The collaborative processes instituted during the development of the Institutional Proposal were maintained throughout the Capacity and Preparatory Review (CPR) process. The Steering Committee was reconfigured to involve members of the campus community with direct involvement in addressing each of the researchable questions. Every effort was made to continue a commitment to a broad representation of all stakeholders. Additionally, five Sub-Committees were convened: one for each of the four core issues and a fifth to develop the data portfolio and informational website. The Steering Committee and the four core issue Sub-Committees met monthly, while the Data Portfolio Sub-Committee met bimonthly.

Initially, the Sub-Committees met to discuss issues related to the CPR process and the studies that were initiated to pursue the researchable questions. The Sub-Committees also were involved in the development of the town hall meetings that were held to further the conversations related to the studies. As the submission deadline approached, the Steering Committee and the Sub-Committees reviewed and edited numerous drafts of the CPR, providing suggestions and additional information. Input also was solicited from various campus governance committees such as the University Planning Council (UPC), Academic Affairs Council Plus (AAC+), Academic Senate Executive Committee and the full Academic Senate, the President's Operations Group, as well as the Divisions of Administration and Finance and Student Affairs.

The basis of the Educational Effectiveness (EE) process is sustained engagement and commitment of the University to its educational objectives and the four core issues, which have been initiated during the self-study process. During the EE phase, members of the campus community will be reviewing the evidence gained from the studies and research conducted to determine action-oriented recommendations for enhanced student learning outcomes and institutional effectiveness.

The committee structure developed during the previous phases of the campus self-study will continue. Town Halls will be scheduled regularly to engage members of the campus learning community in discussion of the study and research results and to solicit suggestions for next steps. A report will be prepared for the February 2008 visit; however, the processes established during this self-study will continue as the quest for enhanced educational effectiveness can never truly be completed.