Education
PennWest utilizes an evidence-based approach for Alcohol
and Other Drug (AOD) educational programming and support
services. BASICS (Brief Alcohol Screening and Intervention
for College Students) and CASICS (Cannabis Screening
and Intervention for College Students) are the nationally
recognized alcohol and marijuana education programs
utilized on each PennWest campus. These programs form
a comprehensive strategy to improve well-being; reduce
underage/dangerous drinking and other drug abuse among
students; and promote the ideals of safety and wellness to
all students. Services are offered in-person and virtually for
students across all three campuses. In 2023-24, 72 students
were referred across PennWest for the BASICS/CASICS
program (IV.1.38). Grant funding supplants the operating
budget for this area. In July 2024, PennWest received a
$46,000 award from the Pennsylvania Liquor Control Board
(IV.1.39) for alcohol prevention strategies.
Health Services
Health Services provides high-quality episodic patient
care, paying special attention to the needs of college
students. It provides quality health care for students and first
aid for all members of the campus community. Healthcare
professionals can direct students to other healthcare
providers, work with special populations to address their
specific needs, and develop and deliver health and wellness
education programs. Walk-ins are welcome, and telehealth
or face-to-face visits are available by appointment. Health
Services also support and enhance education and increase
retention by modifying or removing health-related barriers
to learning and by promoting optimal wellness.
Behavioral Intervention Teams
The Behavioral Intervention Teams (BIT) conduct
assessments and early interventions with students exhibiting

concerning behaviors, support students with concerns, and
assist faculty/staff with managing concerning behaviors. The
teams are dedicated to the university community’s wellness
and safety, providing an atmosphere where individuals
are free to work and learn in a secure and supportive
environment. PennWest has a total of four BIT teams, one
on each physical campus in addition to a team dedicated to
on-line students. Students can be referred to BIT through an
online form (IV.1.40) accessible to anyone on or off campus.
BITs use a standardized approach, uniform training and
referral practices, shared resources and services, and a
uniform post-vention team. Promoted strategies used when
encountering students in distress include Mental Health First
Aid and Question, Persuade, Refer (MHFA/QPR). PennWest
uses a case management model supplemented by walk-in
crisis services that increases access to support and decreases
delays and waitlisting. Students who require long-term or
intensive treatment are referred to off-campus providers.
PennWest had 256 BIT referrals during 2022-2023, and 362 BIT
referrals during 2023-2024 (IV.1.41).
PennWest Pantry
Food insecurity is
a growing problem on
college campuses and can
be a barrier to student
success. Recognizing a
PennWest
need to support the health
students
received
and well-being of students
items
with food insecurities
from the pantry
across all three campuses,
PennWest
earned
a
certificate of recognition as
a Hunger Free Campus, along with a $60,000 grant from the
Department of Education to support the PennWest Pantry.
With this grant funding and donor support, the pantry helps
struggling students meet their basic needs with compassion
and discretion by providing food, academic supplies, and
personal hygiene items through an online request process.
During AY 2022-2023, a total of 307 PennWest students
collectively received 16,555 items from the pantry (IV.1.42).

307

16,555

Student Outreach and Success
The Office of Student Outreach and Success supports
students at every stage of their academic journey. With
physical locations on each campus, this office offers a
wide range of resources, from tutoring and supplemental
instruction to success coaching, peer mentoring, global
initiatives, study abroad programs, and veteran support
services (III.4.76).

Self-Study 2025 • 55

PennWest University

has a dedicated coaching and academic advising staff

COACHING TEAM
Enrollment • Success • Career

admissions@pennwest.edu

Campus-based student:
successcoaching@pennwest.edu

career@pennwest.edu

Global Online student:
globalonline@pennwest.edu

f a cu l t y a dvis o r
Support • Advise • Strategize

Success Coaching
One key service is Success Coaching, designed to help students become engaged and proficient learners. Success Coaches are
extensively trained to assist students in identifying and accessing campus resources tailored to their specific needs. Students can
consult with a Success Coach to develop essential academic skills, set meaningful goals, and achieve academic success.
Students can meet with a Success Coach by appointment or as an in-person or virtual walk-in; they also can use the “Raise
Your Hand” feature in Starfish to ask questions at any time of day or night (III.4.79); questions are answered during traditional
business hours and students are connected directly with the resources they need. Success Coaches also work closely with students
in Academic Recovery programs.

Career Center
The Center for Career and Professional Development provides comprehensive support to all students, with resources available
24/7 at their website. With a mission focused on exploration, preparation, and application of skills and experiences, the center is
a centralized hub dedicated to educating and empowering students to achieve their career and life goals (IV.1.43).
For example, from July 1, 2022, through Feb. 12, 2024, a total of 974 unique PennWest students utilized the Focus 2 career
exploration software 2,404 times, with 470 students using the system once, 210 twice, and 294 three or more times. During AY
2022-2023, students who met with Career Center staff by appointment to discuss their Focus 2 results were retained at an 85%
rate (53/62).
Persistence rates are a crucial metric for measuring the impact of engagement
The Career Center
with the Career Center on student success. From May 8, 2022, through May 6, 2023,
engaged with
the center engaged with 29% of the PennWest student population (4,138/14,080)
through appointments, programs, events, or other services. An analysis
students
from May 2022
(IV.1.43) found:

4,138

• Students who engaged with the Career Center persisted, on average, at a 5%
higher rate than those who did not.

to May 2023.

• Career-related events (96%) and appointments (91%) provided the greatest positive impact on student persistence.
• Among bachelor’s degree-seeking students who engaged with the Career Center, those who identified as white persisted at an
87% rate (3% over the university average) and those who identified as BIPOC persisted at a 78% rate (+5%).

56 • Pennsylvania Western University

• In terms of class status of bachelor’s degree-seeking
students, the Career Center positively impacted the
persistence of freshman by 7% (76% vs. 69%), of
sophomores by 5% (88% vs. 83%), of juniors by 4% (92%
vs. 88%), and of seniors by 5% (95% vs. 90%).
The Career Center also assesses how effective appointments
were in increasing students’ knowledge of the appointment
topic. One hundred percent of student respondents “agreed”
or “strongly agreed” that after meeting with a Career Center
staff member, their knowledge of the topic increased.
C. Processes designed to enhance the successful
achievement of students’ educational goals, including
certificate and degree completion, transfer to other
institutions, and post-completion placement.
As shown in 2023-2024 IPEDS data (I.3.17), PennWest
University’s overall graduation rate stood at 51%. This rate
is calculated based on the total number of students in the
Adjusted Cohort, or 2,624 individuals. Of this cohort, 1,339
students successfully completed their programs within
150% of the normal time frame, contributing to the overall
graduation rate.
The university’s transfer-out rate for this period was 21%.
Again, this rate is determined from the Adjusted Cohort of
2,624 students, among whom 556 individuals transferred out
within 150% of the normal time period.
Focusing specifically on students pursuing bachelor’s
degrees, the graduation rate for this cohort was slightly higher,
at 53%. Among the 2,286 students in the Adjusted Cohort
pursuing bachelor’s degrees, 1,205 students successfully
completed their programs within 150% of the normal time
frame.
These metrics provide insights into the institution’s
academic outcomes, indicating both areas of success and
potential areas for improvement.

Career Outcomes
The Career Center coordinates the First Destination Survey
three times a year, in May, August, and December, to gather
data regarding the career outcomes of graduates up to six
months after graduation. Annual reports are made available
through our Tableau website via a dynamic, filterable
dashboard for internal and external stakeholder review and
consumption.
Results from the Class of 2023 include:
• 96% of PennWest graduates were employed or continued
their education within six months after graduation.
• 74.6% were working full time.
• 21% were continuing their education.
• 88% were working in a job related to their career interests.

These statistics underscore the positive impact (IV.1.43)
that PennWest’s academic and student support services, like
the Career Center, have on facilitating a student’s career
readiness and successful transition from college to career.

Certificate and Degree Completion Services
The Office of the Registrar is committed to helping
students to overcome any administrative obstacles they might
encounter while completing their degrees and certifications.
The office offers support with academic calendar inquiries,
program and course registration, and graduation application
and commencement assistance, among other topics.
DegreeWorks
The Registrar’s Office provides and maintains
DegreeWorks, an online tool designed to facilitate academic
advising and assist students in understanding degree
requirements and their path to graduation. A web-based
platform, DegreeWorks enables students and advisors to
monitor progress toward degree completion, make informed
course selections, and plan for timely graduation.
DegreeWorks audit sheets are accessible to students
24/7 via the university website. Audit sheets offer a detailed
overview of a student’s past and current coursework,
outlining completed and outstanding requirements for
degree completion. Audit sheets are based on the Curriculum
Sheet program; they give students a practical tool to plan and
monitor their progress toward a degree.
DegreeWorks (IV.1.44) also includes:
• A Graduation Calculator that assists students in
determining the grades needed to achieve their desired
GPA upon graduation.
• An Advice Calculator that calculates the number of credits
required to reach a specific grade-point average.
These tools empower students to make informed decisions
regarding their academic goals and performance.
The “What If” function in DegreeWorks lets students explore
alternative majors based on their completed coursework and
available credits, so they can collaborate with their academic
advisors to develop alternate academic plans. This feature
facilitates efficient transfer of coursework and ensures students
remain on track toward their educational objectives.
MyHub
The Registrar’s Office uses MyHub, a secure and portable
online application provided by the National Student
Clearinghouse. This platform gives students convenient access
to their verified educational records from all participating
colleges and universities, enhancing transparency and
accessibility. By centralizing access to educational records,
this platform streamlines the process of obtaining essential
documentation related to degrees and certifications.

Self-Study 2025 • 57

The Registrar’s Office uploads education records onto the platform promptly, with all degrees and certifications typically
available within a few weeks of their conferral date. MyHub has a user-friendly interface, allowing students to access their
education records anytime, anywhere, without the need for physical copies or visits to the Registrar’s Office. With MyHub,
students can trust the accuracy and authenticity of their education records; the platform provides verified information directly
from participating institutions. MyHub also lets students securely share their education records with employers, other educational
institutions, or relevant parties as needed.

Transfer to Other Institutions
PennWest has worked to simplify and streamline the transfer process, providing comprehensive support and resources to
ensure that students who wish to transfer out can transition smoothly to their next educational endeavor. Students are required to
make all necessary arrangements with their future institution; PennWest helps them obtain their transcripts through convenient
online services or by sending transcripts directly to their new institution. This allows students to focus on their academic goals
while the university supports their transfer process.
In Fall 2023, PennWest joined other PASSHE institutions in introducing Reverse Transfer. The Reverse Transfer service (IV.1.45)
involves an evaluation of PennWest courses by the former institution, providing students with an additional pathway to academic
credential attainment. This initiative enables students who have transferred to PennWest from a Pennsylvania community college
to utilize their PennWest credits to qualify for a community college credential.

CRITERION 2

Policies and procedures regarding evaluation and acceptance of transfer credits,
and credits awarded through experiential learning, prior non-academic learning,
competency-based assessment, and other alternative learning approaches.

Transfer Credit
Because PennWest recognizes the various pathways through which students can accrue college-level credits — traditional
coursework, examinations, military service, or prior life experiences — the university has developed transfer credit policies
grounded in a student-centered approach.
The clear and comprehensive transfer credit policies outlined in policy document AC034 (IV.2.46) and Board of Governors
Policy 1999-01-A (IV.2.47) empower students to leverage their earned credits, regardless of when or how they were obtained,
to optimize their educational achievements and expedite their progress toward a degree. These policies explicitly define and
describe all matters related to the evaluation and transfer of credits, including the appeal process. The Registrar’s Office tracks
all institutions with which PennWest has articulation agreements (IV.2.48) and is made publicly available via the PennWest
website (IV.2.49).

58 • Pennsylvania Western University

Course Credits by Examination
The university offers specific programs to evaluate student requests
for undergraduate credit obtained through non-traditional means,
as outlined in Policy AC015: Earning Course Credit by Examination
or Evaluation (IV.2.50). These options include the College-Level
Examination Program (CLEP), Credit by Exam, DSST/DANTES
through the U.S. military, and Life Experience Credit–Prior Learning
Assessment (PLA). Students pursuing a degree or certification at
PennWest may utilize these evaluations, and credits thus earned may
be applied toward degree completion.

Credits Over 10 Years Old
Policy AC039 (IV.2.51) outlines procedures for evaluating and
applying credits earned 10 or more years prior to enrollment in a
PennWest degree program. The evaluation process is integrated
into the regular admissions process for transfer students and the
reinstatement of former PennWest students. It involves initial
evaluation by the Registrar’s and Transfer offices, recommendations
by department chairs through the appropriate deans’ offices, and
notification to students by the Registrar’s Office based on the
evaluation outcome.

CRITERION 3

Policies and procedures for the safe and secure maintenance and appropriate release
of student information and records.
Protection of data integrity and confidentiality of student records are essential to maintaining a secure and trusted academic
environment. The university recognizes the diverse and evolving nature of data threats and acknowledges the critical importance
of safeguarding sensitive information. With a steadfast commitment to compliance with relevant regulations and industry best
practices, PennWest has implemented robust policies and procedures to ensure the confidentiality of student records and the
security of its information technology infrastructure, including Policy AC053 (IV.3.52), Policy AC044 (III.4.63), and Policy IT025
(IV.3.53).

Data Confidentiality and Student Records
PennWest prioritizes the safety and security of all university data and student records. Under Policy AC053 (IV.3.52),
confidentiality and the release of student records adhere strictly to the guidelines set forth in the Family Educational Rights and
Privacy Act (FERPA) of 1974. Official records are maintained in respective administrative offices to fulfill educational requirements,
with a strong commitment to safeguarding these records in compliance with FERPA regulations. No student information is
released without the student’s permission or as dictated by FERPA guidelines.

Information Technology Security Program
PennWest recognizes the critical importance of safeguarding its information technology (IT) assets amid evolving security
threats. Policy IT025 (IV.3.53) outlines the university’s comprehensive IT security program, which is founded on industry best
practices such as CIS Critical Security Controls (IV.3.54) and the Code of Practice for Information Security Management published
by ISO/IEC 27002 (IV.3.55). This program is tailored to the specific needs of the university environment and incorporates security
requirements from relevant regulations, including FERPA, GLBA, PCI Data Security Standard, Red Flags Rule, GDPR, and HIPAA.
The university relies on professional organizations such as NIST (IV.3.56) to stay updated on emerging security practices and
regulations.
In the event of a data breach or security incident, the university has well-defined procedures in place (IV.3.57), including
immediate notification to ITS, assessment by PASSHE legal counsel, and compliance with the Pennsylvania Breach of Personal
Information Notification Act (IV.3.58), if necessary.

Self-Study 2025 • 59

CRITERION 4

If offered, athletics, student life, and other extracurricular activities are
regulated by the same academic, fiscal, and administrative principles and procedures
that govern all other programs.

PennWest is committed to the success of its students in and out of the classroom, individually and holistically, from
matriculation through graduation. After students are enrolled, there are a variety of programs and interventions in place to
support the student experience at PennWest, including but not limited to:

Student Life
The mission of Student Affairs is to “… provide student-centered experiences to enhance students’ personal and professional
development through holistic programs, services, and facilities. Echoed by our core values, the division fosters engagement
through inclusive co-curricular and experiential learning opportunities within our campuses and regional communities.” The
division works collaboratively within the university and each campus’s surrounding communities. Integration has given students
opportunities to experience shared services across all three campuses, while maintaining local campus identities and traditions.
With over 200 recognized student organizations across the three campuses, students have ample opportunities to engage in
leadership development, service, cultural activities, Greek life, intramural athletics, and more. During AY 2022-2023, the first
year that data is available for the integrated institution (IV.4.59), 2,214 students were members of at least one student club or
organization.
Each campus currently has a legacy Student Government Association (SGA) that oversees recognition and operations of student
organizations (IV.4.60), serves as the voice of the student body in the institution’s shared governance, and works with its respective
legacy Student Association to provide campus-based Student Activity Fee funding to the clubs and organizations. Leaders of
the current SGAs and Student Associations have begun working to integrate their operations (IV.4.61). They expect to form a
PennWest SGA by Fall 2025 that will include campus-based Student Congresses (IV.4.62) to attend to student organizations and
funding and a unified PennWest Student Association (IV.4.63; IV.4.64) to set and administer an institutional Student Activity Fee.
To help PennWest better assess the impact of its programs, departments, or initiatives in relation to student success, an Impact
Analysis tool was created by the Office of Institutional Research. This tool compares the success rate of students served against
that of other populations, most often the university population as a whole. In addition, the tool can analyze student data by predefined subcategories (e.g., Pell recipient, race/ethnicity, first-generation, etc.) to determine the initiative’s impact.

60 • Pennsylvania Western University

Diversity, Equity and Inclusion
The Office of Diversity, Equity and Inclusion (DEI) has formed a DEI Student Leadership Council, consisting of student leaders
from all PennWest campuses, to discuss organizational and campus issues, identify ways to collaborate, and enhance members’
leadership skills. The DEI Office also offers the Building Bridges program (II.2.18) to facilitate communication and understanding
among students and other campus stakeholders of diverse racial and cultural identities. These dialogues enhance students’
academic and campus-life experiences by providing a structured forum where they can listen and learn from one another. During
AY 2023-2024, the DEI Office offered 27 Building Bridges sessions for 704 student and staff participants (IV.4.65).
Across all three campuses, 23 student clubs and organizations (IV.4.66) encourage students to celebrate their heritage and
identity. Each campus has a chapter of the Black Student Union and an organization for Hispanic/Spanish/Latino students. Other
organizations include the Rainbow Alliance, International Club, and Women in Science on the California campus; Asian Students
Integrated Association, Allies, and Hip-Hop Dance Team at Clarion; and the African Student Association, Asia Club, and Center
for DEI Identity at Edinboro.

PennWest Leadership Academy
The PennWest Leadership Academy (PLA) gives key student leaders the opportunity to grow their leadership skills in a way that
not only benefits our campuses, but also supports their personal growth. Student members of groups such as Student Government,
non-majority/minority student organizations, the Student Athlete Advisory Council, Greek letter organizations, and many others
are invited to be part of this year-long program. These students attend sessions presented by faculty, staff, and administrators on
important topics such as diversity, equity, and inclusion; civility and communication; energy and time management; developing
mentors; and conflict resolution. The academy trained a total of 73 students in AY 2021-2022, 75 students in AY 2022-2023, and 80
students in AY 2023-2024 across all three campuses and in all cohorts (IV.4.67).

Community Service and Philanthropy
As part of their personal growth and development, PennWest students are encouraged to contribute to their communities
through service and philanthropic endeavors. During AY 2023-2024, students involved in clubs and organizations reported over
7,968 hours of community service (IV.4.68) in support of local agencies and national charities. Projects ranged from the Think
Pink 5K to raise awareness and funds for breast cancer education (IV.4.69), to the Random Acts of Kindness Everyday (RAKE)
initiative (IV.4.70), where students clean up yards for elderly people and individuals with disabilities, to the Big Event (IV.4.71),
which saw over 200 students perform a variety of services for 37 local agencies, businesses, and homeowners.

Programming Boards
Each PennWest location has its own Programming Board comprised students tasked with bringing cultural, entertainment,
and educational programs to campus. During AY 2022-2023 and AY 2023-2024, the programming boards offered a combined 425
events and activities (IV.4.72) to engage and entertain PennWest students. These ranged from open mic nights and stuff-a-plush
activities to lectures and concerts.
PROGRAMMING BOARD EVENTS
2022-2023

2023-2024

Number of Events

Total Attendance*

Number of Events

Total Attendance*

Student Activities Board - California

36

1,383

53

1,721

University Activities Board - Clarion

138

4,941

84

2,149

University Programming Board - Edinboro

66

2,934

48

3,901

* Not unique attendees

Fraternity and Sorority Life
Greek letter organizations have a long and rich history on the PennWest campuses. There are currently nine fraternities and
sororities on the California campus, five on the Clarion campus, and seven on the Edinboro campus. Membership totaled 343
in all and accounted for approximately 5% of the total full-time student body. A recent impact analysis (IV.4.73) by the Office of
Institutional Research showed that members of fraternities and sororities had a 92% success rate for AY 2022-2023, compared to
an 81.7% success rate for PennWest students overall.

Self-Study 2025 • 61

Residence Life and Housing
Programming is one of the key components of student success in Residence Life and Housing. Out-of-classroom experiences
allow students to grow as individuals and develop meaningful connections with peers and the community. Ultimately, programs
and activities are designed to help students feel a sense of belonging where they live by creating a safe, equitable, and healthy
learning environment. Programs include social, community-building, and themed events, Table XX.
Community Assistants (CAs) are required to conduct Buzz chats twice a semester. These are guided conversations with each
resident to check in on their experience. CAs also ask pointed questions about registration and whether residents are planning to
return for the next academic year. These conversations help CAs to gauge whether individual students need additional resources.
RESIDENCE LIFE AND HOUSING EVENTS
2022-2023

2023-2024

Number of Events

Total Attendance*

Number of Events

Total Attendance*

Student Activities Board - California

614

7,149

818

5,914

University Activities Board - Clarion

445

4,578

320

4,260

University Programming Board - Edinboro

473

2,327

686

8,154

* Not unique attendees

Campus Recreation
Current students who pay the campus recreation fee can use their student ID card to access the fitness center, where amenities
include weight rooms, cardio areas, climbing walls, group fitness studios, indoor walking/running tracks, and gym space. More
than 1,000 students participate in intramural sports, with men’s, women’s, open, and co-ed teams in 34 leagues competing in
basketball, soccer, softball, volleyball, flag football and other sports.
Each campus offers outdoor recreation for students, such as high and low ropes courses, disc golf courses, and yard games.
Excursions (complete with equipment rentals) let students experience adventure sports such as whitewater rafting, skydiving,
mountain biking, hiking, canoeing, paintball, cross-country skiing, rock climbing, and more.
Sports clubs operated for and by students, often with a faculty advisor or coach, compete against other colleges and universities
in local, regional, and national conferences and leagues. Currently PennWest offers 26 sports clubs with about 500 student members.

Athletics
Each PennWest campus operates an independent intercollegiate athletics program. All three
Athletics departments are affiliated with the National Collegiate Athletic Association (NCAA),
Pennsylvania State Athletic Conference (PSAC), and Mid-American Conference (MAC) and are
guided by their missions, principles, and policies. Student-athletes at the California, Clarion, and
Edinboro campuses compete at the Division II level; wrestling is the only Division I program. Each
athletics program has its own Student-Athlete Handbook, (IV.4.74; IV.4.75; IV.4.76), which outlines
rules and regulations. Campus-specific policy and procedure manuals with details about
academics, financial aid, student-athlete substance abuse policies, code of conduct,
and sportsmanship are posted on the PennWest website and shared in each campus
manual (IV.4.77; IV.4.78; IV.4.79).
A breakdown of headcount and average GPA by sport by campus is shown in
in the table below below and is available in each campus’s 2023 NCAA report
(IV.4.80; IV.4.81; IV.4.82).
PennWest awards scholarships to student-athletes as part of the model
approved by the NCAA for the integrated university. The Financial Aid
Office collaborates with each campus’s Athletics Department to ensure
compliance with NCAA regulations, continually assessing student
financial needs and incorporating scholarship support alongside other
financial resources.

62 • Pennsylvania Western University

Headcount and GPA by PennWest Athletic Sport
CALIFORNIA (VULCANS)
Men

CLARION (EAGLES)

Women

Head
Count

Head
Count

GPA

Baseball

45

3.26

Basketball

17

2.94

14

3.07

Cross Country

12

3.25

8

3.53

Football

105

2.90

Golf

18

3.27

6

3.59

GPA

Men

EDINBORO (FIGHTING SCOTS)

Women

Head
Count

GPA

38

3.15

16

3.06

105

2.86

10

3.45

Head
Count

Men

GPA

Head
Count

17

3.58

12

3.64

8

3.80

Women
GPA

Head
Count

GPA

13

2.81

15

3.42

6

3.34

8

3.34

99

2.66
20

3.24

Lacrosse
26

3.42

32

3.62

42

3.48

Softball

Soccer

30

3.40

18

3.40

22

3.38

24

3.15

Swimming

13

3.33

31

3.59

16

3.45

Tennis

23

3.19

14

2.98

9

3.68

7

3.53

14

3.26

10

3.43

Track & Field Indoor

40

3.21

38

3.46

24

3.61

18

3.14

24

3.67

Track & Field Outdoor

40

3.21

38

3.46

24

3.61

23

3.46

19

3.55

21

3.44

18

3.43

Volleyball
Wrestling

42

3.10

31

2.83

CRITERION 5

If applicable, adequate and appropriate institutional review and approval of
student support services designed, delivered, or assessed by third-party providers.

In compliance with MSCHE’s Third-Party Policy and Procedures, revised in 2024, PennWest is implementing a third-party
policy (III.7.89) and procedure (III.7.90), as well as updating an inventory list (III.7.91) to include all entities MSCHE defines
as providers.

CRITERION 6

Periodic assessment of the effectiveness of programs supporting the student experience.
Improved Registration
PennWest has implemented strategic initiatives to streamline and enhance the course registration process. Since integration,
substantial improvements have been realized across all three campuses, and each successive registration period has seen a
marked decrease in challenges faced by students.
In AY 2023, approximately 7,999 registration permits were requested by students looking to enroll in desired courses. Through
targeted efforts, this number was reduced by nearly 50%, to just under 4,833 registration permits, in 2024 (IV.6.83). A key factor
was the creation of dedicated online course sections, clearly identifiable to students, which minimized requests for seats reserved
for specific student populations.
The university has adopted a continuous improvement approach, evaluating registration errors each term and implementing
corrective measures. In 2023, more than 3,100 prerequisite issues arose during the registration process. By working closely
with academic departments to resolve configuration errors, eliminate unnecessary prerequisites, and remove duplicate course
requirements, prerequisite issues dropped by almost 45%, to 1,813 instances in 2024 (IV.6.83).
PennWest also refined its waitlist procedures (IV.6.84). Academic departments now review existing waitlists more frequently
and prioritize graduating students; this facilitates timely degree completion, particularly for students in legacy programs that are
being phased out.

Self-Study 2025 • 63

To support student retention efforts, the Registrar’s
Office has a proactive outreach strategy. For example, as the
withdrawal deadline approaches, two messages are sent:
a general reminder about the impending deadline, and a
communication targeted to students with deficit grades that
provides guidance on making an informed decision about
whether to withdraw from the course. Through these multifaceted initiatives, PennWest demonstrates its commitment
to continuously improving the registration experience and
supporting student success.

Annual AES Assessment
Assessment of administrative, educational, and student support
(AES) units occurs on both an annual and a periodic (program
review) basis. The Office of Institutional Effectiveness (IE)
provides assessment procedures, timelines, and resources.
Personnel involved in the annual process include the
executive director of Institutional Effectiveness and director
of Assessment and Planning for Administrative and Support
Services, and 59 assessment leads, representing each of the
AES units.
IE serves as the communication conduit for the assessment
process to campus and non-campus stakeholders. Avenues of
communication include university-wide email announcements,
workshops, academic and administrative assessment
monitoring tools, and executive assessment status reports.
AES units are required to establish annual outcomes
to demonstrate the effectiveness of their programs and/or
support services. Assessment leads participate in this two-step
process. First, a comprehensive AES Assessment Plan (IV.6.85)
is developed by the assessment lead and submitted to IE in
August. In June of the following year, an AES Results Report
(IV.6.86) is submitted to IE that includes an analysis of the
completed outcomes.
As part of the annual process, each unit identifies one
outcome aligned to either the university’s strategic plan,
MSCHE standards, or MSCHE Essential Skills (addressed
comprehensively in Standard V). To ensure process
transparency and accountability, IE created detailed workflow
documents (IV.6.87; IV.6.88) that clearly illustrate roles,
responsibilities, and required activities. The results are entered
into the Nuventive database to ensure accurate recordkeeping
and facilitate analysis. A separate workflow (IV.6.89) describes
the key role this software plays. The Results Report also asks
assessment leads if they have sufficient resources to implement
the action plan, and if not, to identify specific areas of need
to improve assessment outcomes. The process for linking
assessment results to institutional planning and budget is
being further developed with the Budget Review Committee

64 • Pennsylvania Western University

discussed in Standard VI.
Once Assessment Plan Reports or Assessment Results
Reports are submitted, an AES assessment monitoring tool
(IV.6.90) is used to track all administrative units/areas and
shared with unit managers and area vice presidents. Progress
is categorized in one of three “stop light” levels of readiness,
as shown below. As of May 2024, 100% of AES units submitted
Assessment Plan Reports for the 2023-2024 assessment cycle.
Assessment Levels of Readiness (Plan and Results Reports)
STATUS

DESCRIPTION

Green

On track with clear mitigation plans for any issues.

Yellow

On track with known issues and defining
mitigation plans.

Red

Off track with no known mitigation.

Assessment 360 Model and Periodic CAS Program Reviews
The AES periodic program review process will begin with
the 2024-2025 assessment cycle, with a holistic “Assessment
360” model (IV.6.91) for AES units. All annual outcomes over
a five-year reporting cycle will serve as inputs for the five-year
periodic program review process. Units also will employ the
Council for the Advancement of Standards in Higher Education
(CAS) evaluation criteria.
Strengths
• The quality of the PennWest administrators and staff who
facilitate and support the student experience is exceptional.
Since California, Clarion, and Edinboro previously operated
their own distinct programs and services, PennWest now
benefits from a team of skilled employees with diverse
experiences. The administrators and staff have worked
extensively to streamline resources and develop policies,
procedures, and programs to provide vital support services
to enhance the student experience.
• An Impact Analysis tool was designed to automate data
analysis, allowing users to compare the success rate of
students they have served with the success rates of other
populations; this will help to establish a baseline for deeper
analytic studies.
• TRIO Student Support Services achieved high levels
of student retention, “good academic standing,” and
graduation rates. For instance, the California campus served
175 eligible participants in the 2022-2023 cycle, with 91%
attaining “good academic standing” and 83% completing
their bachelor’s degrees.

• Members of fraternities and sororities had a 92% success
rate in 2022-2023 compared to an 81.7% success rate for
PennWest students overall.

for more statistically significant assessments, enabling
PennWest to fine-tune programs and initiatives to better
meet student needs.

• PennWest was designated a Hunger Free Campus, with
the PennWest Pantry receiving $60,000 in grants, and
307 students collectively receiving 16,555 items from
the pantry.

• Build stronger connections with community and alumni
networks and leverage them for mentorship, internships,
and career guidance that can enhance students’
professional development and post-graduation success.

• Students utilized the Center for Career and Professional
Development Focus 2 career exploration software 2,404
times, with hundreds of students using it multiple times.
Students who met with Career Center staff by appointment
to discuss their Focus 2 results during AY 2022-2023 were
retained at an 85% rate (53/62).

• Ensure seamless communication and coordination
between different campuses and administrative units to
maintain the quality of shared services. Regular feedback
mechanisms and collaborative planning sessions can
help to identify and address any gaps or inconsistencies
in service delivery.

Opportunities
• To improve academic preparedness, introduce
preparatory courses that reinforce fundamental high
school-level knowledge and skills to better equip students
for college-level coursework, and offer comprehensive
explorations of various academic disciplines that can help
students make informed decisions about their majors.
• Expand data collection and analysis, especially for student
support services that are still in developmental and testing
phases. Increasing the size and scope of datasets will allow

• Increase awareness and encourage utilization of
student support services. Implementing comprehensive
orientation programs and ongoing outreach efforts can
ensure that students can take advantage of the resources
available to them.
• Continue coordinating retention efforts among Academic
Affairs, SEM, and Student Affairs; implement a new firstyear experience (Compass) course and assess current
scheduling/registration practices aimed at increasing
retention rates.

Self-Study 2025 • 65

Standard V Educational Effectiveness Assessment (ROA 8, 9, 10)
Special Note

Due to this chapter’s integrated nature, it is not organized by criteria presented strictly in sequential order. Criterion citations
[C] are included alongside headings and within the narrative when they fulfill criteria different from those indicated by the heading.

A New Process Built on Legacy Foundations [C2, C5]
PennWest University had the rare opportunity to develop a brand-new programmatic assessment process supported by the
strong foundation of its legacy university assessment programs. PennWest’s approach began with assessing the effectiveness
of those existing processes. As part of integration, an Assessment Subcommittee of the Accreditation Working Group (V.5.1)
was formed to establish best practices for the new institution (V.5.2). This subcommittee, composed of key individuals in each
institution’s assessment processes — including PennWest’s director of Assessment and both faculty assessment liaisons — reviewed
legacy assessment efforts to identify their strengths and weaknesses (V.5.3; V.5.4).
Work in this subcommittee ultimately steered the collaborative development of PennWest’s academic programmatic Student
Learning Outcomes Assessment (SLOA) process by incorporating best practices, avoiding known weaknesses within previous
processes, and including the unique aspects that come with integrating three universities into one. (See Standard III for details
on establishing the program array and General Education program.)
Sustainability and alignment with broader university goals [C1] lie at the heart of this process. SLOA at PennWest is simple
enough to be efficient across programs and meaningful enough to drive continuous improvement. The process standardizes
expectations across programs to ensure consistent quality while incorporating intentional flexibility so programs can tailor SLOA
to their individual needs. It includes annual assessments of academic programs, analyses of those assessments, proposed action
items to improve results, and implementation of the proposed action items, leading to continuous programmatic improvement.
Programs ensure improvement by closing the assessment loop, regularly reassessing outcomes to measure the impact of their
action plans and adjusting their assessment approaches accordingly (V.2.5) [C3].

Mission, Goals and Continuous Improvement [C1]
To be meaningful, programmatic assessment must align with the university’s mission and university-level student learning
outcomes. Academic Affairs has clearly stated educational learning outcomes for all academic levels; the president’s Cabinet and
the Faculty Senate have reviewed and approved these university-level SLOs:
Upon graduation, PennWest students will be able to:
• Seek, develop, evaluate, and use information effectively.
• Act ethically, equitably, and inclusively.
• Communicate impactfully.
• Apply broad-based knowledge, interpersonal skills, and professional expertise to identify and solve problems in a complex
and ever-changing world.
Prior to integration, each legacy university had developed alignment mapping (V.1.6; V.1.7; V.1.8) to demonstrate that student
learning outcomes at all levels interrelate with one another, with relevant educational experiences, and with the institution’s
mission.
Assessment’s alignment with the university’s mission and Values persists at PennWest: Undergraduate programmatic learning
outcomes support the General Education learning outcomes.
The alignment map (V.1.9) developed by the Office of Institutional Effectiveness shows the relationships between PennWest
Values, university SLOs, General Education SLOs, and essential skills identified by Middle States within Standard III. In Spring
2024, programs at PennWest began developing Master Assessment Plans (MAPs) that lay out exactly how they will assess which
programmatic SLOs in which academic year moving forward [C2]. Each MAP includes the PennWest University Alignment Map
in the appendix, so all program assessment coordinators can see these relationships.
The MAP template (V.2.10) requires programs to identify how each of its programmatic SLOs align with those broader
university goals (PennWest Values, university SLOs, Gen Ed SLOs, and MSCHE Essential Skills). These alignments allow PennWest
to determine whether and to what extent the broader goals are supported within its academic programming; further, success of
those broader goals can be indirectly measured by tracking assessment results of the aligned SLOs. Partial data for this assessment
will first be available for analysis upon the close of the 2023-2024 assessment cycle.

66 • Pennsylvania Western University

University Alignment Map
PennWest VALUES

University SLOs

General Education SLOs

MSCHE Essential Skills

Master Assessment Plans also require an SLO curriculum map that lays out the relationship of each course in a program
to the relevant programmatic SLOs. Many externally accredited programs also map their SLOs to external accrediting agency
criteria (V.1.11). These curriculum mappings are essential for assessment because they ensure alignment between expected SLOs
and what is actually being taught. They also allow tracking of learning throughout a program and make it possible to pinpoint
weaknesses and identify strengths by examining the assessment data [C3].
Alignment further extends equally from the university’s mission to foster career-ready students and lifelong learners. To
prepare students for careers, the General Education program drew from the key workplace competencies defined by the National
Association of Colleges and Employers (NACE) when developing its outcomes. (See General Education Assessment, below, and
Standard III for further details.) [C2b]

Self-Study 2025 • 67

Assessment Process [C2]
PennWest’s integration process actively embedded
assessment. All proposed programs submitted to the Interim
Curriculum Committee included student learning outcomes as
core components of the program synthesis proposal (III.8.92)
[C1]. (See Standard III). In consolidating its programs, PennWest
identified meaningful curricular goals with defensible standards
for evaluating whether students are achieving those goals [C2a],
and program faculty articulated how they prepare students
in a manner consistent with the university’s mission to equip
students for successful careers, meaningful lives and, where
appropriate, further education [C2b].
To ensure continuity of programmatic assessment and
continuous improvement between the legacy and PennWest
programs, each program developed Linkage Tables (V.3.12).
Faculty listed their new program SLOs, described any
connection to SLOs in
the legacy programs,
summarized recent
related
legacy
assessment results,
and described current
action improvement
plans borne from
those results [C2b].
Then they considered
how the legacy results
could be carried
forward to inform
the
synthesized
PennWest program
(V.3.13) [C3]. This
process has ensured
that data from legacy
programs align closely with that from PennWest programs,
making the datasets comparable. As this comparability
allows actions based on previous legacy assessments to be
as relevant as those based on PennWest assessments, faculty
also established legacy-based action plans for their new
programs [C3]. With Linkage Tables bridging legacy programs
to their PennWest counterparts, in place, legacy assessment
data informed PennWest assessment, faculty assessed their
assessment by reflecting on what SLOs were most important
to their synthesized programs, and PennWest closed the loop
on legacy program assessment [C3, C5].
All academic programs — accredited and unaccredited
undergraduate and graduate programs, concentrations, and
certificates — participate in annual program-level assessment
of SLOs (V.2.5). Programs generally follow an annual
academic assessment cycle that mirrors the academic year,
with planning in the fall semester and results reporting in the

68 • Pennsylvania Western University

spring semester. Some programs adjust this timeline to suit
their programmatic or specialized accreditation needs. Most
PennWest graduate programs were introduced in Fall 2022
and undergraduate programs in Fall 2023, so by Spring 2024,
most graduate programs will have conducted two cycles of
programmatic assessment as PennWest and undergraduate
programs will have completed one (V.2.14).
The 2022-2023 academic year was the first for PennWest
as a unified institution — a period of significant transition
across all university operations, including programmatic
assessment. Amid uncertainty about the continuation
of assessment of legacy programs and a still-developing
undergraduate PennWest program array, faculty were asked
to assess all programs, both PennWest and legacy. To alleviate
the burden on an overstretched faculty, they were tasked with
assessing just one SLO using familiar legacy processes and
templates. The scope
of programs assessed
was also limited to
PennWest programs
and legacy programs
not identified for
moratorium.
Over the summer
leading up to the 20232024 academic year,
the new PennWest
SLOA was finalized
and put into motion:
training sessions were
provided for assistant
department chairs
with
assessment
included in their
duties, and a roadmap for the next year’s assessment was
presented to Academic Affairs administrators (V.3.15; V.3.16;
V.3.17; V.3.18) [C3d, f].
With the launch of the full PennWest array in AY 20232024, assessment for all programs started fresh under the new
PennWest SLOA process (V.2.5). For assessment that year,
PennWest faculty developed “mini” assessment plans (V.2.19)
to lay out what SLO(s) they would assess and what tools they
would use to assess them. The Mini Plans were intended to
facilitate assessment that year while allowing ample time
for faculty to prepare their first Master Assessment Plans
(MAPs) (V.2.10) for implementation beginning in Fall 2024.
The MAP — a comprehensive roadmap for assessment
developed by each program ahead of a new SLO rotation
— includes program information; the program’s mission
statement; SLOs, measures, and criteria; SLO curriculum
map; SLO rotation schedule; and alignment mapping with the

university’s broader goals and mission [C1, C2a, b]. Programs
also create their own rotation schedule for assessment of each
SLO within a four-year assessment cycle or as required by an
accrediting body.
Upcoming assessment cycles will include an Annual
Assessment Improvement Plan in fall and an Assessment
Results Report in spring, although the cycle may be adjusted
for individual programs to meet accreditor guidelines or
better align with cohorts (V.2.20; V.2.10; V.3.21; V.3.22).
The fall Annual Assessment Improvement Plan (V.3.21)
is brief and intended to jumpstart the year’s assessment
and provide follow-up on action plans from the previous
assessment cycle, focusing efforts on continuous
improvement [C3]. This process reacquaints faculty with the
year’s planned assessments, reviews improvement actions
under implementation, and describes how they will close the
loop that year. The assessment coordinator for each program
also meets with the faculty liaison to review assessment plans
for the academic year based on their MAP.
The spring Assessment Results Report (ARR) (V.3.22)
provides information about the assessments conducted,
emphasizing results that drive programmatic improvements.
In the ARR, faculty summarize and reflect on that year’s
findings, devise action plans for programmatic improvement,
determine how they will communicate their results to
stakeholders, and follow up on previously implemented
action plans [C2c, C3]. Key to this process is the push for
continuous program improvement, not just for development
but also for programmatic success. All data is entered into
the Nuventive™ Solutions Improvement Platform (Nuventive)
assessment management system [C2b]. Faculty assessment
liaisons communicate with the assessment coordinator for
each program to provide advice, reminders about reporting
deadlines and, most essentially, initial feedback on how to
improve each report shortly after programs submit them [C2c].
Programs then have an opportunity to respond to this feedback
and revise their assessment reports accordingly [C3].
The director of Assessment is tasked with developing
the programmatic assessment framework and materials,
reviewing and monitoring assessment progress over time,
and conducting analyses, facilitated in part by Nuventive
(IV.6.87). The director and the faculty liaisons review the
assessment reports to track assessment quality and progress
on improvement efforts over time; they also identify and
convey to faculty issues of concern in both the reports and
the programs [C5]. An opportunity for improvement in future
years includes a broader peer review process to provide
feedback and guidance to programs.

University Support for Assessment [C2c]
In addition to support from Institutional Effectiveness (see
Standard VI), the university’s support for assessment includes
oversight by an associate provost, one full-time director of
Assessment in the Office of Institutional Effectiveness, two
senior-level faculty assessment liaisons (with release time)
who have expertise and experience in assessment, and
individual faculty tasked with coordinating the assessment
of one or more programs. Two Faculty Senate standing
committees also support assessment: The Committee on
General Education designs and implements assessments for
that program; the Committee on Assessment communicates
with faculty about assessment practices and facilitates the
broader culture of assessment.
Academic, non-academic, and university assessments are
all supported by the Nuventive software solution. It provides
a centralized system for inputting, organizing, and analyzing
data; enabling tracking of SLOs and their results; mapping
alignments and streamlining assessment across multiple
levels; and providing interactive data, analytics dashboards,
and reports [C2b]. In these ways, it supports continuous
improvement based on data-informed insights, facilitating
better decision-making and promoting overall institutional
effectiveness [C3. C5].

Self-Study 2025 • 69

Most program
assessment
cycles mirror the
academic year.
Assessing the Assessment [C5]
PennWest recognizes that it is important to assess the
assessment process regularly. Institutional Effectiveness
developed a table of current and planned ways for assessing
the assessment at various levels, monitored in a tracker
(V.5.23). At the program level, a rubric (III.8.93) has been
designed to guide peer reviewers as they assess the quality
of assessment efforts as evidenced in reports and provide
final feedback. Program assessment coordinators are given
the rubric in both the MAP and ARR templates to clarify
expectations of content and quality and encourage programs
to reflect on their own assessments.
Over the summer and into the fall, the SLOA leadership
team will review the MAPs and ARRs for the 2023-2024
academic year using the institutional rubric. In AY 2024-2025,
the process aims to expand with a broader faculty peer review
process, collaborating with the assessment subcommittee of
the Faculty Senate to play a key role in reviewing assessment
reports against an institutional rubric and providing
actionable feedback.

Assessment Cycle [C2, C3]
Most programs follow an assessment cycle mirroring
the academic year. In the fall semester, programs on that
timeline have three (or sometimes four) tasks: 1. identify what
SLOs are being assessed in the academic year [C2a], 2. work
toward implementing previous assessments’ proposed action
items [C3], 3. join group meetings to talk about assessment
in general (e.g., how to assess ethics or critical thinking)
and individual meetings to talk about assessment in their
programs [C2b, c], and 4. begin collecting assessment data
[C2b]. Assessment Results Reports on the year’s assessment
are generally due in late spring.
Programs submit assessment reports via reporting
templates available as Word documents and as a framework
in Nuventive (V.2.10; V.3.21; V.3.22; IV.6.85). The faculty
liaisons provide initial feedback on these reports so program
coordinators can improve them as needed [C5]. For example,
reports sometimes show evidence of confusion about the
difference between direct and indirect measures. The liaisons
can clarify these distinctions and program coordinators can
make the necessary corrections. For the 2023-2024 academic

70 • Pennsylvania Western University

year, Institutional Effectiveness transferred information from
these templates to Nuventive. Beginning in AY 2024-2025,
training will be provided so program personnel can upload
materials and run their own analytic reports [C3d].
Programmatic assessment should be organized,
systematic, sustainable, and efficient to facilitate consistent
efforts across the institution. However, assessment is also
unique to each department and can only succeed in an
assessment culture that embraces a variety of approaches.
Programmatic assessment must be tailored by departments
to suit their specific needs, ensuring that the assessment is
appropriate and meaningful for each program.
Undergraduate Programs [C2]
Some undergraduate programs, such as nursing and
education, are externally accredited; others, such as history,
psychology, and biology, are not. Both types of programs are
held to the same standards for PennWest assessment, with
the understanding that accredited programs may need to
tailor those standards to suit accreditor requirements. The
SLOA process is designed to ensure that the institution’s
expectations for assessment quality are maintained, while not
creating additional work for externally accredited programs.
Programs not externally accredited assess one or two SLOs
per year, assessing all outcomes within one SLO rotation of up
to four years. Programs use two measures to assess each SLO
with students who are about to complete the program. At least
one measure must be direct, and programs are encouraged to
use an indirect measure for the second. Programs propose
and implement action items to address shortfalls revealed
by these assessments. The legacy universities’ assessments
followed this improvement process; its benefits led PennWest
to incorporate these improvements into its new programs
(V.3.13) [C3, C3a-c, e, h].

Graduate Programs [C2]
Because they serve a different student population,
graduate programs often must take different approaches
to SLOA while maintaining standards set by the university
and, frequently, program accreditors (V.2.24). PennWest’s
flexible SLOA strategy allows graduate programs to tailor
their assessment needs while creating minimal additional
overhead for assessment coordinators. For example, because
many graduate students are working full time, some may not
pursue degrees as full-time students who follow a particular
sequence of courses; therefore, curricula may be designed to
accommodate a less sequential course of study.
Graduate programmatic assessment at PennWest ensures
standard reporting of implemented program improvements
while supporting flexibility in terms of how each program
assesses its SLOs. For example, the M.S. in Speech-Language
Pathology’s accrediting body requires the program to submit
annual reports that outline processes for formative and
summative assessment, remediation policies, pass rates on
comprehensive exams, graduation rates (including statistics
on attrition and lengthened plans of study), and pass rates
on the national Praxis examination in Speech-Language
Pathology [C3a-c, e-h]. In contrast, the National Association
of School Psychologists (NASP) requires the Master’s plus
Educational Specialist in School Psychology program to
conduct a minimum of five assessments per year (V.2.25)
[C3b, c, f-h]. The M.A. in Corporate Communication, a
program that is not externally accredited, uses evaluations of
student research, student perception surveys, examinations,
written assignments, and communication audits of businesses
(V.2.26) to ascertain where the program’s strengths and
weaknesses might lie.

Stakeholders [C2c, C3f]
Faculty and/or appropriate professionals conduct
organized and systematic assessments evaluating the extent
of student achievement for institutional and degree/program
goals [C2c]. Data revealing the extent to which PennWest
programs are meeting these goals are described in annual
Assessment Results Reports and housed in Nuventive
[C2b]. The director of Assessment tracks the progress of the
university’s programs (III.8.94) in providing these reports and
makes available monthly updates to stakeholders (III.8.95;
III.8.96; III.8.97; III.8.98) [C5].
These assessment efforts show support for and
demonstrate actual progress toward sustained assessment
of student achievement. The results of these assessments
have been communicated to stakeholders: advisory
committees (V.2.27; V.2.28), departments (V.2.29; V.2.30), and
management (V.2.14; III.8.95; III.8.96; III.8.97; III.8.98).
In their Assessment Results Reports (V.3.22), PennWest
programs describe how, when, and with whom their
assessment results and progress were discussed and will be
communicated to stakeholders. Each externally accredited
program regularly provides accreditation reports, including
programmatic assessment reports, to its accrediting agency.
For example, in the self-study for its external accrediting
agency (V.2.31) [C3b, c], the Accreditation Board for
Engineering and Technology (ABET), the B.S. in Computer
Information Systems (CIS) program describes its SLOs,
assessment plans and rubrics, and alignments with the
university’s mission and Values [C1]. CIS also reports that
its SLO assessments led to fundamental modifications in
the curriculum. In the self-study of PennWest programs in
visual arts (V.2.32), the art programs provided their external
accrediting agency, the National Association of Schools
of Art and Design (NASAD), with an evidence repository
of programmatic assessments for all degree programs —
B.F.A., B.Des., B.S.Ed. (Art Education), M.A., and M.F.A. —
demonstrating their efforts to establish portfolio review and
professional proficiency development.

Self-Study 2025 • 71

• Intercultural fluency. Graduates “[v]alue, respect, and
learn from diverse cultures, races, ages, genders, sexual
orientations, and religions. The individual demonstrates
openness, inclusiveness, sensitivity, and the ability to
interact respectfully with all people and understand
individuals’ differences.” (NACE, 2017)
• Career management and professionalism. Graduates,
“knowing work environments differ greatly, understand and
demonstrate effective work habits, and act in the interest of
the larger community and workplace.” (NACE, 2021)

General Education [C1, C2]
See Standard III for a description of the General Education
program. As of AY 2023-2024, student learning outcomes for
the General Education program are:
Graduates of PennWest will possess knowledge and
proficiency in the following:
• Integrated knowledge. Graduates possess a “broad
knowledge of the wider world” across the areas of arts
and humanities, social sciences, and natural sciences, as
well as depth of knowledge in a specific discipline, and
the “ability to apply knowledge and skills in real world
settings.” (PASSHE Policy 1993-01, quoting from AACU
LEAP)
• Critical thinking and problem solving. Graduates
“identify and respond to needs based upon an
understanding of situational context and logical analysis
of relevant information.” (NACE, 2021)
• Written and oral communication. Graduates can
communicate clearly and effectively in oral and written
forms to multiple professional and non-professional
audiences.
• Information literacy. Graduates can effectively evaluate
the quality and credibility of information sources and use
information ethically and legally.
• Technological literacy. Graduates “understand and
leverage technologies ethically to enhance efficiencies,
complete tasks, and accomplish goals.” (NACE, 2021)
• Quantitative and scientific reasoning. Graduates can
effectively apply quantitative and scientific methods to
evaluate information and draw conclusions to answer
empirical questions.
• Ethical reasoning. Graduates can effectively apply ethical
principles in professional settings as individuals and as
members of their communities.

72 • Pennsylvania Western University

The university-level SLOs (USLOs) align with the SLOs of the
General Education program (V.1.9) and are published online
alongside PennWest’s Mission, Vision, and Values (I.1.1) [C1]:
• USLO 1. Seek, develop, evaluate, and use information
effectively:
• Quantitative and Scientific Reasoning
• Technological Literacy
• Information Literacy
• Integrated Knowledge
• Critical Thinking and Problem Solving
• USLO 2. Act ethically, equitably, and inclusively:
• Intercultural Fluency
• Ethical Reasoning
• USLO 3. Communicate impactfully:
• Written and Oral Communications
• Oral Communications Foundation
• USLO 4. Apply broad-based knowledge, interpersonal
skills, and professional expertise to identify and solve
problems in a complex and ever-changing world:
• Career Management and Professionalism
• Critical Thinking and Problem Solving

General Education Assessment [C2a, c]
As with programmatic assessment, the legacy universities
had established assessments of their General Education
programs (V.2.33; V.3.34; V.3.35; V.3.36). Building on these,
PennWest is working to develop sustainable and meaningful
Gen Ed assessment.
The Faculty Senate has charged a committee to review
and modify the PennWest Gen Ed program and to develop
and implement a comprehensive assessment plan [C2ac]. In the interim, to give the committee time to develop a
comprehensive assessment plan, PennWest conducted
programmatic assessment of General Education by
administering Territorium’s E-Proficiency Profile to 95
seniors in the business, psychology, social work, education,
and exercise science programs. Results show that PennWest
students, on all measures, are within a standard deviation of
the mean of students from other universities who took this
exam last year [C2b].

Despite this achievement, students show a need for
improvement in the category of Critical Thinking (V.2.37;
V.2.38; V.2.39; V.2.40; V.2.41). The Gen Ed committee member
(a faculty liaison for assessment) leading this assessment
has organized a second round of exams for Fall 2024.
Meanwhile, the assessment director and faculty liaisons will
present these current results to the committee, faculty, and
academic administration in Fall 2024 to develop plans for
boosting critical thinking skills in PennWest’s undergraduate
population [C3c, f, g].

Culture of Assessment [C2c, C3]
The Office of Institutional Effectiveness has taken
strategic steps to cultivate a robust culture of assessment,
emphasizing collaboration, transparency, and continuous
improvement. Key initiatives included collaboration with
dedicated faculty liaisons, partnerships with Faculty Senate
to effectively communicate assessment updates, designing
an efficient and simple SLOA process, maintaining consistent
assessment expectations across all programs with flexibility
for accrediting needs, and emphasizing open channels of
communication with the Office of Institutional Effectiveness.
IE also implemented a survey to address the current
state of the institution’s assessment culture. In Spring 2024,
PennWest surveyed faculty to examine their perceptions of the
assessment process (V.5.42; V.5.43) [C5]. Of the university’s
611 faculty (teaching and non-teaching, permanent and
temporary), 353 responded to the survey (51.2% return). Of
those, 274 (77.62%) were permanent faculty, 59 (16.71%) were
temporary faculty, and 20 (5.67%) were non-teaching faculty.
Among the faculty respondents, 77.49% said their
program engages in program-level student learning outcomes
assessment. Most respondents said they are aware of their
program’s assessment (80.66%); they feel comfortable with
the terms used in assessment, such as SLOs and closing the
loop (72.7%); their program has a practical assessment plan

(75.65%); their program’s learning outcomes are measurable
(80.26%); and they discuss their assessment results at
department meetings (58.28%). Most respondents also
said they feel it is critical that faculty assess their program
outcomes (84.8%), that assessment results should drive
instructional and curricular improvements (83.11%), that
assessment results are considered when they change their
programs (63.17%), and they know who to ask if they need
help with assessment (74.15%).
These results are weaker when faculty consider the degree
to which assessment results drive budget and planning
decisions (36.95%) or whether the university’s administration
understands the importance of assessment (43.34%) or
communicates about its importance (40.27%). These results
show that a majority of faculty know about programmatic
assessment and participate in it. Particularly encouraging is
the strong sense of the value of assessment and its importance
in curriculum development and modification. The survey
points to an opportunity to strengthen the link between
assessment and the budget and planning process; this area
already is being addressed by leadership with implementation
of the Budget Review Committee.

Closing the Loop [C3, C5]
While its impact will only become evident after several
assessment cycles, PennWest’s programmatic assessment
process is diligently and proactively tackling the common
challenge of closing the loop by implementing several key
strategies:
• Programs assess all SLOs within a maximum of four years,
ensuring timely reassessment while allowing time to
implement action items.
• The fall Annual Assessment Improvement Plan follows
up on proposed action items and requires programs to
provide status updates.

Self-Study 2025 • 73

• The upgraded Nuventive system allows customizable
dashboards to be created to track actions and monitor
whether programs close the loop.
• When working with program assessment coordinators,
faculty liaisons emphasize the significant benefits
the university’s programs can gain by implementing
improvements identified through assessments.
PennWest’s first assessment cycle is just wrapping up at
the time of this writing, but the renewed emphasis on using
results for continuous improvement is already apparent [C3ac, i, h]. As evidenced in the Academic Program Assessment
Linkage Tables, programs used relevant legacy program
results to inform changes to existing course materials,
assessment tools, and curricula, which they have carried
forward in synthesizing their PennWest programs (V.3.13)
[C3a-c, e, h]. Many programs also closed the assessment loop
in their reassessment of SLOs. The B.S. in Biology program
is offered in evidence as an example (V.3.44; V.3.45; V.3.46;
V.3.47).
Even during the transition year of AY 2022-2023, programs
continued assessment (V.2.48), implemented existing action
plans, and identified new action plans to drive improvement.
In their AY 2023-2024 Assessment Mini Plans, faculty
described action plans under implementation (V.3.49).
Finally, in their first PennWest Assessment Results Reports,
faculty are returning meaningful and useful results, analyzing
areas for improvement, describing the impact of prior action
plans, and thoughtfully planning further improvement
(V.3.50; V.3.51; V.3.52).

Third-party Providers [C4]
In compliance with MSCHE’s Third-Party Policy and
Procedures, revised in 2024, PennWest is updating an
inventory list to include all entities MSCHE defines as
providers. This list will be reviewed and updated annually
by the Office of Institutional Effectiveness (III.7.91). In
addition, PennWest has consulted with other accreditation
liaison officers in PASSHE to develop a policy (III.7.89) and
procedure (III.7.90) specific to PennWest and consistent with
all PASSHE institutions that will establish a process for review
and approval of arrangements with third-party providers.

Strengths
• PennWest has the rare opportunity to “start fresh” in
assessment, free from preconceived notions or engrained
practices. Identifying assessment strengths and
weaknesses at our legacy universities allowed PennWest,
from the start, to build in best practices and address areas
needing improvement.

74 • Pennsylvania Western University

• Assessment was built directly into new curricula during
the integration process, as all program proposals included
SLOs. Each program also developed a Linkage Table to
demonstrate how it leveraged meaningful legacy results
when synthesizing PennWest programs.
• Working collaboratively, PennWest has designed SLOA
processes that are simple and efficient while remaining
useful and meaningful, making it easier for faculty to
engage in the assessment process and make programmatic
improvements.
• A multi-tiered support structure is in place, ranging
from faculty-level support to the Office of Institutional
Effectiveness and the Provost’s Office. The SLOA process
also benefits from multi-campus representation through
faculty assessment liaisons, program assessment
coordinators, and the Faculty Senate, ensuring diverse
perspectives and wide-reaching stakeholder support.
• PennWest’s assessment process has built in opportunities
for improvement and modification to ensure that each
programmatic assessment is organized, systematic,
and efficient. PennWest ensures standard reporting of
implemented program improvements while supporting
flexibility in terms of how each program assesses its
student learning outcomes.

Opportunities
• Continue to build and strengthen a collective culture
of assessment; use assessment results to drive program
improvement, planning, and budget decisions; and
close the loop by assessing the impact of improvement
measures on SLOs and using customizable dashboards in
Nuventive to assist in monitoring.
• Create a formal plan for university-wide communications
from the Office of Institutional Effectiveness; develop
training sessions and materials, videos, and other
resources to assist faculty in using the Nuventive software;
and design professional development opportunities for
faculty.
• Establish a peer review system for assessment reports
as part of efforts to promote data-informed decision
making and strengthen existing relationships within the
university.

Standard VI Planning, Resources, and Institutional Improvement (ROA 8, 10, 11)

CRITERION 1

Institutional objectives, both institution-wide and for individual units, that are
clearly stated, assessed appropriately, linked to mission and goal achievement,
reflect conclusions drawn from assessment results, and are used for planning and
resource allocation.

Institutional planning is conducted on several levels that center on the goals and objectives outlined in the university’s 20232026 Strategic Plan (E.2). PennWest’s strategic planning process was modeled on in-depth integration planning (Fall 2020-Summer
2022) that involved more than 600 students, faculty, staff, trustees, and community members and laid the groundwork for the
official launch of Pennsylvania Western University in July 2022 (VI.1.1; VI.1.2; VI.1.3).
Institution-wide objectives are summarized in the strategic plan. The ideas were generated through a collaborative integration
process (see Standard I) and are designed to align with Institutional Priorities. The plan describes five core institutional Values
and outlines strategies and initiatives that help the campus community embody them.
PennWest launched the University Strategic Planning Council (USPC) on March 14, 2024. Per the council’s charter (VI.1.4),
the USPC is responsible for monitoring the implementation and assessment of the university’s strategic plan and ensuring that
all major strategies and initiatives are aligned with the institution’s mission and objectives. The USPC further is tasked with
monitoring measurable goals, objectives, and indicators of institutional effectiveness and implementing a regimen of continuous
improvement. In keeping with its charter, the USPC is composed of a wide range of stakeholders to ensure that all university
voices are heard (VI.1.5).
Dedicated subcommittees are aligned with the university’s Values as articulated in the strategic plan. Individual
subcommittees are dedicated to enhancing collaboration, culture, growth, and learning; inclusion, the fifth Value, is embedded
in all subcommittees as a global value. Subcommittee formation is ongoing as of this writing. The USPC Tracker (VI.1.6) is an
Excel database used to organize committee membership, track workflow progress, and ensure alignment between academic and
administrative, educational, and student support (AES) outcomes and the strategic plan.
The USPC provides regular updates on the Strategic Plan progress to Cabinet and the Council of Trustees. In addition, progress
is also reported to PASSHE’s Office of the Chancellor as a part of the Comprehensive Planning Process (CPP) (E.5).
The Office of Institutional Effectiveness (IE) facilitates and oversees unit-level assessment objectives and initiatives through
multiple processes that target academic programs (See Standard V) and all AES units (e.g., e.g., Academic Affairs, Finance and
Administration, Advancement, DEI, Student Affairs, Strategic Enrollment Management, Student Outreach and Success, and
University Affairs).
AES assessment at PennWest is focused on continuous improvement and allows the university to demonstrate institutional
effectiveness to its internal and external stakeholders (VI.1.7). Annual assessment plans are aligned with the university’s mission

Self-Study 2025 • 75

and strategic plan and are intended to assist the units in
defining strategies (goals) and outcomes (student support
and learning) to be measured. As noted in Standard IV, the
AES evaluation cycle includes developing an assessment plan
(IV.6.83) and producing an assessment results report (IV.6.84)
that allows units to reflect on performance and document
improvements in support of the unit’s strategies (goals).
Importantly, the assessment process is tied directly to
budgeting. Feedback from AES units is analyzed and used to
allocate financial resources where they are needed and can
best drive improvement. The process is captured in a budget
alignment workflow (VI.1.8).
Institutional Effectiveness also recognizes the need to
assess the assessment process. To this end, IE developed
an Assessing the Assessment tracker (V.5.23) and an AES
assessment monitoring tool (IV.6.88) to track how the

various assessment activities are assessed. The Assessing the
Assessment tracker’s development is ongoing, with additional
work planned for Summer 2025.
IE has developed an additional continuous improvement
process for comprehensive, long-term (five-year) assessment
of AES units. A description of the planned reporting cycle is
included in an infographic (IV.6.89). The five-year process
involves yearly reports, including Needs Assessment,
Benchmarking Assessment, and National Survey of Student
Engagement (NSSE) analysis, culminating in a self-study
and program review in Year 5. All AES units will adopt CAS
(Council for the Advancement of Standards) or another
nationally recognized benchmarking tool when developing
and executing the five-year reviews. PennWest is waiting for
PASSHE to finalize its program review policy before initiating
this process.

CRITERION 2

Clearly documented and communicated planning and improvement processes that
provide for constituent participation and incorporate the use of assessment results.
PennWest’s Mission, Vision, and Values demonstrate
a commitment to creating an inclusive and collaborative
environment. This is achieved through advocacy for all
members, equity and support to create a sense of belonging
and togetherness, and a shared sense of purpose. The
university believes that mutually supportive and respectful
dialogue is important, especially when making decisions that
affect constituents. University leaders must have mechanisms
to inform potentially affected constituencies about potential
changes and provide sufficient opportunities for dialogue
before decisions are finalized. The shared governance model

76 • Pennsylvania Western University

at PennWest gives a voice to all stakeholders who may be
affected by a decision. Several university-wide committees
are embedded within organizational tiers to provide senior
administrators, faculty, staff, and students an opportunity to
communicate directly with one another to share information.
One example of a planning process that solicited and
incorporated constituent feedback is the Spring 2023
reorganization of the academic colleges. Based on enrollment
trends and feedback from listening sessions with faculty,
staff, and students, the university embarked on a substantial
reorganization. Leadership utilized data including student

credit hours generated, number of permanent and temporary faculty, and enrollment in graduate and undergraduate programs to
develop a proposal to reorganize college and department structures. This proposal was presented to the university community and
faculty leadership groups for feedback. Leadership conducted listening sessions and collected feedback via surveys, resulting in
multiple revisions to the proposed structure. The fourth version of the proposed structure was implemented in May 2023 (VI.2.9).
This version reorganizes academic units into three colleges and 14 departments, a new structure that promotes collegiality,
collaboration, and an improved academic experience for students on each of the three campuses. It placed a dean on each campus
as part of a leadership team that gives faculty and students local points of contact to address campus-based issues promptly. The
final Academic Affairs organizational chart details the structure that emerged from this collaboration (VI.2.10).
University leadership teams and shared governance groups include:
• Cabinet: The President’s Cabinet consists of the president, interim provost and vice president for Academic Affairs, VP for
Finance and Administration, interim VP for Strategic Enrollment Management, VP for Institutional Effectiveness and Student
Affairs, VP for Advancement, VP for University Affairs and Advocacy, and senior associate VP for Human Resources.
• Campus Leadership Teams (CLT): Each CLT (IV.1.32) is made up of the academic dean, the campus administrator, and the
Student Affairs lead based on the individual campus. Each campus-based team provides an immediate point of contact when
students (or faculty/staff) are not sure who to ask for assistance. Each CLT meets weekly to stay apprised of campus events,
planning, and issues, and holds regular meetings with managers of other campus units; the CLTs also meet weekly with the
president and Cabinet to ensure consistent communication. Roles, responsibilities, and organizational interconnectedness is
summarized on the PennWest website and available to the public.
• Campus Leadership Council: Each campus has a leadership council led by the CLT, with additional representation across
campus divisions (VI.2.11; VI.2.12). Members include associate deans, Cabinet liaison, faculty chair, and representatives
from Communications, Conference Services, Facilities, University Police, Registrar, Strategic Enrollment Management,
Student Success, and University Affairs. This group meets monthly to share campus-related information and identify items
appropriate for Cabinet-level review. Recent examples include planning for a solar eclipse watch party on each campus, as
well as commencement planning. The leadership council facilitates the flow of information from local teams to the CLT/
Cabinet level and provides a venue for balancing consistency across campuses with local
campus needs.
• Bargaining Unit Meet and Discuss: Bargaining units representing PennWest
employees include the American Federation of State, County, and Municipal
Employees (AFSCME); Association of Pennsylvania State College and University
Faculties (APSCUF); State College and University Professional Association (SCUPA);
Security, Police and Fire Professionals of America (SPFPA); PASSHE Officer’s
Association (POA); and Office of Professional Employees International Union
Healthcare Pennsylvania (OPEIU). Each operates under a collective bargaining
agreement that is publicly available on the PASSHE website. Bargaining unit
leadership hold regular Meet and Discuss meetings with local management.
• Faculty Senate: Faculty Senate provides advice and recommendations relating
to academic matters and the university’s educational policies. The Council
of Trustees has approved a new constitution for the Faculty Senate, and
bylaws have been created (VI.2.13). (The senate’s Executive Committee
presented a proposal to the senate for ratification, followed by
APSCUF ratification via Meet and Discuss and final approval by
the Council of Trustees). Voting members are the Executive
Committee and elected faculty members; non-voting members
are the university president, provost, APSCUF designees, and
student government representatives. Standing committees
and subcommittees focus on Academic Standards,
Assessment, Budget, Faculty Forum, Faculty Affairs,
General Education, Institutional Resources, Shared
Governance, and Student Affairs.

Self-Study 2025 • 77

• University Strategic Planning Council: The USPC is responsible for implementing and assessing the strategic plan (VI.1.4).
The council debuted in March 2024 with its inaugural chair and membership (VI.1.5), which includes senior staff, faculty,
students, and staff.
• University Technology Committee: The UTC is composed of four subgroups: Academic Technology Committee, Enterprise
Applications and Data Governance Committee, Tech Fee Subcommittee, and Topic-specific Working Groups. The committee’s
purpose is to review technology initiatives, advise the CIO and Cabinet on budget priorities, review the three-year strategic
technology plan (VI.2.14), and discuss and evaluate technology products.
• Student Government Associations: SGA is a group of students working together to raise student concerns, improve campus
life, and increase student engagement on each campus. Students who are not SGA senators are encouraged to attend meetings
and voice their concerns and/or highlight positives. SGA has a role in allocating funds for student clubs and organizations.
Leaders of the campus-based SGAs and Student Associations have begun working to integrate their operations to form a
PennWest SGA that will include campus-based Student Congresses (IV.4.62) to attend to student organizations and funding, and
a PennWest Student Association to set and administer an institutional Student Activity Fee (IV.4.63; IV.4.64).
Students will be an integral part of the planning process as PennWest moves forward. SGA presidents in 2023 recommended
students for participation in these sample areas:
• Student Experience
• Faculty Senate – A representative from each campus SGA sits on Faculty Senate.
• DEI – Student leaders assist with student sessions during interviews. Student leaders representing DEI-related student
organizations meet with administrators twice a month.
• Communications/Marketing – Communications/marketing staff regularly call on SGA leaders to provide input based on
student perspectives.
• Academic Affairs
• Student Affairs Advisory Council – Student leaders meet with Student Affairs leadership once a month to discuss topics
such as student services, health services, academic support, and student organizations.
• University-wide committees – Student members contribute to committees in areas such as advising, excellence in teaching,
academic programming, and student success.

78 • Pennsylvania Western University

CRITERION 3

A financial planning and budgeting process that is aligned with the institution’s
mission and goals, evidence-based, and clearly linked to the institution’s and units’
strategic plans/objectives.
Fiscal and operational stability (FOS) is the pillar of PennWest’s three institutional priorities as outlined in the Comprehensive
Planning Process (CPP) provided to PASSHE (E.5). Only through sound budgeting and fiscal practices can the university’s mission
and strategic objectives be brought to fruition. The three universities that now comprise PennWest suffered from legacy debt
and declining enrollments and revenue. The PASSHE Board of Governors’ plan to integrate California, Clarion, and Edinboro was
designed to strengthen the financial positions of these universities, enabling them to serve their students well into the future.
Given the financial constraints the legacy campuses faced, integration provided a way to unite financial, human, and
educational resources like never before. PennWest provides students inside and outside the commonwealth with greater
opportunities through educational resource sharing, optimized faculty mix, and access to new programs. PennWest is committed
to addressing its structural imbalance; consequently, the university has taken many steps since its formal integration on July 1,
2022, to improve its financial position:
• PennWest aligned the program array (VI.3.15) across its three campuses so that all students are learning the same curriculum.
Programmatic optimization offers the opportunity to access
resources on all three campuses by leveraging various distance
education methods. Sharing across campuses enhances efficient use
of human and physical resources. In-demand workforce programs
and certificates are offered to more students.
• The university streamlined expenses to position itself for debt
relief through bond defeasance, addressing about $9 million of the
projected budget deficits. Additional debt relief of $21 million is
anticipated to address annual budget deficits for FY 2024-2025 and
FY 2025-2026 (VI.3.16).
• PennWest engaged loaned executives from within PASSHE to help
transition from three smaller institutions to one large university by
analyzing its organization capacity, strengthening enrollment and
marketing management strategies, reorganizing Academic Affairs to
gain efficiencies, and offering strategic course scheduling to provide
students with the greatest flexibility. For example:
• PennWest exceeded its enrollment projection goal for Spring
2024, based on a new enrollment model (VI.3.17). Strategic
Enrollment Management has been working tirelessly over the
last year to review practices and processes, implement technical
solutions to improve overall service to students, and deploy bestpractice recruitment and yield strategies.
• Graduate and Undergraduate Admissions leveraged the Slate
CRM to completely revamp and enhance multi-channel
communications to prospective students at all stages of the
admissions funnel, focusing on re-engaging with feeder/key
markets in western Pennsylvania through expanded programming and travel, and collaboration with key partners such
as RNL and EAB to solidify student search parameters for consistency and continuity.
• SEM also worked closely with Financial Aid and the Finance Office to employ a fiscally responsible merit- and needbased aid program that has improved yield rates and promoted overall student persistence. This has coincided with a
strengthened governance structure that seeks input from other key departments and divisions (e.g., Academic Affairs,
Student Success, Student Affairs, Institutional Research, Finance, etc.) that rely on the work of SEM (and vice versa) to
help execute operational programming and support overall enrollment goals.

Self-Study 2025 • 79

• PennWest is on track to meet milestones set during
integration, according to planned timelines (VI.3.18).
Key integration milestone achievement timelines are
provided as examples (VI.3.19; VI.3.20).
• PennWest’s budget and planning processes are guided
by the university’s mission and strategic plan, as
mentioned above, and fiscal responsibility underpins
the goals related to creating lifelong learners and
serving the community. In its inaugural year (July 1,
2022–June 30, 2023), PennWest based its budget on
historical expenditure trends and enrollment-based
revenue projection models of the legacy universities
according to established workflows (VI.3.21; VI.3.22;
VI.3.23; VI.3.24; VI.3.25; VI.3.26; VI.3.27; VI.3.28). As
the university emerges from the immense work of
integration, in-depth analyses of contracts, operating
expenditures, debt restructuring, and workforce
alignment are front and center (VI.3.29; VI.3.30;
VI.3.31; VI.3.32; VI.3.33; VI.3.34).
For the FY 2024 budget, Finance and Administration
transitioned enrollment-based revenue projections to a
singular PennWest enrollment projection model (VI.3.17).
SEM partnered with Institutional Research and Finance and
Administration to create and implement this comprehensive
enrollment projection model, which supports the institution’s
budget model. These models are highly correlated, allowing
the university to align budget allocations and plan for
necessary investments. To aid in this process, PennWest
standardized the Education and General (E&G) fees across its
three campuses.
The new model involves cross-functional work with
leadership from SEM, Academics, Finance/Budget, and IR.

80 • Pennsylvania Western University

It combines the science of quantitative measurements and
mathematical predictions with the art of leadership expertise
from the various departments to arrive at figures looking five
years ahead.
A major benefit of the new model is that it allows for
easy creation of enrollment scenarios, giving leadership the
ability to debate which ones ought to be utilized for planning
purposes. Each scenario contains data-informed variables
based on access to early retention indicators, new-student
pipeline updates, and external influences. With this new
model, PennWest has gained both a nimbleness that was not
found with prior models and greater insight into what drives
the forecasted figures.
Not only has the input methodology and overall predictive
power of the enrollment projection model been improved, but
the outputs have made themselves integral to the planning
process at PennWest. Enrollment projections feed directly into
the new revenue projection model, of course; however, they
also are used directly by Academic Affairs to plan expected
course offerings for future terms and by other constituents
to project campus-based enrollments for meal plans and
other auxiliary services. Additionally, the projections are
built into aggregated KPI targets and displayed to the entire
PennWest community through Tableau dashboards to convey
expectations of our goals and allow for transparent tracking
and progress measurement.

Budget Processes
To project budget expenditures for FY 2024, the Office of
Financial Planning and Analysis (OFPA) provided spreadsheets
to each department containing current-year expenditure data,
with columns to project the next fiscal year’s needs and any

one-time or new expenditures. Departments were required
to indicate, via checkboxes, how any one-time or new
expenditure aligned with the strategic plan, selecting specific
strategies and/or initiatives. This step of the budgeting process
(VI.3.35) continues to reinforce the importance of connecting
the budget to the strategic plan (VI.3.36; VI.3.37). OFPA then
met with each vice president to discuss departmental needs
in their division. All vice presidents presented their budgets
to the president and Cabinet for approval. The process
concludes when the president finalizes the university budget
for review and approval by the Council of Trustees.
OFPA continues to refine PennWest’s business processes
by reconvening a new version of the legacy universities’
budget committees, an initiative expected to launch in Fall
2024. The Budget Review Committee (BRC) will seek input
and feedback from the broader university community to
improve understanding of the annual budget relating to
the university’s mission, vision, and strategic plan. It will
evaluate critical-needs requests for each division and make

recommendations to the president. To promote transparency
in the budgeting process, BRC members are responsible
for regularly reviewing the university’s annual budget and
resource requests tied to continuous improvement, providing
feedback where appropriate, and sharing their knowledge of
the budgetary process and obligatory outcomes with their
respective constituencies. The budgeting process is directly
tied to assessment action plans, as discussed in Criteria 1,
to close the continuous improvement loop and encourage
efficient resource utilization.
To further educate constituents and encourage
involvement in the process, OFPA initiated a series of
“Budget 101” sessions (VI.3.38) for the campus community.
Three modules were delivered by the end of the Spring
2024 semester. These sessions aimed to provide transparent
information about how the budget is developed, explain
the sources of financial figures related to the enrollment
projection model, and foster a culture of shared knowledge.

CRITERION 4

Fiscal and human resources, as well as the physical and technical infrastructure
adequate to support its operations wherever and however programs are delivered.
The shared and single-minded goal in creating PennWest was to capture economies of scale and leverage our individual and
collective strengths while increasing educational access and measures of success for all students. In working toward this goal, an
estimated 243 integration milestones (VI.4.39) were implemented successfully under the Finance and Administration umbrella,
which covers HR, ITS, and Facilities.
For Human Resources, a critical milestone structured the staff across campuses to report to a single leadership position. To
optimize the university’s personnel complement, PennWest looked at the new organizational structure, current employee job
descriptions, and opportunities to find efficiencies across departments and campuses. For instance, in the Academic Affairs
reorganization, budget liaison roles were created with the deans’ administrative assistants to assist in finding economies of scale
and ensure accurate personnel rosters. Shared service centers have been implemented across the three campuses in the Accounts
Payable and Student Accounts areas. All Accounts Payable functions have been centralized to the California campus to gain processing

Self-Study 2025 • 81

efficiencies; for Student
Accounts, all collection processes
have been centralized to the
Clarion campus, billing processes
to the Edinboro campus, and
refunding to the California
campus — all while still offering
face-to-face student access at all
three campuses.
Technology planning for
PennWest relied heavily on the
Functional Implementation
Teams. Each FIT focused on
a functional area (Registrar,
Admissions, Financial Aid,
etc.), detailing its organizational
structure, processes and
procedures, and technology
needs. Most FITs included
ITS personnel who helped to
define those technology needs.
Subsequent technology projects
were an output of the planning
process, compiled and prioritized
to form milestones in the FIT
tracker (VI.3.18).
As evidenced in the milestones tracker, technology and information systems were a priority in unifying the three campuses and
essential to the integration’s success. Consolidating the technologies of the three legacy institutions and their satellite campuses
began in early 2021 — and it presented many significant challenges. The IT Strategic Plan (VI.2.14) provides more information
on key processes and initiatives. For instance, a new SAP business area and accounting structure (VI.3.20) was formed, all three
campuses implemented Banner as their student information system, and Slate was implemented (VI.3.19) as PennWest’s customer
relationship management (CRM) solution.
• PennWest’s unified but distributed operations depend significantly on technology, so Information Technology Services (ITS)
and its services had to be redesigned and re-established. All technology needs and initiatives identified by the FIT teams were
segmented by technology team focus: Security, Infrastructure, Enterprise Applications, or Technology Support. Timelines
were established and internal and external resources were assigned. Projects were prioritized with university leadership and
key stakeholders; many projects were executed in parallel, with multiple project managers.
• Projects were not considered complete until they were evaluated/validated by the functional “owners” who requested the
solution. Ongoing evaluation of ITS delivery is performed via Help Desk ticket surveys and regular student satisfaction surveys
that contain questions on technology services.
• Once the technology needed for PennWest’s initial operations was in place, standard operating procedures were implemented
to maintain existing operations and evaluate new projects. Committees formed to govern technology for PennWest are:
• University Technology Committee: Aligns technology initiatives to the strategic plan and provides governance for largescale technology initiatives.
• Enterprise Applications and Data Governance Committee: Provides governance, planning, and oversight for new
applications/data projects and monitors ongoing operations.
• Academic Technology Committee: Being formed by deans and the provost to govern academic technology initiatives.

82 • Pennsylvania Western University

CRITERION 5

Well-defined decision-making processes and clear assignment of responsibility and
accountability.
To ensure clarity of purpose, responsibility, and accountability in decision-making, PennWest has delegated authority and
developed organizational charts (VI.5.40; VI.5.41) that are available internally. In March 2024, the university officially delegated
contracting and fiscal authority to various administrators (VI.5.42). These artifacts provide a clear picture of the hierarchy
and accountability for decision-making within and across divisions. The university website further describes the roles and
responsibilities of administrators (VI.5.43). To foster responsiveness within its three-campus structure, PennWest developed
Campus Leadership Teams (IV.1.32), as discussed in Criterion 2; their organizational structure is summarized in a publicly
accessible infographic.
Key decision-making processes are prescribed by policy for consistency, clarity, and organization. Policies are developed
and approved per established workflows (VI.5.44; VI.5.45). The About > Policies page on the PennWest website houses dozens of
internal policies organized by subject (II.4.60). Policies are periodically updated to ensure clarity and accountability. Fiscal decision
workflows (referenced above) provide detailed descriptions of decision-making processes and clearly indicate responsibilities and
accountable parties. One of the most recent policies, outlining IT administrative rights (VI.5.46), is submitted as an example of a
successful approval resulting from these workflows.

CRITERION 6

Comprehensive planning for facilities, infrastructure, and technology that
includes consideration of sustainability and deferred maintenance and is linked to
the institution’s strategic and financial planning process.
Since integration, PennWest has centered its facilities/infrastructure/technology planning on assessing the current state of
infrastructure and resource utilization across its three campuses. This is the first step toward living PennWest’s Values of learning
and collaboration. Interim President Bernotsky enlisted Joe Santivasci Sr., associate vice president of Financial Aid and Campuses
at West Chester University, to conduct an initial Campus Planning Assessment and an in-depth analysis of how classroom and
computer lab spaces are used. Preliminary findings are summarized in the Campus Planning Report (VI.6.47). A series of Gordian
(Sightlines) analytical reports, one for each legacy campus (VI.6.48; VI.6.49; VI.6.50) and one for PennWest (VI.6.51), provides
valuable research and insights. Tied to the annual inspection report, the Sightlines reports focus on deferred maintenance, space
utilization, infrastructure, and needs for facilities.
At a high level, the Campus Planning Assessment will support a PennWest campus space plan through examination of each
campus’s space utilization, building conditions, student activity epicenters, and overall programmatic needs. Specific areas of
emphasis are:
• Deferred maintenance/building conditions: In partnership with campus-based facilities operations, analyze and assess
building conditions and deferred maintenance in support of a strategic campus space plan.
• Classroom utilization and demand: Review and assess classroom utilization and demand in support of the new program
array. The in-depth analysis (VI.6.52) will be used in allocating technology resources to the labs in highest demand.
• Campus technology: Review and assess campus technology (VI.6.53) in support of faculty, students, and staff. The LivingLearning Community Survey (VI.6.54) provides feedback on student housing and internet services.
• Student spaces: In coordination with the overall campus plan, review and assess student spaces and opportunities to create
epicenters of engagement.
• Athletics facilities: Review and assess athletics facilities in support of the overall campus plan.
• Outsourcing of services: See Criterion 3 for contracts related to outsourcing of landscaping, snow removal, and similar services.
At a more granular level, all three campuses (and the former Venango campus) were assessed in coordination with Facilities
staff, ITS, and the campus leads. Each campus has its own set of challenges that need to be viewed individually and within the
broader context of PennWest. Each campus has a director of facilities to manage campus operations; the executive director
of planning and construction (hired in Summer 2023) and associate vice president for Facilities (hired in Spring 2024) provide
strategic oversight and planning for the university’s entire portfolio of space.

Self-Study 2025 • 83

Since integration, PennWest has prioritized plans to
tackle deferred maintenance on each campus and reduce the
overall university footprint (VI.6.55). The Campus Planning
Assessment identified the Venango campus as a high-cost
location that served fewer than 100 students. This campus
had deferred maintenance and general facilities costs in
excess of $6 million. University leadership immediately
engaged in conversations around closing the campus, moving
the remaining program to PennWest Clarion, and removing
the property from the facilities portfolio. At the time of this
report, pending Middle States approval via a substantive
change request, PennWest is moving forward with the
transfer of this property to the nonprofit Oil Region Alliance.
This will remove 82,000 square feet from PennWest’s space
inventory.
Additionally, PennWest has plans to remove 143,400
square feet from the California campus (8% reduction in
square footage); 119,340 square feet from the Clarion campus
(8% reduction); and 567,021 square feet from the Edinboro
campus (25% reduction). By the end of Summer 2024,
Edinboro will have demolished 380,184 square feet, removing
over $35 million in deferred maintenance costs.
For AY 2023-2204, state Keystone Recreation, Park, and
Conservation (Key ’93) funds were used to tackle deferred
maintenance and general maintenance projects on each
campus; additional spending is planned for AY 2024-2025.
Projects were prioritized based on facilities assessments and
safety concerns.

The Facilities team continues to collaborate with various
departments to support academic and student programming.
For example, in February the team engaged with Academic
Affairs to walk the three campuses and review maintenance
and programming needs, along with opportunities to
consolidate areas to better support the educational
experience.
An assessment of the Fall 2023 course schedule (VI.6.52)
shows that the general-purpose classroom inventory on all
three campuses can be reduced: Each campus had classrooms
that were not scheduled for courses that semester, the average
seat utilization was under 50% for all three campuses, and 15
of the 55 teaching computer labs were not used for classes.
The classroom and computer lab use data were shared with
appropriate constituents for planning.
Section 2009-A (8) of Act 188 (VII.1.1) requires the Council
of Trustees “to conduct an annual physical inspection of
facilities and make recommendations regarding maintenance
and construction to the board (Board of Governors).” The
annual Inspection of Facilities Report (VI.6.56) — an internal
report previously completed for California only and now
being compiled for all three campuses — provides insight into
the condition of the university’s buildings and infrastructure
for AY 2023-2024. The report details what repairs are needed
and identifies the best use of capital. Every building on each
campus is accounted for and each need is categorized by
urgency; detailed cost estimates also are provided.

CRITERION 7

An annual independent audit confirming financial viability with evidence of
follow-up on any concerns cited in the audit’s accompanying management letter.
In alignment with Institutional Priority FOS, an independent audit of the university’s finances and processes is conducted by
an external audit firm for each fiscal year (VI.7.57). The firm is selected through a request for proposal (RFP) process controlled
by PASSHE. Once the bid is accepted, the external firm assigns the university a team of auditors.
PennWest’s inaugural year of operation ended on June 30, 2023. The PASSHE-appointed auditing firm Clifton Larson Allen,
LLP conducted the financial audits for the preceding fiscal year. PennWest received an Unmodified Opinion on its Financial
Statements (VI.7.58). The final opinion of the auditors is excerpted below:
“Financial Statements present fairly, in all material respects, the financial position of the business type activities and aggregate discretely
presented component units of the University as of June 30, 2023.”
Financial statements and audit reports are also provided for the fundraising entities that remain associated with the legacy
universities — the Foundation for California University (VI.7.59), Clarion University Foundation (VI.7.60), and Edinboro University
Foundation (VI.7.61) and Alumni Association (VI.7.62) — as well as the student associations (VI.7.63; VI.7.64; VI.7.65).

84 • Pennsylvania Western University

CRITERION 8

Strategies to measure and assess the adequacy and efficient utilization of
institutional resources required to support the institution’s mission and goals.
PennWest uses a variety of metrics and data sources to assess the adequacy and utilization of resources in support of
institutional goals. Data is collected at the State System level by PASSHE and at the university level by the Offices of Institutional
Effectiveness and Institutional Research. PennWest also makes use of numerous surveys to gather stakeholder input and drive
continuous improvement.
PASSHE collects common data from all schools to generate metrics viewable on a publicly accessible data dashboard. These
metrics are used as key performance indicators to gauge student success, university success, and financial sustainability across
all schools. From 2011 to 2016, the State System evaluated the performance of each university by analyzing 10 indicators, with
performance-based funds allocated accordingly. Starting in 2016-2017, minor adjustments were initiated as part of a transitional
plan. In 2018 PASSHE stopped using these metrics to distribute funding to member schools, and in 2022 it implemented a new
version of the allocation formula (VI.8.66), which is still in use. The current allocation formula considers core operations, twoyear average base FTE enrollment, under-represented minority (URM) populations, Pell grant recipients, student progress toward
degree, and student program level.
To maximize its allocation based on the PASSHE formula, PennWest closely monitors several metrics related to enrollment
and retention for each campus (E.1; I.3.17). Specific measures include student diversity, retention rate, degrees awarded per 100
FTE, achievement gaps for first-time freshmen who are Pell grant recipients, and self-selected measures assessing various aspects
of the student experience and institutional operations collected primarily via surveys.
PennWest makes extensive use of survey data to drive improvement. Among the most important are:
1. Continuing Student Services and Preference Survey (VI.8.67), conducted by contractor Hanover to evaluate why continuing
students choose to enroll in their original institutions, determine features that students view as important, identify strengths and
weaknesses, understand what factors impact persistence, and identify strategic priorities. Results were presented to Cabinet,
Campus Leadership Teams, and students (VI.8.68). Actions taken as a result of this research and analysis include redoubling
efforts to emphasize academic advising by working with the Faculty Senate and APSCUF, analyzing financial aid and scholarships
to find ways to increase student resources, entering a new dining contract to address concerns about campus food options, and
shaping the work of upcoming retention initiatives.
2. First Destination Survey (I.3.13), to gauge career outcomes. Class of 2023 data indicate that 94.6% of graduates secured
employment or pursued further education within six months after graduation, and 86% found employment in positions related
to their career interests.
3. Student Experience Survey (VI.8.69), completed in Spring 2023 to gauge students’ satisfaction across dimensions including
student organizations, health management resources, DEI, academic and student services, and overall experience. During
the strategic planning process, these findings helped to shape planning components directly related to students by informing
subcommittees focused on students, DEI, academic advising, academics, the region, and employees. Subcommittees used a
Strategy-Initiative Worksheet (VI.8.70) to develop initiatives based on the survey.

Self-Study 2025 • 85

4. Commencement Survey (VI.8.71), conducted after each spring semester to assess graduates’ experience with the ceremony
and related activities. Cabinet reviews the results and recommends improvements. This survey contributes to Institutional Priority
PPL: Students are able to leave feedback about staff and faculty who made a difference for them during their time at PennWest;
the feedback is shared with those faculty/staff, boosting morale and enhancing their sense of purpose.
5. Living-Learning Community Survey (VI.6.54), to gather feedback on residence halls and internet service. Student Affairs
reviewed residents’ responses and created theme options at each campus to meet residents’ interests. Themes available in Fall
2024 are 24-hour quiet living, multicultural/DEI, and gender identity and allies. The survey also provided feedback on new
academic Living-Learning Communities; this will be reviewed with the provost and deans to plan academic partnerships for
these communities beginning in Fall 2025.
6. National Survey of Student Engagement (NSSE), to be administered at PennWest for the first time as an integrated
institution, in Spring 2025.
Other surveys are conducted on behalf of specific units for accreditation, program evaluation, and research. Institutional
Research aids in planning, designing, previewing, launching, and analyzing these surveys. Results are provided to the requesting
unit for data-driven decision making for continuous improvement.

CRITERION 9

Periodic assessment of the effectiveness of planning, resource allocation,
institutional renewal processes, and availability of resources.
The means by which PennWest assesses the effectiveness of planning and resource allocation are described throughout
Standard VI. Criterion 1 reviews these processes in detail. To summarize assessment activities:
• All AES units create assessment plans, submit data, and identify resource needs. The assessment process was developed and
is managed by the Office of Institutional Effectiveness (see Criterion 1).
• AES assessment is tied directly to the budgeting process and fiscal resources via the Finance and Administration division (see
Criteria 1 and 3).
• Institutional Effectiveness recognizes the need to assess the assessment process. To this end, the office developed an
assessment tracker and an assessment monitoring tool (see Criterion 1).
• The university’s strategic plan is assessed and monitored by the University Strategic Planning Committee (see Criterion 1).
• Strategic Enrollment Management monitors key performance metrics and implements strategies to drive enrollment and
inform resource allocation decisions.

86 • Pennsylvania Western University

Strengths
• Finance and Administration has developed and implemented key budgeting tools to enhance fiscal and operational
sustainability:
• Enrollment projections now feed directly into budget projections in a systematic way to help match expenses with revenue.
• Strategic Enrollment Management (SEM) and Finance collaborated to develop a data-driven planning process. Leveraging
an updated enrollment model, PennWest exceeded its enrollment projection goal for Spring 2024.
• PennWest has met all integration milestones successfully and is on track to receive substantial debt relief from the state by
meeting criteria related to costs and FTE targets.
• With the help of the broader campus community, the Office of Institutional Effectiveness is building a culture of assessment.
Its initiatives, coupled with use of Nuventive software, have streamlined, standardized, and institutionalized a rigorous
assessment process across units and academic departments.
• After comprehensive analyses of human and physical resources, PennWest has identified and implemented university-wide
efficiencies that result in significant cost savings. Examples include the Touchnet commerce solution; EMS reservations
process for Conference and Events Services; HR Connect shared services; and membership savings within the Institutional
Effectiveness and Student Affairs division.
• Visible, student-centered campus leadership teams populated by representatives from administration, faculty, staff, and
students from all three campuses have enhanced university-wide communication.
• Information Technology Services has developed a mature, uniform technology environment across all three campuses,
including Banner, D2L, DegreeWorks, and Adirondack, among others. Most student- and faculty-facing technology solutions
are cloud-based and accessible anywhere on many devices.
• PennWest has adopted best practices in cybersecurity, with successful cybersecurity audits and penetration tests.
• Legacy technology departments and services have been merged into one PennWest Information Technology Services (ITS)
department, with a single Help Desk system providing issue resolution, knowledge base, and reporting.
• PennWest has thoroughly researched and assessed the state of the infrastructure on each campus and is well-positioned to
leverage this research to drive efficiency and cost savings in the physical plant.

Opportunities
• Create better alignment with the 2023-2026 Strategic Plan by linking more closely to AES unit goals and initiatives that directly
address fiscal sustainability, budgeting, operational efficiency, physical plant, space utilization, and technology infrastructure.
• Continue to implement the newly formed Budget Review Committee and formalize a strategic plan for the Finance and
Administration division’s finance and budgeting unit.
• Communicate assessment results more effectively as the university rebuilds its store of institutional knowledge. The Office
of Institutional Effectiveness has begun work on a website/dashboard to document and share planning, assessment, and
improvement processes and results across the institution.
• Enhance the visibility of student leaders who serve on committees to encourage even greater student participation in decision
making.
• Identify opportunities to improve shared governance with an emphasis on streamlining the current system while continuing
to give all campus constituencies a voice.
• Continue efforts to find efficiencies of scale by standardizing bookstore operations, parking, and security services (e.g.,
magnetic door locks and security cameras) across all campuses; align technologies for access/swipe cards.
• Continue to develop and follow a plan to renew campus network technology.
• Utilize the information gathered during the campus assessment process to improve the efficiency and sustainability of the
physical plant.

Self-Study 2025 • 87

Standard VII Governance, Leadership, and Administration (ROA 12, 13)

CRITERION 1

Transparent governance structure.
PennWest’s leaders have committed to refining and enhancing the university’s organizational frameworks, expanding
opportunities for shared governance, and improving the efficiency and openness of the budgetary process to address financial
challenges. In these efforts, there is a renewed commitment to the value and importance of shared governance that extends
beyond contractual obligations.

State System
PennWest is one of 10 schools in Pennsylvania’s State System of Higher Education (PASSHE). The roles of the PASSHE Board
of Governors (BOG), the chancellor, university Councils of Trustees (COT), and university presidents are outlined in Act 188
(VII.1.1) and Act 50 (VII.1.2). PASSHE’s mission is “to provide high-quality education at the lowest possible cost to the students; to
increase educational attainment in the Commonwealth of Pennsylvania; to prepare students at the undergraduate and graduate
levels for professional and personal success in their lives; and to contribute to the economic, social, and cultural development of
Pennsylvania’s communities, the commonwealth, and the nation.”
PASSHE’s 20-member Board of Governors is responsible for planning, development, and operation of the State System (VII.1.1).
The BOG establishes educational, fiscal, and personnel policies, appoints the chancellor and university presidents, approves new
academic programs, sets tuition, and coordinates and approves the annual PASSHE operating budget.
Act 50 (VII.1.2), enacted in 2020, gives the Board of Governors the authority to restructure the State System’s institutions
(VII.1.3). This legislation allows the BOG to create, expand, or consolidate a university, except those with a Fall 2019 headcount
greater than 10,000 students. Act 50 was foundational in the creation of PennWest University, a single institution formed by the
integration of three PASSHE universities.
PennWest is governed by a Council of Trustees (COT) whose duties, responsibilities, and powers are set by law in Act 188. In
July 2022, House Bill 1642 (VII.2.4) made specific provisions for the PennWest Council of Trustees to consist of 15 members who,
except for three student members, are nominated and appointed by the governor with the advice and consent of the Senate. At
least three members of the council must be alumni, one from each legacy institution. Three members of the council, one from
each campus, must be full-time undergraduate students in good academic standing, other than freshmen, and enrolled for at least
12 credit-hours. The chancellor is an ex-officio member of the COT. The COT meets on a quarterly basis, rotating through each of
PennWest’s three campuses. Additional meetings may be called by the president, the council chair, or upon request of three COT
members. COT meetings are subject to the Pennsylvania Public Agency Open Meeting Law.

President’s Cabinet
Dr. Jon Anderson
President

Fawn Petrosky

VP for Finance and
Administration

James Fisher

Interim VP for
Academic Affairs
and Provost

Eric Guiser

Sr. AVP for Human
Resources

88 • Pennsylvania Western University

Susanne Fenske
VP for Institutional
Effectiveness and
Student Affairs

Sarah Freed

Interim VP for
Strategic Enrollment
Management

James Geiger

VP for University
Advancement

Kelly Repinski

VP for
Communications and
Marketing

Chief Executive Officer
As PennWest’s chief executive officer, the president is responsible for ensuring that the university remains focused on its
mission, vision, and strategic plan. The president’s authority is outlined in Act 188; as CEO, the president is responsible for
establishing policies and procedures for the administration of the institution regarding students, employees, budgets, and
academic programs and standards.
Dr. Dale-Elizabeth Pehrsson served as the university’s first chief executive officer. She had joined PASSHE as president of
Clarion University in 2018; in anticipation of the universities’ integration, she was appointed interim president of Edinboro
University in 2020 (VII.1.5) and interim president of California University in 2021 (VII.1.6). Between 2020 and 2022, Pehrsson
was the presidential lead for the Western Integration Project that united the three universities under a single president and
administrative team.
In February 2023, Pehrsson announced her departure from PennWest and Dr. R. Lorraine “Laurie” Bernotsky was named
acting president. In April 2023, at the chancellor’s recommendation, the BOG selected Bernotsky to serve as interim president of
PennWest, starting July 1, 2023 (VII.1.7). Bernotsky had previously served as executive vice president and provost at West Chester
University. Her term as PennWest’s interim president ended June 30, 2024, when she returned to West Chester as its president.
In November 2023, the chancellor authorized PennWest’s COT to initiate a search for a new president. According to the
State System’s governing law (VII.3.8), the council has the responsibility to “make recommendations to the Chancellor for the
appointment of the president following input by students, faculty, staff and alumni who reflect the diversity of the institution.”
The COT named a broadly representative, 24-member presidential search committee (VII.1.9) and engaged consultants
Greenwood Asher & Associates to assist with a nationwide search. The consultants held more than a dozen in-person and virtual
“listening sessions” to receive input from university stakeholders, then developed and distributed a prospectus (VII.1.10) seeking
qualified candidates. The search committee reviewed 35 applications and held 11 interviews, 40% of them with candidates
from under-represented minorities. Three candidates were selected for on-campus interviews; each candidate visited all three
PennWest campuses, where they met with students, staff, faculty, administrators, and trustees, and held a forum (in-person and
virtual) open to alumni and community members, as well as the campus community.
In keeping with PASSHE policy, the search committee recommended two candidates to the chancellor and the Board of
Governors. On May 22, the BOG named Dr. Jon Anderson as PennWest’s next president, effective July 1, 2024.
The search process was transparent, with regular email updates to all students, faculty, staff, alumni, and trustees, and ongoing
updates to the Presidential Search website (VII.1.11), where Anderson’s biography, CV and cover letter, along with news releases,
a timeline, the prospectus, and other documents related to the presidential search are available.
The president’s performance is reviewed based on the PASSHE Board of Governors Policy 2002-03-A: Evaluating Presidents
(VII.2.12). An annual evaluation is conducted by the Council of Trustees, which includes an assessment of the president’s
performance; an assessment of the achievement or progress toward goals and objectives agreed upon by the chancellor, COT,
and the president at the beginning of the evaluation period; and a review of the university’s performance results.

Self-Study 2025 • 89

Administrative Governance Structure
At the executive level of operations, PennWest’s overall commitment to shared governance is established by the President’s
Cabinet (see org chart, above). The Cabinet also included a Special Assistant to the Interim President during Bernotsky’s term.
The Cabinet provides advice and counsel to the president on matters regarding policies, budgets, processes, and strategic
planning; discusses mission, vision, allocation of university resources, major events, and university goals; guides implementation
of the president’s priorities through members’ areas of leadership; and is held accountable for quantitative and qualitative results.
The Cabinet is responsible for final approval of policies and assures their alignment with both PennWest and PASSHE policies
and priorities. The Cabinet also monitors the university’s progress and identifies future needs, and it ensures that the institution’s
priorities align with the university’s strategic plan.
As part of the integration of California, Clarion, and Edinboro, the president reorganized PennWest’s administrative units in
alignment with the university mission and the talents of employees from across the three campuses. The administrative units are
Academic Affairs, Finance and Administration, Institutional Effectiveness and Student Affairs, Strategic Enrollment Management,
Advancement, and University Affairs and Advocacy. The university’s organizational chart depicts the divisional responsibilities
among units, colleges, departments, and other areas (VI.5.40).
Each unit is organized with a clear leadership structure and a streamlined distribution of responsibilities, enabling swift
decision making at the level closest to the impact. The commitment to shared governance is evident across the university’s policies
and procedures that outline the responsibilities of multiple constituent bodies in support of PennWest’s oversight of academic
and student-success matters.

Shared Governance
Shared governance arrangements are guided by the collective bargaining agreements entered into by PennWest and PASSHE.
Specifically, the CBA between PASSHE and the Association of Pennsylvania State College and University Faculties (APSCUF)
provides the foundation for both adversarial (grievance procedures) and non-adversarial (Meet and Discuss) communications
between faculty/coaches and management; it also establishes a curriculum committee (VII.1.13). Shared governance at
PennWest goes beyond the confines of the CBA and fosters concord between the administration and APSCUF, Faculty Senate,
and numerous committees composed of management, faculty, staff, and students. PennWest’s governance structure, as shown in
the organizational charts and detailed in Standard VI, supports transparent communication on matters of policy and operations.
Shared governance bodies include:
• Cabinet

• Bargaining Units’ Meet and Discuss

• University Technology Council

• Campus Leadership Teams

• Faculty Senate

• Master Planning Council

• Campus Leadership Council

• University Strategic Planning Council

• Student Government

In addition, various university-wide committees offer feedback on curricular, co-curricular, budget and operational practices
and policies.

90 • Pennsylvania Western University

Academic/Curricular
The Faculty Senate plays a key role in shared governance (VI.2.13). Elected, voting membership consists of one or more faculty
members per department, depending on its size, plus the nine members of the Executive Committee, with equal representation for
each campus. In AY 2023-2024 AY, the senate had more than 30 voting members (VII.1.14; VI.2.13). Non-voting members include
the university president, provost, APSCUF designee from each campus, student government chairs, and an annually appointed
parliamentarian. Management regularly invites Faculty Senate representation on both search and standing committees, and it
provides an opportunity for senate leaders to give a report at the public Council of Trustees meetings, surpassing any contractual
obligations.
The CBA mandates that each university have a faculty-led curriculum committee (VII.1.13) responsible for revision and
approval of all curricula, with bylaws negotiated between APSCUF and management. One of the fundamental tasks of integration
was establishing a new program array and course
catalog for the consolidated university. An Interim
Curriculum Committee (ICC) was established
to oversee the initial development of academic
programs and courses. After the Spring 2023
semester, the ICC was reconstituted as the permanent
University Curriculum Committee (UCC). Both the
procedures (III.1.5) and bylaws (III.1.6) of the ICC/
UCC ensure transparency in the curricular proposal
process. Due to PennWest ‘s unique geography, the
UCC consists of 13 voting faculty members, up to
two additional non-voting members, and up to three
non-voting members designated by the university
president (III.1.3; III.1.6). To ensure balanced
representation by campus and department, UCC
bylaws require that no two voting members be from
the same department; there must be at least one
faculty representative from each PennWest college,
one at-large non-teaching faculty representative,
and at least two faculty representatives from each
PennWest campus. Non-voting faculty may be
appointed to represent APSCUF and the Faculty
Senate, and the president may appoint up to three
non-voting representatives.
To ensure PennWest’s graduate programs
maintain high standards, the Graduate Council
(VII.2.15) reviews curricula, policies and procedures
that affect graduate programs and makes
recommendations for change. The council consists of about 20 graduate program directors, appointed by their department, and
led by an associate provost and graduate dean, appointed by the provost as the administrative facilitator for the council. The
Graduate Council meets monthly to ensure smooth, consistent communication.

Meet and Discuss
PennWest has a Faculty-Management Committee, referred to as Meet and Discuss, as a cornerstone of shared governance.
This contractually mandated body convenes representatives from APSCUF (II.2.21; II.2.22) and management to engage in dialogue
concerning matters impacting the university. Similar meetings are held for the other bargaining units: American Federation
of State, County, and Municipal Employees (AFSCME) (II.2.20); State College and University Professional Association (SCUPA)
(II.2.23); Security, Police and Fire Professionals of America (SPFPA) (II.2.25); and Office of Professional Employees International
Union Healthcare Pennsylvania (OPEIU) (II.2.24). The details of these and other administration-employee relations are outlined
in Standard II.

Self-Study 2025 • 91

Co-curricular/Student Life
Each PennWest campus has a self-governing body to represent its students. At California, the Student Government Association
(VII.1.16) is composed of the Student Senate and House of Representatives. Officers are a president, vice president, financial
secretary, recording secretary, and corresponding secretary. At Clarion, the Student Senate (VII.1.17) consists of student senators;
officers include a president, vice president, treasurer, vice president of rules and regulations, and secretary. At Edinboro, the
Student Government Association (VII.1.18) is composed of representatives from recognized SGA clubs and organizations, as well
as independent students. Officers include a president, vice president, parliamentarian, director of finance, director of public
relations, and secretary (VII.1.19).
Funds collected from the Student Activity Fee are currently managed differently on each campus. On the California campus,
the Student Association, Inc. (SAI) (VII.1.20) board of directors oversees the setting of student activity fees, the policies governing
them, and allocations to student organizations. At Clarion, those roles are handled by the board of the Clarion Students’ Association
(VII.1.21), and at Edinboro by the SGA Executive Board (VII.1.18). All three affiliated entities employ an executive officer who
works with the students and board to manage the corporations’ operations. SAI is currently working to align collection of student
activity fees; target date for implementation is July 1, 2025.
As alignment continues, PennWest plans to have a representative Student Congress, each with a House and Senate, on each
campus by July 1, 2025. The executive committees of the three senates will come together as the PennWest Student Government
Association (IV.4.62). Committees also are designing the structure for a singular PennWest Student Association. That entity would
set the policies by which Student Activity Fees can be allocated but would defer funding decisions to the three campus senates.
Members of the student governing bodies appoint student representatives to other campus-wide committees, such as the
Faculty Senate and Presidential Search Committee. Others include:
• Student Experience: DEI, Student Services/Health Services, Academic Support, Student Organizations, Commencement
Committee, Communications/Marketing
• Academic Affairs: Advising, Culture of Assessment, Excellence in Teaching, Academic Programming, Student Success in
Academics

Budget
PennWest continues to establish a Budget Review Committee, an initiative expected to launch in Fall 2024 (VII.1.22) to engage
and promote transparency in the university budget process, as discussed in Standard VI.

92 • Pennsylvania Western University

CRITERION 2

Legal governing body.
The Council of Trustees (COT) is the legal governing body for PennWest (VII.1.1). Prior to integration, the COTs for California,
Clarion, and Edinboro universities each had 11 members appointed by the governor and approved by the state Senate. In July 2022,
House Bill 1642 (VII.2.4) made specific provisions for PennWest, giving the governor power to appoint a 12-member transitional
council with four members selected from each integrating institution. The transitional COTs (VII.2.23) included three student
trustees, who previously had served on the legacy institutions’ governing bodies. House Bill 1642 included a provision that the
governor would submit to the state Senate the names of individuals to nominate and appoint to serve as the initial members of
the integrated PennWest council. The bill stated that initial members would be selected from trustees with active terms from
each of the integrating institutions.
In September 2022, the governor appointed, and the Senate approved, a 12-member body to serve as PennWest’s inaugural
Council of Trustees (VII.4.24). In accordance with PASSHE BOG Policy 1983-26A: Student Trustees Selection (VII.2.25), three
students also were appointed to the inaugural COT, each of whom had previously served on the COT at their legacy university.
PennWest’s 15 COT members possess the expertise, skills, and experience necessary to effectively guide a university. Ten of
the current trustees are alumni and bring pride and historic context from the three campuses. Members of the council also have
substantial leadership experience in sectors including business, industry, government, and nonprofit organizations. They bring
a wealth of knowledge in policymaking, fiduciary responsibility, and strategic thinking to the council.
The COT helps to govern the university as delineated in Act 188, Section 2009-A (VII.1.1). The council is charged with
recommending the appointment, retention, and dismissal of the president, as well as assisting in developing relations with the
public and reviewing certain policies and procedures. Additional duties include the review and approval of annual operating and
capital budgets, and charges for tuition, room and board, and other student fees and contracts. The COT is not involved in the
daily operations of the university. The Role of Trustee in Pennsylvania’s State System of Higher Education (VII.2.26; VII.2.27),
written by the Pennsylvania Association of Council of Trustees (PACT), states that “in principle, trustees should not be involved in
the day-to-day administration of their institutions. Act 188 clearly delegates the management function to the president. However,
oversight by a local council can make an invaluable contribution to institutional integrity, vitality and engagement.”
As outlined in PASSHE Procedure/Standard No. 2021-50: Process for Recommending Presidential Appointment (VII.2.28), the
COT appointed a search committee to lead the search for the university president.

Evaluation of the CEO
The university president, who serves as the chief executive officer (CEO), is appointed by the
Board of Governors upon the recommendation of the chancellor. Act 188 (VII.1.1) gives the COT
the authority to consult with students, faculty, and alumni and make recommendations to the
chancellor for appointment, retention, or dismissal of the president. PASSHE BOG Policy 200203-A: Evaluating Presidents (VII.2.12) specifies the evaluation process and states: “The purpose of
evaluating a President is to assess leadership and administrative performance in the context of the
University’s and the System’s mission, vision, and strategic goals.”
Annual and comprehensive triannual evaluations of the president are conducted
by a committee of at least three COT members appointed by the council chair. The
comprehensive triannual evaluation is conducted with guidance from a consultant
with expertise in presidential and university leadership. Evaluations include an
assessment of the president’s performance; achievement or progress toward
goals and objectives agreed upon by the chancellor, the COT, and the president
at the beginning of the evaluation period; and a review of the university’s
performance results, based largely on the institution’s strategic plan.

Principles of Good Practice
Members of the COT uphold principles of effective board governance,
fulfilling the oversight role delineated by the Pennsylvania Association of
Councils of Trustees (VII.2.26). As noted in Standard II, the COT must abide by
several state policies designed to prevent conflicts of interest: the Pennsylvania

Self-Study 2025 • 93

Public Official and Public Employee State Ethics Act (II.4.53); Executive Order 2015-01 (VII.2.29); Governors’ Code of Conduct 198018 Amended (VII.2.30); State Adverse Interest Act (VII.2.31); and Right-to-Know Law (II.4.61). The COT also must abide by PASSHE
BOG Policy 2012-01: Conflict of Interest (II.4.56). Policies such as these support the impartiality of the university’s governing board.
The council aids the university president in upholding the institution’s autonomy as outlined in Act 188 and other BOG policies.
Certain BOG policies grant individual institutions greater autonomy in their operations.

CRITERION 3

President autonomy and support.
PennWest’s president is appointed and evaluated by the chancellor and the Council of Trustees (VII.1.1). As detailed in Criterion
1, the university recently completed a nationwide presidential search that culminated in the announcement that Dr. Jon Anderson
will serve as president of PennWest, effective July 1, 2024.
PASSHE BOG Policy 1983-13-A (VII.3.8) and Procedure/Standard 2021-50 (VII.2.28) describe the process for selecting a president.
PennWest received a special waiver from the chancellor (VII.3.32) to amend the policy and allow the COT to form a larger search
committee that ensured equal representation from each of the university’s three campuses. The search committee included
faculty, staff, students, and alumni, as well as three COT members and a current PASSHE president. Members of the search
committee were appointed by APSCUF, Faculty Senate, AFSCME, SCUPA, SGA, alumni associations, and the COT. The inclusive
composition of this search committee reflects the extensive and diverse reach of PennWest’s three campuses and embodies
its commitment to shared governance. Committee members were selected by their peers or by the appointing authority and
possessed the expertise and capabilities necessary to represent the entire university as it sought to identify its next president.
The president of PennWest holds the authority and autonomy to fulfill the duties outlined in Act 188: establishing and executing
policies and procedures concerning instructional programs, academic standards, institutional administration, admissions,
enrollment, facility usage, student activity fees, and operating and capital budgets. Although the COT also has oversight in these
areas, Act 188 primarily authorizes trustees to “review and approve such matters.” It is the president who independently executes
these responsibilities.
President Jon Anderson succeeds interim President R. Lorraine “Laurie” Bernotsky, who served as a consultant from West
Chester University, the largest PASSHE institution, where she had been provost and executive vice president since 2017. During
her tenure at PennWest, Bernotsky focused on operational excellence, strategic enrollment management, and long-term plans
for financial sustainability.

94 • Pennsylvania Western University

Anderson (VII.3.33) came to PennWest after serving as provost and vice president for Academic Affairs at Southern Utah
University (SUU), a regional institution with more than 15,000 students. At SUU he oversaw a budget of $85 million in a division
with nearly 550 full-time faculty/staff and more than 400 adjunct instructors, and he led development of the university’s most
recent strategic plan. During Anderson’s tenure, SUU increased its headcount, reorganized its college/school structure, launched
its first doctoral program, and added in-person and online degrees and majors aligned with industry needs. Prior to joining
SUU, Anderson was provost and vice president for Academic Affairs at Middle Georgia State University, which had five physical
campuses and an online division. He also held administrative positions at the University of West Georgia, where he was deputy
provost and associate vice president, and at the University of Kentucky.
Anderson earned a Ph.D. in Business Administration: Management from the University of Kentucky; an M.Ed. in Business
Education from the (State) University of West Georgia; a B.S. in Sociology from Utah State University; and an A.A.S. in General
Studies: Health and Education from Ricks College (Idaho), where he was a student-athlete.
Since integration, the division of Academic Affairs has made organizational adjustments to serve faculty and students as
effectively as possible. Two associate provosts, an associate provost and graduate dean, and an associate vice president and
university registrar now serve the division.
Campus Leadership Teams (IV.1.32) now are in place on each campus, where they can address student questions or concerns
quickly. In addition, a Campus Leadership Council has been appointed for each campus.
PennWest has reorganized its inclusion and equity initiatives, notably appointing a chief diversity, equity and inclusion officer
(CDIO). The CDIO has begun several initiatives to enhance the student experience and facilitate student engagement, including
a national search for two campus-based assistant DEI directors (VII.3.34). The CDIO is an advisor to the Diversity, Equity, and
Inclusion Student Leadership Council, which develops intercultural programming and collaborative educational opportunities
among student organizations across PennWest. In addition, the DEI Office has developed seminal statements articulating
divisional values and pillars (II.2.30). (See Standard II).
PennWest conducted a comprehensive organizational and operational review of its Strategic Enrollment Management (SEM)
division, which included the appointment of an interim vice president. The university now has more accurate and available
enrollment data, a more fiscally responsible financial aid model, and significant cost savings stemming from operational
efficiencies. The review also resulted in redirection of branding efforts, a revised New Student Orientation and programming,
expansion of peer mentorship across all campuses, and development of a comprehensive enrollment projection model.
PennWest created the strategic role of senior associate vice president for Human Resources (SAVP HR) to oversee both the
Human Resources and Labor Relations units. The SAVP HR is PennWest’s chief human resources officer, providing direction
and strategy on employee recruitment and retention, onboarding, employee and labor relations, benefits and compensation, and
performance standards and assessments. The SAVP HR also ensures that all HR plans, programs, communications, and activities
are aligned to the mission, strategic objectives, and brand identity of PennWest.
President Anderson’s executive leadership team is composed of well-qualified administrators, whose curricula vitae
demonstrate appropriate degrees and work experience. (See Criterion 4.)

CRITERION 4

Administration and organizational structure. (Criterion 4 a-d)

PennWest’s administrative structure and reporting lines are clearly documented in the appendices (VI.5.40). The credentials
and professional experience of the executive cabinet can be discerned through a review of their curricula vitae (VII.4.35; VII.4.36;
VII.4.37; VII.4.38; VII.4.39; VII.4.40; VII.4.41).
Human Resources oversees the employee search process (VII.4.42) to ensure that appointed individuals have the necessary
functional knowledge and skills to carry out their responsibilities. For each vacancy, the hiring manager reviews and revises the
job description, including skills and core competencies, to align with current and future requirements of the role and department.
HR further evaluates and approves updated job descriptions to ensure compliance and relevance to the university’s evolving needs.
These job descriptions are the foundation for accurate job announcements, advertisements, HR-approved applicant screening
criteria, and interview tools aimed at evaluating skills and experience for success in the role. Additionally, many positions require
multiple professional references.

Self-Study 2025 • 95

Engagement with Faculty and Students (4e)
As interim president, Bernotsky focused on building a transparent culture of trust, collaboration, and problem solving that
emphasized financial stainability, shared governance, and enhancing the student experience. She held “Budget 101” workshops,
which were published in advance, to help educate faculty, staff, and students on how enrollment, program array and FTE, student
success, and budget are linked.
President Anderson is building on that base by appointing a Presidential Transition Committee (VII.4.43) to gather insights,
identify opportunities, and address challenges within PennWest’s unique three-campus community and its diverse range of
stakeholders. The committee is expected to serve for six to 12 months.
The president and his administration engage regularly with students, faculty, and staff. Formal engagement with faculty
occurs in regularly scheduled Meet and Discuss sessions and Faculty Senate meetings. The Campus Leadership Team meets
weekly and serves as an on-campus resource for students. The academic dean for each campus sends a weekly newsletter to
all faculty, staff, and staff that provides information relevant to their campus. The campus deans also attend SGA meetings
and student events to engage with students and hear feedback and concerns. Campus Councils meet monthly and serve as a
communications clearinghouse on each campus.

Evaluation of Administrative Units (4f)
PennWest launched its inaugural strategic plan, “Pathways to Student Success” (E.2) in Fall 2023. It is the blueprint for an
annual planning process that documents individual and unit goals aligned with the university’s goals, outcomes, and initiatives.
Assessment of goals occurs on a rotating schedule, so each unit goal is assessed at least once over a three-year period. This will
allow units to focus their assessment efforts and lead to a more thoughtful process. An annual report will allow units to reflect on
the year and highlight key accomplishments of their assessment efforts. The summary reports will be submitted to Institutional
Effectiveness, and to the appropriate vice presidents, who can identify shared outcomes across and within divisions. This new
process is examined in detail in Standard VI.

CRITERION 5

Periodic assessment of the effectiveness of governance, leadership, and
administration.
The university does not have the authority to assess the effectiveness of the governance of PASSHE, the Board of Governors,
or its Council of Trustees.

96 • Pennsylvania Western University

Local committees serve as important shared governance units on matters of policy and operations; their purpose, structure,
and deliverables are reviewed by the administration and committee leadership. Where appropriate, updates are made to maximize
each committee’s value-added contributions to the university and its leadership. For example, during integration a committee
was charged with recommending a commission structure for PennWest. A committee subgroup examined core functions of
commissions and reviewed the existing commission structures and bylaws at California, Clarion, and Edinboro (VII.5.44). The
subgroup recommended restructuring the existing individual campus commissions to create consolidated commissions that
support the university’s mission and goals in the areas of the Status of Women (VII.5.45), LGBTQIA+ (VII.5.46), and Veterans and
Military Affairs (VII.5.47).
Additionally, this year the Budget Review Committee (BRC) was formed to engage and promote transparency in the university
budgeting process.
The president has the authority to review the effectiveness of his “at will” leadership team and take appropriate action using
goal setting and the evaluation process (VII.5.48).

Strengths
• PennWest demonstrated a commitment to an inclusive presidential search process, as evidenced by the waiver granted by
the chancellor to ensure equal representation from each of the university’s three campuses. The inclusive composition of the
search committee reflected the diversity of PennWest’s three campuses. Committee members (selected by their peers or by
the appointing authority) possessed the expertise necessary to represent the entire university in its presidential search. As he
settles into his new role, President Anderson has appointed a Presidential Transition Committee to gather insights, identify
opportunities, and address challenges affecting the university and its stakeholders.
• PennWest’s commitment to student success and financial sustainability are evidenced through the reorganization of the
Academic Affairs and Strategic Enrollment Management divisions, the appointment of a chief diversity, equity and inclusion
officer, educational workshops held by the previous university president and her leadership team, and President Anderson’s
immediate and ongoing efforts to embed himself in the life of PennWest’s three campuses, address critical issues, and engage
with students, faculty, staff, alumni, and community members.
• PennWest is equipped with a blueprint for the upcoming three years that aligns with its strategic plan. Institutional
Effectiveness has established a formal body (USPC) that meets regularly to assess and monitor the plan’s progress across all
levels of the institution.

Opportunities
• With new leadership in place, PennWest should build on the progress it has made since integration, guided by its mission,
vision, values, and institutional goals.
• PennWest should continue its improvements and commitment to Institutional Effectiveness by refining the process for
establishing, monitoring, and assessing managerial, department, and divisional goals, in alignment with the institution’s
strategic plan.

Self-Study 2025 • 97

Working Group Members
PennWest appreciates the time and
expertise of the working group members
who contributed to this self-study. In the
table below, tri-chairs of each working
group are identified with an asterisk (*).

Kennedy Brown, Student

Adam Roberts, Professor and Chair,

Ryan Grove, Athletic Trainer/Strength and

Chemistry, Mathematics, and Physics*

for Human Resources*

Steering Committee Leadership
Dr. Susanne Fenske, Vice President for

Strategic Enrollment Management*

Jason Hendershot, Chief of University

Garrett Hannah, Student

Institutional Effectiveness, Student Affairs,
University Police, and DEI

Andrew Matt, Associate Director of Equity

Conditioning Coordinator

Eric Guiser, Senior Associate Vice President

Police, Clarion

Standard IV
Sarah Freed, Interim Vice President for

and Title IX

Shawn Hoke, Assistant Vice President,
Student Affairs, and Edinboro SA
Campus Lead*

Institutional Effectiveness

Katie Nardi, Student

Yugo Ikach, Associate Dean, College of

Dr. Bob Mehalik, Associate Provost and

James Pflugh, Associate Dean of Students

Education, Arts, and Humanities

Graduate Dean

Matt Shaffer, Dean of Students*

Rogers Laugand, Assistant Vice President
for DEI Student Support

Dr. Becky McMillen, Executive Director of

Standard I
Sheleta Camarda-Webb, Chief Diversity,
Equity, and Inclusion Officer*

Dawn Dillen, Executive Assistant to
the Provost

Ellen Foster, Professor, English, Philosophy,
and Modern Languages

James Geiger, Vice President for

Nripendra Singh, Professor, Business,
Economics, and Communication

Xiaofeng Li, Assistant Professor, Library

Todd Spaulding, Associate Director,

and Information Science

Residence Life and Housing, Housing Operations

Jill Loop, Executive Director, Student

Juanice Vega, Associate Dean, College of
Science, Technology, and Business

Outreach and Success

Devon Markish, Deputy Director,
Graduate Admissions

Standard III
Lenore Barbian, Associate Director,

Jodie Mount, Associate Director,
Financial Aid

Advancement and Clarion Campus
Administrator*

Honors Program

Deborah Grubb, Director of Clinical

College of Education, Arts, and Humanities

Experiences, College of Education, Arts,
and Humanities

Toni Neiswonger, Management
Technician, Enrollment Marketing
and Systems

Michael Chase, Statistician 2, Education

Ambreena Siddiq, Associate Professor,

Ron Craig, Professor, Psychology,

Chemistry, Mathematics, and Physics*

Christopher LaFuria, Digital
Communications Director

Anthony McMullen, University
Library Director

Mary Paniccia-Carden, Dean, College of
Education, Arts, and Humanities*

Amanda Smitley, Student
Darla Timbo, Assistant Professor,
Psychology, Counseling, and Art Therapy

Sandra Trejos, Professor and Assistant
Chair, Economics

Kristina Bodamer, Associate Professor,

Counseling, and Art Therapy*

James Fisher, Interim Provost and Vice
President for Academic Affairs*

Lacey Fulton, Associate Professor, Business,
Economics, and Communication

Susan Gehr, Student
Adam Glass, Assistant Director, Office for
Students with Disabilities

Lisa Glasser, Director of Student
Retention Solutions

Rebecca Maddas, Associate Professor,
Education

Standard II
Amy Bastin, Administrative Assistant 1,

Bob Mehalik, Associate Provost and

Human Resources

Graduate Dean

Erik Bentsen, Assistant Professor, Education*

Michael Perrotti, Associate Professor,
Education

98 • Pennsylvania Western University

Standard V
Emily Campbell, Student
Dori Eichelberger, Director of Academic
Success Initiatives, Student Outreach
and Success
Justin Hackett, Professor and Chair,
Psychology, Counseling, and Art Therapy*

Kimberly Hardner, Assistant Professor,
Social Work, Sociology, and Human Services

Alice Jenkins, Director of Assessment,
Institutional Effectiveness*

Elisabeth Joyce, Professor, English,
Philosophy, and Modern Languages*

Astrid Kavelish, Student

William Mathie, Professor, Visual and

Molly Jenkins, Director of Grants and

Maggie Habeeb, Associate Professor and

Performing Arts

Special Projects

Daniel Shifflet, Professor, Chemistry,

Melanie Lahr, Associate Director, Residence

Assistant Department Chair, Chemistry,
Mathematics, and Physics

Mathematics, and Physics

Life and Housing Assignments

Darrek Harshberger, Student

Jeanne Slattery, Professor, Psychology,
Counseling, and Art Therapy

Richard LaRosa, Professor, Business,
Economics, and Communication

Jacqueline Knaust, Interim Associate Provost

Tim Stevenson, Associate Dean, College of

Edmund Matecki, Associate Professor,

and Environmental Sciences*

Education, Arts, and Humanities

Business, Economics, and Communication*

Tony Mauro, Associate Vice President

Carolyn Treadon, Assistant Professor,

Fawn Petrosky, Vice President for Finance

Psychology, Counseling, and Art Therapy

and Administration*

for University Development and California
Campus Administrator

Thomas Wickham, Associate Dean, College

Michelle Ritzel, Director of Student Center
Operations, Event Services, Compliance

Kelly Repinski, Vice President for

Sarah Seader, Student

Chuck Scalise, Executive Director, Edinboro
University Foundation

of Health Sciences and Human Services

Jen Wilburn, Associate Professor,
Computing and Engineering Technology
Standard VI
Paul Allison, Chief Information Officer and
Associate Vice President

Jodie Bonidie, Events Coordinator

Larry Sebek, Associate Vice President,
Student Affairs, and California SA
Campus Lead*

Standard VII
Kari Althof, Associate Director of Student

Brenda Fredette, Dean, College of Science,

Center Operations and Event Services

Technology, and Business

Sheleta Camarda-Webb, Chief Diversity,

Mike Hannah, Director of Facilities,

Equity, and Inclusion Officer

Edinboro

Josh Domitrovich, Executive Director of the

Songyee Hur, Assistant Professor and

Career Center

Assistant Chair, Marketing

Mario Majcen, Professor, Biology, Earth,

Communications and Marketing*

Neil Weaver, Council of Trustees*
Brian Zimmerman, Interim Associate
Dean, College of Science, Technology,
and Business
Verification of Compliance
Sue Bloom, Executive Director of
Financial Aid*
Shayne Gervais, Associate Vice President
and University Registrar*
Steven Zidek, Chief Data Strategist*

Special thanks to the staff of Institutional Effectiveness, Institutional Research, and Marketing and Communications, who contributed to the production of this report.

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