Welcome to the institutional reports at LWTech. Please select a report below to learn more about enrollment, persistence, completion, and the student experience at the college. LWTech employees may also view additional reports by visiting the link at the bottom of this page.
Regional accreditation is a process of recognizing educational institutions for performance, integrity, and quality that entitles them to the confidence of the educational community and the public. In the United States this recognition is extended largely through nongovernmental, voluntary membership associations that establish accreditation criteria, evaluate institutions against that criteria, and approving institutions that meet the criteria. Lake Washington Institute of Technology (LWTech) is accredited by the Northwest Commission on Colleges and Universities at the associate and bachelor degree level.
Institutions accredited or pre-accredited by the Northwest Commission on Colleges and Universities are required to examine their own missions, goals, operations, and achievements. The Commission then provides expert analysis by peer evaluators, and, later, commendations for accomplishments and recommendations for improvement from the accrediting body. Since the accreditation status of an institution is reviewed periodically, institutions are encouraged toward continued self-study and improvement.
The Integrated Postsecondary Education Data System (IPEDS) is a system of survey components that collects data from about 7,000 institutions that provide postsecondary education across the United States. IPEDS collects institution-level data on student enrollment, graduation rates, student charges, program completions, faculty, staff, and finances. The Data Feedback Report is intended to provide institutions a context for examining the data they submitted to IPEDS. The purpose of this report is to provide institutional executives a useful resource and to help improve the quality and comparability of IPEDS data.
The Community College Survey of Student Engagement (CCSSE), a product and service of the Center for Community College Student Engagement, is a well-established tool that helps institutions focus on good educational practice and identify areas in which they can improve their programs and services for students.
Administered during the spring to mostly returning students, CCSSE asks about institutional practices and student behaviors that are highly correlated with student learning and retention. CCSSE serves as a complementary piece to the Survey of Entering Student Engagement (SENSE), with a more broad focus on the student experience.
The Survey of Entering Student Engagement (SENSE), a product and service of the Center for Community College Student Engagement, helps community colleges discover why some entering students persist and succeed and others do not.
Administered during the 4th and 5th weeks of the fall academic term, SENSE asks students to reflect on their earliest experiences (academic and services-related) with the college. SENSE serves as a complementary piece to the Community College Survey of Student Engagement (CCSSE), with a more narrowed focus on early student experiences.
SBCTC produces short, focused analysis on topical issues and conducts policy research on a number of educational programs and issues related to the community and technical college system. SBCTC research also participates in research conducted in partnership with other organizations.
The Workforce Training & Education Coordinating Board is a Governor-appointed partnership of nine voting members from business, labor, and government. The Workforce Board advises the Governor and Legislature on workforce development policy, ensures the state's workforce services and programs work together, and evaluates the performance of Washington's key workforce programs.
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