For each measure, you should be able to answer the following questions:
Schools and program must collect information on alumni perceptions of their own success in achieving defined competencies and of their ability to apply these competencies in their post-graduation placements. The criteria do not require schools and programs to assess every competency individually; rather, the expectation is intended to allow schools and programs to identify areas of strength within the curriculum as well as areas that may need greater emphasis. Alumni perceptions may be collected using a variety of qualitative and/or quantitative methods.
While the criteria do not set a minimum threshold for response rates, schools and programs are expected to define qualitative and/or quantitative methods that maximize response rates and provide useful information. Schools and programs must document and regularly examine their methodology and substantive outcomes to ensure useful data. If your school or program is not receiving meaningful feedback, the Council expects you to adjust your data collection efforts to employ methods that produce better results.
Cohorts are tracked via an entry point defined by the program or school. An entry point could be enrollment in the first semester of classes, completion of a certain number of prerequisite credits, etc. For the purposes of calculating a graduation rate, the number of entering students, as defined by the entry point, constitutes a cohort. A school or program has the ability to determine when the clock starts for a student, as long as it is applied consistently. To adjust for students who are enrolled but never take a class, a school or program may redefine the entry point for all students.