Advancing Postsecondary Opportunity, Completion, and Productivity

MHEC’s annual report of performance indicators is intended to facilitate an assessment of the postsecondary education system in your state. The report, Advancing Postsecondary Opportunity, Completion, and Productivity: Essential Performance Indicators for Indiana and Selected Peer States, contains three categories of indicators. In the first category, Target Outcomes, the indicators assess progress towards the key goal of increasing the number of people who enroll in college and complete a high-quality degree as efficiently as possible. The second section, Leverage Points, provides indicators relevant to intermediate outcomes associated with postsecondary degree production, including academic preparation, affordability, and institutional effectiveness. The final section, Policy Instruments, focuses on some of the system resources and policies needed to influence leverage points and target outcomes.

Transparent Pathways, Clear Outcomes: Using Disciplinary Tuning to Improve Teaching, Learning, and Student Success

This monograph summarizes outcomes and lessons learned from our cross-state Tuning initiative, which involved teams of faculty from Illinois, Indiana, and Missouri working collaboratively to define what students should know and be able to do upon completing a degree in their discipline. This monograph and the associated Competencies and Student Learning Outcomes document, which was released last summer, are valuable resources that can guide faculty to engage in similar initiatives and can also demonstrate the benefits of Tuning to higher education leaders and policymakers.

“Tuning” is a process through which faculty members create shared understandings of the knowledge and transferable skills students in specific academic disciplines and professional fields must demonstrate upon completion of their degrees. The process helps to clarify to students, parents, and policymakers what degree holders know, understand, and are able to do. In Tuning, faculty use learning outcomes as critical reference points to encourage diverse teaching methods and delivery models. By creating clear, transparent pathways to degree completion, Tuning facilitates retention, especially among students from underserved groups. Through consultation with students, recent graduates, other faculty, and employers about learning outcomes, Tuning better prepares graduates for citizenship and the workforce.

MHEC was awarded a $415,000, two-year grant from Lumina Foundation to engage college and university faculty in Illinois, Indiana, and Missouri to “tune” the academic disciplines of psychology and marketing. With the assistance of SHEEO agency representatives and other key stakeholders, two 15-person faculty workgroups were formed for the initiative—one for each of the disciplines. The “Tuning” workgroups were comprised of faculty from two-year public and four-year public and private non-profit institutions.

The MHEC Cross-State Tuning Project launched in early November 2011 with a convening of all project participants in Indianapolis. Faculty participants met monthly during the academic year and collaborated electronically between meetings. Another Lumina Foundation grantee—the Institute for Evidence-Based Change (IEBC)—provided technical and evaluation assistance to MHEC throughout the project. Outcomes from the Tuning workgroups were presented as part of a Tuning conference in late spring of 2013. For further information on Tuning projects throughout the United States, see

2014 Annual Loss Control Workshop Presentations

Participants of MHEC's property insurance program convened in St. Louis for the 16th Annual Loss Control Workshop on March 5-6, 2014. The workshop began with an opening plenary session focused on your college being in the spotlight and how to survive and thrive in the crisis, followed by 17 concurrent sessions in the categories of risk management, facilities, and environmental, health, and safety.