Transcript Commitment to Excellence in Education UT Higher Learning Commission Accreditation and the Process of Self Study Disclosure: Dorothea Sawicki, Thomas Sharkey, Penny Poplin Gossiti, Bin Ning,

Commitment to
Excellence in Education
UT Higher Learning
Commission
Accreditation and
the Process of Self Study
Disclosure: Dorothea Sawicki, Thomas Sharkey, Penny Poplin Gossiti, Bin Ning, and Constance Shriner do not have
any financial interest or other relationship with any manufacturer of commercial product or service to disclose. No planning
committee members Dr. Smith, Davis, Bennett-Clarke, Shriner or Brandy Brown have any financial interest or other
relationships with any manufacturer of commercial product or service to disclose.
UT Higher Learning Commission
Accreditation and the Process of
Self Study.
Objectives: University members
 1. Will be able to describe the process of the
HLC self-study.
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2. Will be able to identify the five criteria for
self-study.
A review of history
The University of Toledo was established in 1872.
UT joined the State of Ohio university system in 1967 and is
one of 13 state universities.
The Medical College of Ohio was established in 1964, and was
renamed the Medical University of Ohio in 2005.
UT and the Medical University of Ohio merged in 2006.
Number of University of Toledo programs (2009)
First professional: Medicine, law, pharmacy, occupational therapy,
physical therapy
As of fall 2009, 230 majors are offered across undergraduate colleges
Distance Learning (internet; last updated 4/15/2009)
– 36 programs
This listing is limited to programs that are delivered 100% asynchronously.
Associate Degree in Accounting Technology
Associate Degree in Business Management Technology
Associate Degree in Computer Software Specialist
Associate Degree in Information Services and Support
Associate Degree in Marketing and Sales Technology
Associate Degree in Programming and Software Development
Associate Degree in Technical Studies
BA in Liberal Studies
BA or BS in Interdisciplinary Studies Individualized Programs
BS in Criminal Justice
BS in Information Technology
BS in Nursing, RN to BSN
Master of Liberal Studies
ME in Early Childhood Education
ME in Special Education/Early Childhood
MS in Engineering
MSN in Nurse Educator
MSN, Psychiatric-Mental Health Clinical Nurse Specialist
Nursing Education Certificate Program
Post-Baccalaureate Certificate in Health Care Administration
Psychiatric-Mental Health Clinical Nurse Specialist/Graduate Certificate
Certificate in Accounting for Health Care and Non-Profit
Certificate in Accounting Software Applications
Certificate in Accounting Technology
Certificate in Applied Organizational Technology
Certificate in Business Management Technology
Certificate in Computer Software Specialist
Certificate in Diversity Management
Certificate in Diversity Management
Certificate in Financial Accounting
Certificate in Information Services and Support
Certificate in Legal Secretary
Certificate in Management Accounting
Certificate in Marketing and Sales Technology
Certificate in Programming and Software Development
Certificate in Web Design
Our academic programs are regulated:
-at the federal level (USDE)
-at the state level (OBOR)
-by a regional accreditation agency
North Central Association of Colleges and Schools (NCA)
The NCA was founded in 1895 as one of six regional
institutional accreditors in the United States.
The NCA has two commission members:
-The Higher Learning Commission (HLC)
-The Commission on Public Schools (K-12)
The HLC “accredits” by granting membership in the HLC and NCA to
degree-granting educational institutions in the North Central region
HLC is recognized by the US Department of Education and the Council
on Higher Education Accreditation (CHEA). CHEA coordinates the major
national accreditation agencies to ensure they use relatively consistent criteria
for institutional accreditation. CHEA also plays a role in balancing between
independence of higher education and government control.
From J. Taylor, HLC 10/2009
The Higher Learning Commission region
The Organization
– Member Institutions - ±1,015
– Location - in 19 States
Decision-Making Processes and
Peer Reviewers Corps
– Board of Trustees - 15-21 Members
– Institutional Actions Council - 26 Members
– Accreditation Review Council - 170 Members
– Peer Reviewer Corps -© 1,200 Reviewers
**Includes 4 UT faculty members
From J. Taylor, 10/09
What is accreditation?
Accreditation is external peer-review to assess quality
assurance and quality improvement.
The process uses the University’s own self-study and planning for
continued improvement.
Our self-study is evaluated by HLC peer-reviewers and the outcome
determines reaccreditation. Maximum possible is 10 years.
Two types of accreditation:
University wide evaluation: institutional accreditation
Specific programs: specialized accreditation
The University of Toledo:
The Medical College of Ohio:
1922 – Accreditation granted
1972 - Approval by OBOR
1977 – Accreditation continued
1980 - Accreditation granted
1983 – Accreditation continued
1986 – Accreditation continued
1992 – Accreditation continued
1991 – Accreditation continued
2002 – Accreditation continued
2001-Accreditation continued
2006 - Merger between UT and MUO
2011-2012 - Next Comprehensive Evaluation On-Site Visit
What is the self-study process?
The self-study process allows the institution to take a good
look at everything we do as defined by the different
criteria, how we do it and how well we do it.
Two critical questions that must be answered:
1.To what extent, or with what level of quality, are we
meeting the criteria?
2. What evidence supports our findings?
“Describing…..evaluating……documenting”
Additional (special) part of our self-study:
Revisting the merger and identifying/assessing the
new opportunities it presents for meeting the future.
UT Self-study process 2008-2012
Co-Chairs: Thomas Sharkey, Associate Professor, Business (MC)
Dorothea Sawicki, Professor, Medicine (HSC)
Co-chair group: Marcia King-Blandford, Assistant Vice Provost (MC)
Penny Poplin-Gosetti, Interim Vice Provost,
Academic Innovations, (MC)
Bin Ning, Director, Institutional Research
Steering Committee: co-chair group and the 5 Team Leaders
Team One: Dr. Charles Blatz
Team Two: Mr. Bryan Pyles
Team Three: Dr. Constance Shriner
Team Four: Dr. Charlene Czerniak
Team Five: Dr. Mojisola Tiamiyu
Web site: http://www.utoledo.edu/campus/about/accreditation/index.html
Email: [email protected]
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Criterion team members were chosen for their knowledge and
expertise of the criterion and core components.
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Criterion One: Team Leader, Charles Blatz, Professor, Arts and
Sciences
Team Liaison: P. Poplin Gosetti
Team Members:
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Defne Apul (MC)
Jeanne Brockmyer (MC)
Walter Edinger (HSC)
Barbara Floyd (MC)
David Guip (MC)
Wayne Hoss (MC)
Saleh Jabarin (MC)
Kristen Kieth (MC)
Susan Palmer (BOT)
Carter Wilson (MC)
Bryan Yamamoto (HSC)
Student representatives - TBD
-Criteria for Accreditation are organized under five major
headings.
- Role of the teams is data gathering and evidence collection.
* Criterion One: Mission and Integrity.
The organization operates with integrity to ensure the fulfillment of its mission through
structures and processes that involve the board, administration, faculty, staff, and students.
(core components are paraphrased]
A.Clear articulation of the Mission
A.Recognition of diversity among learners, other constituencies, the greater society
A.University members understand the Mission
A.Mission is supported throughout the University’s structures
A.University protects the Mission
**Provide Examples of Evidence
Criterion Two team leader: Bryan Pyles, Associate VP Financial Planning
Team Liaison-B. Ning
Lorinda Bishop (MC)
Marcia Culling (MC)
Bill Fall (BOT)
Shandra Gore (HSC)
Johan Gottgens (MC)
Brenda Grant (MC)
Tom Gutteridge (MC)
Dan Klett (MC)
Kevin Kucera (MC)
Brenda Lee (MC)
William Maltese (HSC)
Bill McMillen (MC)
Andrew Meszaros (HSC)
Susan Pocotte (HSC)
Ellen Pullins (MC)
Student-TBA
* Criterion Two: Preparing for the Future.
The organization's allocation of resources and its processes for evaluation
and planning demonstrate its capacity to fulfill its mission, improve the quality of its
education, and respond to future challenges and opportunities.
A.Realistic preparation for a future shaped by societal and economic trends
B.Resource support for maintaining and strengthening educational programs
C.Evaluation and assessment processes show effectiveness and continuous
improvement
D. Planning levels align with the Mission and the capacity to fulfill the Mission
**Examples of Evidence
Criterion Three team leader: Constance Shriner, Associate Professor, College of Medicine
Team Liaison: M. King-Blandford
Susan Batten (HSC)
Carol Bennett-Clarke (HSC)
Rob Bruno (MC)
Tamara Clark (MC)
Ardella Croci (HSC)
Melanie Dusseau (MC)
Terribeth Gordon-Moore (MC)
Noela Haughton (MC)
Terri Hayes (MC)
Anthony Koh (MC)
Patsy Komuniecki (MC)
Michele Martinez (MC)
Ron Opp (MC)
Bruce Poling (MC)
Jeannine Rajan (HSC)
Barbara Schneider (MC)
Student-TBA
* Criterion Three: Student Learning and Effective Teaching.
The organization provides evidence of student learning and teaching
effectiveness that demonstrates it is fulfilling its educational mission.
The University of Toledo:
A. has clear statements of student learning outcomes that make effective
assessment possible
B. values and supports effective teaching
C. creates effective learning environments [Student Affairs]
D. Has resources supporting student learning and effective teaching
**Examples of Evidence
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Criterion Team Four: Team Leader Charlene Czerniak, Director, Office
of Research Partnerships
Team Liaison: Dorothea Sawicki
Team Members:
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Sherry Andrews (HSC)
Sonny Ariss (MC)
Jiquan Chen (MC)
John Greenfield (HSC)
Renee Heberle (MC)
Samir Hefzy (MC)
Ruth Hottell (MC)
Ken Kilbert (MC)
Barbara Kopp-Miller (HSC)
Dan Kory (MC)
Tom Kvale (MC)
Jolene Miller (HSC)
Holly Monsos (MC)
Steve Peseckis (MC)
Mary Jo Waldock (MC)
Student representatives - TBD
*Criterion Four: Acquisition, Discovery, and Application of Knowledge.
The organization promotes a life of learning for its faculty, administration,
staff, and students by fostering and supporting inquiry, creativity, practice, and
social responsibility in ways consistent with its mission.
The University of Toledo:
A.demonstrates it values a “Life of Learning”
A.demonstrates the integral nature of knowledge and skill acquisition, and
intellectual inquiry
A.assesses the usefulness of curricula to students living and working in a global,
diverse, and technological society
A.supports responsible acquisition, discovery, and application of knowledge
**Examples of Evidence
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Criterion Team 5: Team Leader, Mojisola Tiamiyu, Associate
Professor, Arts and Sciences
Team Liaison: Thomas Sharkey
Team Members:
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Jim Ferris (MC)
Charlene Gilbert (MC)
Pat Hogue (HSC)
Morris Jenkins (MC)
Lisa Kovach (MC)
Barbara Miner (MC)
Sudershan Pasupuleti (MC)
Kelly Phillips (HSC)
Brian Randolph (MC)
Kathleen Salyers (MC)
Sabrina Serratos (MC)
Tina Skeldon Wozniak (Community member)
Christine Smallman (MC)
Linda L. Smith (MC)
Steve Weathers (MC)
Student Representatives - TBD
* Criterion Five: Engagement and Service.
As called for by its mission, the organization identifies its constituencies
and serves them in ways both value.
The University of Toledo:
A.learns from constituencies and analyzes its capacity to serve them
B. has the capacity and commitment to engage with identified constituencies and
communities
C.demonstrates responsiveness to constituencies that depend on It
D. services are of value to Internal and external constituencies
**Examples of Evidence
What makes an effective Self-Study?
It evaluates the whole university: all undergraduate and graduate programs
It engages all constituencies
It builds on processes we have in place or find we need to add
It shows we have effective leadership and communication
It presents Evidence of Fulfilling the Accreditation Criteria
The findings of the self-study inform decision-making and future institutional
development
From J. Taylor 10/09
What are the jobs (purpose and goals) of the self-study?
1. To address the HLC Criteria for Accreditation and the core components
2. Address challenges from the previous review
3. Address Federal compliance issues
4. Provide “Institutional Snapshot”
5. Provide supporting evidence [paper and/or electronic]
From J. Taylor 10/2009
Challenges Cited in the Previous Reviews
The University – 2002
--There is no institution-wide, HLC approved Plan for the Assessment of
Student Academic Achievement. Also noted in 1992.
-- The institutional planning process does not clearly articulate and connect
the University’s evolving mission, resource allocation, and measures of
institutional effectiveness.
The Medical School – 2001
-- Strategic planning does not drive decision making nor does it have
measurable goals.
-- Scholarships are limited to the School of Medicine.
--The campus lacks a cohesive institution-wide student recruitment plan.
There are 8 Federal Compliance Items
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Credits, Program Length, and Tuition
Student Complaints
Transfer Policies
Verification of Student Identity [Online Correspondence]
Title IV Program and Related Responsibilities
Institutional Disclosures [Advertising and Recruiting Materials]
Relationship with Other Agencies
Public Notification of Evaluation Visit and Third Party Comment
Institutional Snapshot—numbers from a limited window of time in the year
just before the HLC site visit. Will be done by Dr Ning, Institutional Research
--Student Demography Headcounts
--Student Recruitment and Admissions
--Financial Assistance for Students
--Student Retention and Program Productivity
--Faculty Demography
--Availability of Instructional Resources and Information Technology
--Financial Data
(www.ncahlc.org)
What is my role in the self-study if I am not a team member?
Teams are responsible for gathering and assembling evidence to meet
The 5 criteria. They will need to go to you to get evidence of research,
teaching objectives and outcomes, service…
Please assist this effort if you are asked for information/documents.
If you have an idea that would help, please contact the team leader(s)!
Why is this important?
Institutional accreditation is important for all our programs, especially those
that do not undergo individual program accreditation.
HLC accreditation is required for LCME accreditation of the College of Medicine
MD program, all biomedical science PhD/MS programs, and all HSHS accredited
programs require that the institution itself have regional NCA accreditation.
Individually program accreditation (e.g. speech-language pathology) may not
include accreditation of an undergraduate program when graduate degrees are
needed to enter the field. This provides that evaluation of the undergraduate part.
How can I follow the progress of the self-study?
1. The website:
www.utoledo.edu/campus/about/accreditation/index.html
2. The draft of the self-study report will be ready in ~1 year and
will be posted for all University members to read and comment
This is to allow you to tell us what else builds our case for the
excellence of the University’s programs and how the strategic plan
can help to support excellence in the future.
Thank you!