July 26, 2021

Ms. Brooke Berry

On behalf of Lieutenant Governor Janice McGeachin and the Education Task Force
For Email Delivery

Dear Ms. Berry,

We have received your request of July 22nd on behalf of Lieutenant Governor McGeachin to please
respond to certain questions in time for your meeting this week. The four 4-year institutions of the
President’s Leadership Council (“PLC”) have quickly involved our subject matter experts to agree
responses to your questions which are provided below.

What are your institutions definitions of diversity, equity and inclusion? Do you use the Northwest
Commission on Colleges and Universities definitions?

Institutional definitions are aligned with the Regents and State Board of Education, federal
government and NWCCU definitions, but can reflect institutional individuality. The NWCCU definitions
are located here: Equity - NWCCU

How much of a role do the terms diversity, equity and inclusion play in an institution of learning
accreditation?

Each institution aligns coursework with student achievement indicators identified by the NWCCU,
these include data disaggregated by race, ethnicity, gender, age, socioeconomic status, and other
factors. We are required to “close equity gaps” based on this data. See especially Standard 1.D.2.
This is reflected in, and supported by, the new 2020 NWCCU standards (as approved by the
Department of Education).

How does your institution of learning demonstrate the implementation of these terms in the
curriculum?

Guided by the institutional mission, vision, values, and principles, faculty design curriculum that
accomplishes institutional objectives while meeting accreditation standards. This curriculum
proceeds through an extensive evaluative process at each institution as dictated by policy and
shared governance as outlined by the institutional constitution. Changes in curriculum are reported
to the accrediting agency.

What does the university do to comply with the requirements from the accreditation agency?

Each institution assesses accreditation requirements when developing curriculum as described

above. We provide information and resources to the accrediting body to support their review of our
institution so that they may make an informed judgement on which to award accreditation.
What dictates that these definitions must be a requirement of accreditation?

Again best to be answered by the NWCCU. The accreditation bodies (with input from working
professionals, educators, government leaders and industry) establish the requirements for
accreditation. Licensure in many professional fields is dependent on a student graduating from an
accredited body.

When did the diversity, equity and inclusion accreditation requirement take effect? What, if anything,
existed before this?

Diversity, Equity, and Inclusion have been a part of higher education for many of our institutions
since inception. The University of Idaho, the state’s land grant university formed in 1889 under the
Morrill Act signed into law by President Lincoln, has had a typical mission that included “access for
all.”

What does a yearly institutional update report look like?

Annual reports request updates on eligibility, article of incorporation, finances, external affiliations
(international institutions), default rates, enrollment changes, an institutional reflection (statement
on future goals), and progress towards previous recommendations by NWCCU evaluators.

Is the NWCCU the only accreditation agency for Idaho learning institutions? What other, if any,
agencies may accredit institutions of learning?

NWCCU is the university level accrediting commission for our institutions. There are six accrediting
commissions within the U.S. The NWCCU serves our region (which includes Washington, Oregon,
Idaho, Montana, Nevada, Utah and Alaska). These regional accrediting commissions review entire
institutions, as opposed to specific programs within an institution. There are other accrediting body
for specific programs. Many professional programs (Architecture, Law, Accounting, Engineering,
Education, Nursing, WWAMI) have requirements for professional licensure as well as disciplinary
accreditation that include instruction in Diversity, Equity & Inclusion. The American Association of
College of Nursing is provided here as an example.

As requested, we worked over the weekend to provide timely response no later than this Monday
(7/26/2021) to inform your discussion before your deadline on July 28. We are hopeful that this will
indeed provide a better understanding of the State Board of Education’s and other important
stakeholder standards for our institutions of higher education.

Sincerely,

Kevin Satterlee, ISU President Scott Green, U of I President

PLC Outgoing Chair PLC Incoming Chair