Transcript Preparing for Institutional Revie

2013 ACCREDITATION
SELF STUDY KICKOFF
MAY 2, 2011
1
Presented by
Chairs:
Aimee Myers, Faculty Chair
Laurie Thiers, Classified Chair
Brian Haley, Management Chair
Accreditation Liaison Officer:
Rachel Rosenthal
OVERVIEW
 Purposes
of accreditation
 What’s WASC and ACCJC?
 The Standards
 It’s all about evidence
 Institutional Resources
 Steps for Preparing the Self Study
 Timeline
 Organization and Committees
 Next Steps
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THE PURPOSES OF ACCREDITATION
ARE:
 To
provide assurance to the public that
education provided by institutions meets
acceptable levels of quality
 To promote continuous institutional
improvement
 To raise the quality of higher educational
institutions in the region/nation
 To assure accuracy in institutional reports
 Buffer political forces
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ACCREDITATION IS:
 Voluntary
A
peer review process
 Nongovernmental
 Continuous in a six-year cycle
 Annual Report
 Annual Fiscal Report
 Midterm Report
 Self Study
 Team Visit
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WESTERN ASSOCIATION OF
SCHOOLS AND COLLEGES (WASC)
One of six regional associations that accredit
public and private schools, colleges and
universities in the United States
 Commissions
 Accrediting Commission for Schools
 Accrediting Commission for Community and
Junior Colleges (ACCJC)
 Accrediting Commission for Senior Colleges
and Universities

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ACCJC



ACCJC is authorized by the United States
Department of Education and recognized by the
Council on Higher Education Accreditation.
The membership of the ACCJC includes
California, Hawaii and six Pacific Islands; public
and private institutions; secular and religiousbased; non-profit and for profit.
Has 19 commissioners
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GOAL:
INSTITUTIONAL DEVELOPMENT THROUGH
Establishing standards of quality based upon
excellent practices in higher education
 Evaluating institutions with these standards
using a three-part process
 Institutional Self Study
 Peer Review
 Commission Review

ACCJC Bylaws, Accreditation Reference Handbook, p. 145
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THE ACCJC STANDARDS
Standard I:
Institutional Mission and
Effectiveness
Standard II: Student Learning Programs and
Services
Standard III: Resources
Standard IV: Leadership and Governance
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THE STANDARDS:
 Are necessary conditions for high - quality
education
 Reflect best practice in higher education, not
common practice
 Apply to diverse institutions
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STANDARDS ARE NOT:
 Inclusive of every good practice in higher
education
 Representative of state or system
regulations or requirements or used to
enforce those regulations or requirements
 Meant to represent the “standards” of other
groups that purport to establish best
practice or quality
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STANDARD I:
INSTITUTIONAL MISSION
AND EFFECTIVENESS
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STANDARD IA:
INSTITUTIONAL MISSION
The institution:



Defines its purpose
Defines its intended population
Defines its commitment to student
learning
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STANDARD IB:
INSTITUTIONAL EFFECTIVENESS
The institution provides evidence that it:



Collects and uses student achievement and
student learning outcomes data
Conducts program review and other ongoing,
systematic evaluation
Uses systematic assessment and planning to
improve educational effectiveness and
institutional quality
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STANDARD II:
STUDENT LEARNING
PROGRAMS AND SERVICES
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STANDARD IIA:
INSTRUCTIONAL PROGRAMS
The institution:





Offers high quality instructional
programs wherever and however they
are offered
Identifies student learning outcomes
and evaluates how well students are
learning
Assesses student achievement
Assesses programs systematically
Assures quality and improvement of all
programs including distance and off
campus
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STANDARD IIB:
STUDENT SUPPORT SERVICES
The institution:



Researches and identifies the learning
support needs of its students
Provides appropriate, comprehensive learning
support services to its students regardless of
location or delivery method
Provides precise and accurate information
about the institution to students and the
public
continued…
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STANDARD IIB CONT.


Assesses the quality of those services by
evaluating student achievement and student
learning outcomes as appropriate
Uses the results of evaluation to plan and
implement improvements to student support
services
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STANDARD IIC:
LIBRARY AND LEARNING SUPPORT
SERVICES
The institution:





Offers sufficient services to support the
quality of its instructional programs
Includes library, tutoring, technology and
other learning support services
Trains students and staff to use these
services
Assesses services systematically using
SLOs as appropriate
Assures quality and improvement of
services
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STANDARD III:
RESOURCES
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STANDARD IIIA:
HUMAN RESOURCES
The institution:
 Employs qualified personnel
 Evaluates all personnel
 Ensures professional development of
personnel
 Assesses its performance in employment
equity and diversity
 Uses human resources to support
student learning
 Integrates human resource planning
with institutional planning
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STANDARD IIIB:
PHYSICAL RESOURCES
The institution:
 Provides safe and sufficient facilities and
equipment
 Evaluates the quality of its physical
resources on a regular basis
 Ensures physical resources support student
learning
 Integrates physical resource planning with
institutional planning
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STANDARD IIIC:
TECHNOLOGY RESOURCES
The institution:
 Ensures its technology supports facilities,
research and college-wide communication
 Provides training to students and personnel
in the use of technology
 Ensures that technology supports student
learning programs and services
 Integrates technology planning with
institutional planning
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STANDARD IIID:
FINANCIAL RESOURCES
The institution:
 Ensures fiscal stability and integrity
 Plans for short-term and long-term financial
needs
 Ensures that financial resources are
sufficient to support student learning
programs and services and to improve
institutional effectiveness
 Integrates financial planning with
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institutional planning
STANDARD IV:
LEADERSHIP AND
GOVERNANCE
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STANDARD IVA:
DECISION-MAKING ROLES AND
PROCESSES
The institution:

Uses ethical and effective leadership that enables it
to identify values, set and achieve goals, learn, and
improve

Provides for staff, faculty, administrator, and
student involvement in governance

Establishes and evaluates the effectiveness of
governance structures and processes

Ensures that governance supports student learning
and improves institutional effectiveness
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STANDARD IVB:
BOARD AND ADMINISTRATIVE
ORGANIZATION
The institution:

Has an independent governing board that sets
policy, assures quality and integrity of student
learning programs and services and financial
stability

Has a chief administrator that provides leadership
for institutional quality and improvement

Has clearly defined and effective lines of authority
and responsibility between colleges and the
district/system in a multi-college system.

Ensures that board and administrative organization
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supports student learning and improves
institutional effectiveness
IT’S ALL ABOUT EVIDENCE
STUDENT LEARNING OUTCOMES
ADEQUATE RESOURCES
INTEGRITY
EVALUATION AND PLANNING CYCLE
INVOLVEMENT OF ALL CONSTITUENCIES
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STUDENT LEARNING OUTCOMES



The standards place student learning outcomes
(SLO’s) at center of accreditation review process.
Institutions must identify SLO’s at course, program
and degree level, and measure their achievement
These standards build on the continued
requirement of good processes, resources and
institutional goals.
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THE BOTTOM LINE…
 What
should students learn?
 How well are they learning it?
 What evidence exists that students
are learning?
 How can the evidence gathered best
be analyzed and then used to
improve learning and teaching?
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RESOURCES
Have in place the organizational means to
identify and make public learning
outcomes, to evaluate the effectiveness of
programs in producing those outcomes,
and to make improvements
 Have adequate staff, resources and
organizational structure (communication
and decision making structures) oriented
to produce and support student learning

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INTEGRITY
Institutional concern with honesty,
truthfulness, and the manner in which it
represents itself to all stakeholders, internal
and external
 Integrity of its policies, practices, and
procedures and how students, employees, and
the public are regarded
 Clarity, understandability, accessibility, and
appropriateness of publications
 Open inquiry in classes as well as student
grades that reflect an honest appraisal of
student performance against faculty standards

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EVALUATION, PLANNING, AND
IMPROVEMENT CYCLE
Goal setting
Resource
distribution
Evaluation of
student needs,
college programs
and services
Implementation
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INVOLVEMENT

Leadership from
 Faculty
 Administrators
 Classified Staff
 Board of Trustees
 Students
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INSTITUTIONAL RESOURCES
Previous Self Study Report
 Team Report
 Commission Action Letters
 Follow Up Reports
 Midterm Report
 Technology
 Editor (s)
 Accreditation Liaison Officer

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STEPS
 College
prepares Self Study
 Peer team selected by ACCJC visits the
college
 Confirms statements in Self Study
 Confirms alignment with Standards
 Team prepares report and recommends
action
 Self Study and Team Report submitted to
ACCJC
 ACCJC votes
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POSSIBLE ACCJC ACTIONS
Reaffirmation
 Reaffirm accreditation
 Reaffirm accreditation and Focused Midterm Report
 Reaffirm accreditation and Focused Midterm and Visit
 Reaffirm accreditation and Progress Report
 Reaffirm accreditation and Progress Report and Visit
 Defer decision
 Sanction
 Issue Warning
 Impose Probation
 Order Show Cause
 Terminate Accreditation

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TIMELINE
Spring 11
Identify Self Study Chairs,
writing team chairs,
and members
Fall 11
Training, evidence gathering, writing begins
Spring 12
Writing, first draft due by May 1
Fall 12
Second draft due by October 1
First compiled draft complete by December
15
Spring 13
Review by shared governance groups
Approval by Board by May
Fall 13
Self Study submitted to ACCJC in August
Team visit in October
Spring 14
ACCJC takes action
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ORGANIZATION:
SELF STUDY STEERING COMMITTEE

Accreditation Liaison
Standard I

Faculty Chair
Standard II

Management Chair
Standard III

Classified Chair
Standard IV
Dean, Research Planning and Resource
Development
 Administrative Assistant

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SELF STUDY WRITING TEAMS
(AS OF 5/2/11)
STD
CHAIR
IA
Mission
IB
Institutional Effectiveness
IIA
Instructional Program
IIB
Student Support
IIC
Library
IIIA
Human Resources
Cameron Abbott
IIIB
Physical Resources
Laura Doty
IIIC
Technology
IIID
Financial Resources
IVA
Decision Making
IVB
Board and Administration
Kerri Hester
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NEXT STEPS
 Identify
writing team members and chairs
 Training session(s) for Steering
Committee and Writing Team Chairs
 Establish detailed tasks, responsibilities
and schedule for 2011-2012
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QUESTIONS?
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