Criterion Three: Student Learning and Effective Teaching The organization provides evidence of student learning and teaching effectiveness that demonstrates it is fulfilling its educational mission.

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	Overview “Every person is in certain aspects like all other people, like some other people, like no other person” (Bandura, 2006 as cited in Muñoz and Mendelson, 2005). This paraphrase from an oft-cited text in the psychology of personality (Kluckhohn and Murray, 1953) is no less applicable to organizations, including universities. UMKC is in certain aspects like all other universities, like some other universities, like no other universities.
UMKC is like some other universities in virtually every respect, but like no other university in all respects. As one example, the new Carnegie Classification system includes six allinclusive classifications for comparing how any one university is like any other (Carnegie Foundation for the Advancement of Teaching, 2008). One updated version of the traditional classification system, which emphasized highest degree level offered, listed these five new classifications: size and setting, undergraduate profile, enrollment profile, graduate instructional program, and undergraduate instructional program. Each of these classifications includes as few as seven and as many as 30 sub-classifications. UMKC’s Carnegie profile is unique: A&S+Prof/HGC: Arts and sciences plus professions, high graduate coexistence Doc/Prof: Doctoral, professions dominant MU: Majority undergraduate MFT4/S/HTI: Medium full-time, four-year, selective, higher transfer-in L4/NR: Large four-year, primarily nonresidential RU/H: Doctorate-granting research universities (high research activity) (See Appendix 3 for a fuller description of UMKC’s six profile classifications.) UMKC is like some other universities in that the institutional mission statement explicitly includes learning as a core mission: “… to create a vibrant learning and campus life experience.” It is not explicit in the mission statement that the creation of a vibrant learning experience is not directed specifically at student learning nor that it includes a specific commitment to effective teaching as a means of enabling student learning, although this is clearly part of the intended meaning. The information on student Learning Outcomes for Criterion 3, Student Learning and Effective Teaching, was gathered from several sources:
The documentary history of the UMKC Assessment Task Force and current work of the University Assessment Committee The documentary history and current work of the UMKC Program Evaluation Committee Documentary evidence and special reports requested from faculty and administrators responsible for faculty and student academic support services, including the University Libraries, Faculty Center for Excellence in Teaching [FaCET], and Center for Academic Development