Indiana University Bloomington faculty and administrators returned from the Higher Learning Commission Annual Conference with insights to guide the campus’s next phase of accreditation and student success efforts.

Jillian Kinzie, associate director of the National Survey of Student Engagement; César Félix-Brasdefer, associate vice provost for undergraduate education; and Carmen Coleman, executive director of accreditation and program review and Higher Learning Commission accreditation liaison, attended the March 21 to 24 meeting in Chicago. The conference brought more than 3,500 higher education professionals to examine emerging trends and share practices that strengthen student learning and institutional effectiveness.

Student success remains top priority

Conference participants identified “student success and outcomes” as the leading priority across higher education, followed by “teaching and learning” and “artificial intelligence.”

“The prioritization of students and learning is heartening,” Kinzie said. “But the trends signal needed action on articulating student outcomes at the program level given new federal guidelines and state interests, and clearer explication of mission-salient outcome metrics.”

Kinzie said IU Bloomington is well-positioned to respond, with an opportunity to present clear, evidence-based outcomes that demonstrate the value of an IU degree and the impact of its teaching and learning environment.

Building a strong case for accreditation

As IU Bloomington prepares for its 2027 Higher Learning Commission reaffirmation, the conference reinforced the importance of a clear, evidence-based institutional narrative.

“For our upcoming Higher Learning Commission reaffirmation, IU Bloomington must assemble an authentic argument grounded in solid metrics and interpreted evidence that conveys institutional integrity, evidence-based improvement and mission-driven decision-making,” Kinzie said.

Coleman said the sessions provided added clarity on the comprehensive evaluation process and underscored increasing expectations from accreditors.

“There is a continued emphasis on students and learning, alongside increasing scrutiny,” Coleman said. “This reinforces the importance of demonstrating continuous improvement and clearly articulating program-level student outcomes.”

AI, belonging and the faculty role

Félix-Brasdefer highlighted two themes with direct relevance for faculty: the rapid growth of artificial intelligence and the importance of student mental health and belonging.

“Thoughtful and intentional integration of AI can enhance learning when paired with clear expectations around academic integrity,” he said. “At the same time, fostering environments that support well-being and belonging remains essential for student success.”

He emphasized the role faculty play in shaping both areas through course design, engagement practices and ongoing attention to evolving technologies.

“Higher education leaders must foster environments that support mental health and a strong sense of belonging for students, faculty and staff,” Félix-Brasdefer said.

Looking ahead to Higher Learning Commission reaffirmation

IU Bloomington will submit its Assurance Argument in early September 2027, with an on-site evaluation scheduled for Oct. 4 and 5, 2027. Accreditation ensures academic quality, supports access to federal financial aid and affirms the value of an IU degree.

Faculty engagement will be central to the process, particularly in demonstrating academic quality, institutional effectiveness and student learning outcomes. Insights from the conference will help guide IU Bloomington’s efforts to strengthen student success and present a compelling case for continued accreditation.