Accreditation is a mark of excellence, demonstrating that Fort Lewis College delivers high-quality education. It is a rigorous process that evaluates every aspect of our institution: academics, governance, financial stability, student services, and overall effectiveness. Accreditation is not optional; it is a collective effort involving faculty, staff, students, and community supporters.
As we prepare for the subsequent comprehensive evaluation by the Higher Learning Commission (HLC) in 2025, our priority this year is to ensure we meet all accreditation standards. This work is vital and required and represents our commitment to providing exceptional value to our students.
Fort Lewis College is on the , which allows us to demonstrate our excellence through comprehensive reviews. We successfully passed the Assurance Review in 2020 and now must prepare for the 2025 evaluation. Accreditation is essential to affirm that an ÅÝܽ¶ÌÊÓƵ degree remains a meaningful investment for our students and their future.
The institution’s mission is clear and articulated publicly; it guides the institution’s operations.
​​Fort Lewis College advances a clear and publicly articulated mission that guides its programs, enrollment strategies, and operations. The mission places students at the center of experiential learning that fosters innovation, growth, and community engagement. It is visible, accessible, and consistently used in planning and decision-making across the institution.
Educational offerings reflect ÅÝܽ¶ÌÊÓƵ’s identity as a public liberal arts college and as a federally designated Native American–Serving, Nontribal Institution. Institutional purpose is reinforced through planning and governance. Strategic reviews in 2016 and 2019 engaged faculty, staff, and trustees in reaffirming that the mission reflects both tradition and future direction. The most recent reaffirmation came through the Strategic Plan 2025–30, which emphasizes retention, graduation, experiential education, sustainability, and community engagement. The plan affirms the mission by setting institutional priorities and serves as a dynamic framework to guide progress.
These commitments are evident in enrollment and operations. Nearly half of students are first-generation, with strong gender balance and significant enrollment of underrepresented groups. These characteristics reflect recruitment strategies that prioritize diversity and access. Decisions about program development, staffing, and resource allocation are guided by student success goals, and budget planning emphasizes investments in programs that expand opportunity and applied learning.
Policies and oversight processes further demonstrate alignment. Faculty hiring requests must show consistency with mission-based priorities, such as expanding access or experiential learning. Curriculum and student affairs initiatives are evaluated for their contribution to student success and engagement. The President’s Cabinet and Board of Trustees monitor performance indicators, including disaggregated data on enrollment, retention, and graduation, ensuring accountability for results.
Fort Lewis College demonstrates its commitment to the public good through academic programs, community engagement, and stewardship of resources. The Strategic Plan identifies workforce development, public health, and environmental sustainability as institutional priorities. These are enacted through the School of Education, which prepares teachers for regional schools; the Katz School of Business, which fosters entrepreneurship through the Hawk Tank competition; and the downtown Center for Innovation, where students, faculty, and community partners collaborate. Experiential learning reinforces this commitment across disciplines. Sciences engage students in fieldwork and research addressing regional health, environmental, and technical challenges. The arts connect creative expression to community life through performances, exhibitions, and collaborative projects. Business students apply their skills through entrepreneurial partnerships and the Center for Innovation. Social sciences—including Sociology, Anthropology, and Native American & Indigenous Studies—integrate projects on social justice, sustainability, and Indigenous rights. Collectively, these experiences prepare students for meaningful contributions in their professions and communities.
Specialized programs further extend the College’s role in serving the public good. Public Health and Environmental Sustainability faculty collaborate with organizations to address disparities in health and ecological challenges. The Four Corners Water Center connects students and faculty with agencies and advocacy groups to address water management issues. Community-facing events such as Indigenous Peoples’ Day, the Community Concert Series, and Hozhoni Days Pow-wow extend cultural and civic engagement beyond campus. Facilities are also made available for nonprofit and educational partners, strengthening regional connections.
Integration of academic purpose and public service is reinforced through student involvement. Service-learning, volunteerism, and professional partnerships connect students to projects that directly benefit the community. The Environmental Center organizes sustainability initiatives, cultural centers host workshops and outreach, and athletic teams contribute significant hours to mentoring, food drives, and clean-up projects. These efforts highlight the mutual benefits of experiential education: students gain skills while strengthening the social and cultural fabric of the region.
The College also prepares students to participate in a diverse and globally connected society. Academic and co-curricular programs embed civic engagement and intercultural experiences throughout the student journey. Capstone projects address community challenges, ensuring that graduates leave with both disciplinary expertise and civic responsibility.
Student organizations extend these opportunities. Groups such as Wanbli Ota, the Black Student Union, and the Environmental Center provide leadership and service experiences centered on cultural heritage, sustainability, and equity. Annual events—including Alternative Spring Break, Earth Week, and Indigenous Peoples’ Day—deepen these commitments. Residence Life and Athletics expand participation through service programs, with students contributing meaningful hours each year.
Global awareness is also fostered through study abroad, international student programming, and courses addressing global issues. Courses in Political Science, Anthropology, and Global Business for example engage students in cross-cultural analysis, while faculty are encouraged to internationalize curricula. These initiatives prepare graduates to thrive in an interconnected world while remaining grounded in experiential and inclusive learning.
Finally, structural initiatives reinforce commitments to access and diversity. The Diversity Collective—including the Native American Center, El Centro de Muchos Colores, the Black Student Resource Center, and The G—advances equity through services, programming, and training. The Strategic Plan identifies access and equity as priorities, supported by enrollment data showing significant participation by Pell-eligible, first-generation, and minority students. Through policies, programs, and outcomes, ÅÝܽ¶ÌÊÓƵ demonstrates that diversity and inclusion are central to its operations and culture.
In summary, Fort Lewis College shows consistent alignment between its mission and practice. The mission is publicly communicated, regularly reviewed, and embedded in planning, academic programs, and community engagement. By linking its history with forward-looking goals, and by aligning operations and outcomes, ÅÝܽ¶ÌÊÓƵ ensures its mission remains a living framework—placing students at the center.
In fulfilling its mission, the institution acts with integrity; its conduct is ethical and responsible.
Fort Lewis College demonstrates that integrity is inseparable from its mission: Students are at the center of Fort Lewis College, where we create inclusive, experiential learning environments that foster innovation, growth, and community engagement. Policies, governance structures, and practices not only meet compliance expectations but also advance equity and accountability. Across this criterion, integrity emerges as a lived commitment: ethical standards are clearly defined, consistently enforced, and embedded in a culture of fairness and responsibility.
The College begins by establishing and following policies and processes that ensure fair and ethical behavior by its governing board, administration, faculty, and staff. The Faculty Handbook, Faculty Search Guidelines, and Policy Development and Review Manual codify expectations for professionalism, equitable hiring, and shared governance. Policies are reviewed on a regular cycle to remain aligned with state and federal standards. These structures are not symbolic but effective in practice. For example, the Grievance Procedure has provided due process and consistent resolution in faculty cases, ensuring fairness and reinforcing trust. Together, these measures safeguard equity and accountability across the institution.
Integrity is also evident in the consistent enforcement of policies that protect student. Grievance procedures illustrate due process carried through to resolution, demonstrating that protections are applied, not just promised. Transparency shapes student pathways as well. Publicly available admissions criteria, tuition and fee information, and degree maps give families clear expectations that support persistence. Specialized accreditations and state reviews verify compliance with high standards, while peer benchmarking confirms that ÅÝܽ¶ÌÊÓƵ holds itself to practices recognized across higher education. Through these measures, integrity becomes part of the daily experience of students and employees alike.
This culture of responsibility extends naturally to governance, where oversight and independence ensure accountability at the highest level. The Board of Trustees operates with independence to safeguard institutional priorities and the public trust. Its authority is outlined in the Board Policy Manual and exercised through committees overseeing finance, audit, governance, and academics. Independence is further reinforced through conflict-of-interest policies, onboarding, and continuing trustee education. Accountability is demonstrated through published agendas and minutes, while annual audits confirm financial responsibility. The Board’s actions also reflect the College’s mission. Its resolution on reconciliation with Native communities acknowledges historical responsibilities and affirms ethical accountability. As Colorado’s public liberal arts college and a national leader in preparing Native American teachers, ÅÝܽ¶ÌÊÓƵ demonstrates governance that connects integrity with reconciliation and equity.
From governance, integrity extends directly into academic life, where freedom of expression and pursuit of truth are essential to teaching and learning. The Statement on Academic Freedom protects faculty inquiry, while the Statement on Free Expression extends protections to students and staff. Campus events reinforce these commitments in visible ways. A forum on Indigenous sovereignty, co-sponsored by the Native American Center, demonstrated how academic freedom supports dialogue on issues central to ÅÝܽ¶ÌÊÓƵ’s identity. Handbooks for faculty, staff, and students balance freedom of expression with professional responsibility, while training sustains these protections over time. These commitments prepare students to participate authentically in both academic and civic life.
Integrity further guides discovery and the application of knowledge, ensuring that research and scholarship reflect ethical responsibility. The academic policies set expectations for honest scholarship, while instruction in citation and research methods prepares students to engage responsibly. Oversight is provided by the Institutional Review Board, the research policies, and clear grant guidelines, each reviewed and updated as standards evolve. Opportunities for undergraduate research expand access to discovery across disciplines. Annual symposia and faculty-mentored projects showcase student work ranging from Indigenous heritage preservation to rural community health. These efforts demonstrate that responsible inquiry is not only protected but also aligned with ÅÝܽ¶ÌÊÓƵ’s mission of inclusive, experiential learning that fosters innovation, growth, and engagement.
Taken together, these policies, practices, and commitments illustrate how integrity at Fort Lewis College is both structural and cultural. Policies establish ethical standards, governance ensures independence, and enforcement demonstrates fairness. Academic freedom and responsible research extend integrity into teaching and discovery, while transparent governance and grievance pathways sustain accountability.
Most importantly, integrity is inseparable from the College’s mission of placing students at the center of inclusive and experiential learning. By embedding equity in hiring, due process in grievances, reconciliation in governance, and accountability in research, ÅÝܽ¶ÌÊÓƵ secures a culture of fairness that supports all members of its community. Rigorous policies. Transparent governance. Freedom of expression. Responsible research. These commitments define Fort Lewis College’s integrity and sustain its mission for future generations.
The institution demonstrates responsibility for the quality of its educational programs, learning environments and support services, and it evaluates their effectiveness in fulfilling its mission. The rigor and quality of each educational program is consistent regardless of modality, location or other differentiating factors.
Fort Lewis College (ÅÝܽ¶ÌÊÓƵ) sustains high-quality teaching and learning through rigorous academic programs, faculty governance, and student-ready supports. These commitments yield measurable outcomes such as strengthened curricula, improved persistence in gateway courses, and continuous instructional innovation. More importantly, they directly advance the College’s mission to serve students, provide accessible and experiential education, and to engage the local community. This exemplifies the college’s dedication to serving Native American, first-generation, and rural students through equitable access, culturally responsive pedagogy, and ongoing improvement.
The institution ensures rigor through degree requirements, program learning outcomes, and structured curriculum review. The Academic Catalog and program maps articulate coherent pathways, while the Curriculum Committee verifies alignment with disciplinary standards and rigor expectations. Specialized accreditations further confirm quality in professional fields, demonstrating that expectations for breadth and depth are appropriate at both undergraduate and graduate levels. Program reviews and accreditation cycles confirm that rigor is sustained, producing stronger pathways and improved student achievement.
ÅÝܽ¶ÌÊÓƵ affirms that faculty hold primary responsibility for curriculum, instruction, and assessment. Faculty within programs design curricula and learning outcomes, while the Curriculum Committee reviews and approves all degree requirements, course additions, and program changes. This system ensures that decisions rest with disciplinary experts while maintaining institutional coherence. Faculty-driven creation of interdisciplinary programs, later approved through governance, demonstrates this authority in practice. Assessment processes provide additional evidence of faculty leadership, as programs revise curricula in response to learning data. In this way, faculty stewardship anchors program quality while ensuring responsiveness to the students ÅÝܽ¶ÌÊÓƵ was founded to serve. The institution also has a robust research arm, exemplified in its Carnegie designation and its track records in scholarly activity including Undergraduate Research. It engages the regional community through internships and other co-curricular programs, adhering to its mission to serve students and the community.
The institution employs highly qualified faculty whose credentials are verified through the Faculty Qualifications Policy and overseen by Academic Affairs. Hiring practices align with accreditation standards and diversity priorities, while new faculty benefit from mentoring and orientation. Professional development opportunities—including sabbaticals, teaching grants, and Center for Teaching and Learning (CTL) workshops—advance teaching excellence and research capacity.
Staff sufficiency is reviewed annually to ensure strong advising, financial aid, wellness, and academic coaching services. Small class sizes and manageable faculty workloads allow for personalized instruction, while staff provide individualized support across academic and personal domains. These resources are aligned with equity goals, ensuring access to quality education for students across the Four Corners region. Regular review guarantees that staffing adapts as enrollment and needs change.
Comprehensive support is available for both students and faculty. The Academic Hub integrates advising, tutoring, and coaching, while First-Year Launch and TRIO programs provide wrap-around services for conditionally admitted and first-generation students. Specialized offices—including Accessibility Resources, Veteran Benefits, and Basic Needs—further extend opportunity.
Faculty are supported through Center for Teaching and Learning programming in pedagogy, inclusive practices, and digital learning, while libraries and experiential learning centers enhance instruction. TRIO services, through both the Student Success Center and STEM³, show how federal grants are leveraged to provide sustained, equity-focused support, particularly for first-generation and Pell-eligible learners. Together, these supports contribute to measurable gains in student persistence and faculty effectiveness.
ÅÝܽ¶ÌÊÓƵ demonstrates fulfillment of its promises through a comprehensive system of assessment. Annual departmental plans, program reviews, and Liberal Arts Core evaluations document learning outcomes, apply direct measures, and guide improvement. Chemistry faculty, for example, redesigned introductory coursework using assessment data, producing clearer pathways and higher success rates in a critical gateway sequence. Assessment systems are refined regularly to ensure consistency and transparency across departments. By linking evidence to improvement, ÅÝܽ¶ÌÊÓƵ demonstrates that its enriched environment is lived in practice and accessible to all students, particularly those historically underserved.
Program quality is ensured through Academic Program Review (APR), which operates on a seven-year cycle. Each program completes a self-study, participates in external review, and reports findings to the Board of Trustees. Programs demonstrate learning outcomes, alumni success, and curricular improvements, linking evidence directly to continuous quality assurance.
APR produces tangible results. Philosophy faculty revised lower-division pedagogy to reduce DFW rates, while Music standardized rubrics to improve consistency across courses. Procedures are updated periodically to incorporate faculty feedback and align with institutional priorities. This system sustains strong programs that remain mission-focused and responsive to the needs of ÅÝܽ¶ÌÊÓƵ’s diverse learners.
ÅÝܽ¶ÌÊÓƵ demonstrates responsibility through evidence-based strategies that strengthen student success. Institutional research disaggregates persistence, retention, and graduation rates by race, Pell status, and first-generation identity, enabling targeted interventions that close equity gaps. Tutoring data show that students in high-DFW courses who engaged with support services persisted at significantly higher rates, especially Pell-eligible and Indigenous learners. Post-graduation surveys track employment, graduate school, and licensure outcomes, ensuring alignment with workforce and student needs. These practices, reinforced by ÅÝܽ¶ÌÊÓƵ’s HLC-approved Quality Initiative, confirm the College’s accountability for outcomes and its dedication to student learning.
Across Criterion 3, Fort Lewis College demonstrates that its academic programs are rigorous, faculty-governed, well-staffed, and supported by robust systems of teaching and learning. Assessment, program review, and evidence-based student success strategies confirm that the College delivers on its educational promises. Most importantly, these practices are inseparable from the College’s mission. Together, these commitments define Fort Lewis College’s mission-driven approach to teaching and learning and secure success for future generations of learners across the Four Corners region.
The institution’s resources, structures, policies, procedures and planning enable it to fulfill its mission, improve the quality of its educational programs, and respond to future challenges and opportunities.
Fort Lewis College ensures institutional effectiveness through accountable governance, prudent resource management, and systematic planning that sustain continuous improvement and advance its mission. These practices enable the College to maintain quality programs and prepare for future challenges.
Administrative structures establish accountability and collaboration. Central to this framework, the Board of Trustees provides strategic leadership through high-level planning on academics, enrollment, infrastructure, and diversity, equity, and inclusion. At its 2024 retreat, trustees reviewed institutional data, evaluated outcomes, and set resource priorities with senior leadership to advance the College’s mission of inclusive, experiential learning. Oversight also extends to capital planning, with the 2025–26 Five-Year Capital Construction Plan aligning renovation and construction projects with mission priorities such as residence life and academic infrastructure.
Organizational clarity is reinforced through a reporting chart that defines lines of authority from the President to vice presidents and their units. Within this framework, participatory governance is strong. Faculty-led bodies such as the Faculty Senate, Curriculum Committee, and General Education Council safeguard academic quality, while cross-functional groups like the Academic Care Team and the Behavioral Intervention Team confirm collaboration between Academic Affairs and Student Engagement in supporting student success.
To ensure compliance with accreditation, faculty credentialing is guided by clear standards, while policies such as sabbatical eligibility strengthen professional growth and long-term planning. Structured onboarding introduces new employees to the mission, governance, and policies of the College. Administrative effectiveness is verified through annual reporting, with units such as the Center for Teaching and Learning, housed within Academic Affairs, aligning faculty support with strategic goals. Faculty/class size reports and annual unit reports inform scheduling, workload, and resource allocation, providing evidence-based oversight of instructional quality. External financial audits and credit ratings confirm strong governance and fiscal responsibility.
Sustainability is secured through disciplined resource management. The Planning and Budget Advisory Committee directs leadership on priorities through budget parameters that establish revenue, costs, and investments. Departmental requests are evaluated for alignment with institutional goals, while budget reduction processes provide contingency strategies in response to enrollment shifts or changes in state support. Multi-year capital planning ensures that infrastructure investments—such as residence hall modernization, accessibility upgrades, and laboratory improvements—advance mission priorities. External validation in 2024 and 2025 confirmed Fort Lewis’s stable credit rating, ensuring access to capital markets for investments that advance academic quality and student success.
With this foundation of financial stability, the College directs resources toward initiatives that most directly advance student learning and mission priorities. Proposals reviewed by the Planning and Budget Advisory Committee are measured for their impact on learning, retention, and faculty development. The Budget Proposal Impact Form requires evidence to support decision-making and ensures that equity, access, and academic excellence are embedded in financial planning. Resource allocations are fiscally responsible and mission-driven, advancing student-centered, experiential learning.
Planning processes are mission-driven and evidence-based. The 2024 Board of Trustees retreat demonstrates how strategic priorities are revisited regularly, including student success, enrollment forecasting, diversity initiatives, and capital planning. Long-range facilities planning complements these discussions, ensuring that infrastructure supports both operational efficiency and student engagement. Academic program review and assessment processes produce action plans, including curriculum revisions, staffing adjustments, and new program proposals, which are integrated into resource decisions. These processes strengthen the academic core and advance the mission of inclusive, experiential learning. Recent program reviews have also led to targeted hiring in high-demand fields and resource shifts that align programs with regional workforce needs.
Continuous quality improvement extends across student services and auxiliary functions. Student surveys, including housing and dining assessments, guide adjustments to programming, vendors, and facilities through the Housing Rotational Plan, which aligns upgrades with student needs. Together with coordinated planning across Enrollment Management, Student Engagement, and Academic Affairs, these mechanisms ensure that student support is integrated, data-informed, and mission-aligned.
Institutional research strengthens planning across academic and administrative areas. Dashboards, budget modeling, and institutional surveys support enrollment forecasts, budget allocations, and program improvements, while budget requests and impact forms ensure alignment with student learning outcomes and diversity goals. Facilities reports and auxiliary feedback inform both annual adjustments and long-term projections, ensuring responsiveness to enrollment and operational needs.
Planning is fully integrated across governance and functional areas. Committees such as the Strategic Enrollment Council, the Academic Standards Committee, and the Planning and Budget Advisory Committee evaluate proposals, review performance data, and guide policy development. Cross-functional collaboration guarantees that facilities planning, auxiliary services, and academic goals are connected in a unified approach to institutional effectiveness.
Evidence of continuous improvement is consistently visible. Budget reduction processes demonstrate proactive responses to fiscal challenges. Annual reports from academic and support units verify progress toward strategic goals, while trustees receive updates on performance indicators to inform adjustments. Planning has successfully adapted to post-pandemic realities, including investments in remote learning infrastructure and student health supports.
These structures demonstrate a mature planning culture that sustains continuous improvement. Governance is transparent and participatory, resources are managed responsibly, and planning is systematic and data informed. The College links financial stewardship, infrastructure, and academic priorities in ways that sustain quality and promote resilience.
In summary, Fort Lewis College demonstrates effectiveness through accountable governance, prudent stewardship, and mission-driven planning. Continuous improvement is embedded in operations, ensuring that the College exceeds expectations for governance, sustainability, and planning while keeping student success at the center of its mission.