Embed Size (px)
Citation preview
11
Preparing for Preparing for Institutional Self StudyInstitutional Self Study
Dr. Barbara Beno, PresidentDr. Susan Clifford, Vice President
Dr. Steve Maradian, Vice PresidentMr. Jack Pond, Vice President
Fall 2008
22
Accrediting Commission for Community and Junior Colleges
33
What we will cover today
Accreditation and the ACCJC/WASC The 2002 Standards of Accreditation The requirements for evidence in the Self StudyThe Themes in the 2002 StandardsOrganizing the college community for self studyResources for doing a self studySpecial Commission concerns and related policiesCompliance with USDE regulationsFormat of the Self Study Report and the Site Visit
44
ACCJC Documentsto support the Self Study
Guide to Evaluating Institutions Self Study Manual Accreditation Reference Handbook Distance Learning Manual C-RAC Guide for Institutions and
Evaluators C-RAC Student Learning: Principles
for Good Practices Continued
55
ACCJC Documents Continued
Rubric for Evaluating Institutional Effectiveness
Guidelines for Review of Financial Resources
66
Accreditation and the ACCJC/WASC
77
The Purposes of Accreditation The Purposes of Accreditation are:are:
To provide assurance to the public To provide assurance to the public that education provided by institutions that education provided by institutions meets acceptable levels of qualitymeets acceptable levels of quality
To promote continuous institutional To promote continuous institutional improvementimprovement
To maintain the high quality of higher To maintain the high quality of higher educational institutions in the educational institutions in the region/nation region/nation
88
ACCJC encourages and ACCJC encourages and supports institutional supports institutional development through:development through:
Establishing standards of quality based upon Establishing standards of quality based upon excellent practices in higher education excellent practices in higher education
Evaluating institutions with these standards Evaluating institutions with these standards using a three-part process that entailsusing a three-part process that entails Institutional Self StudyInstitutional Self Study Peer ReviewPeer Review Commission ReviewCommission Review
ACCJC Bylaws, ACCJC Bylaws, Accreditation Reference HandbookAccreditation Reference Handbook, p. 136, p. 136
99
Commission Actions on Commission Actions on InstitutionsInstitutions
The Commission determines the The Commission determines the accredited status of a member institution.accredited status of a member institution.
The Commission communicates the The Commission communicates the accreditation decision to the institution.accreditation decision to the institution.
The Commission communicates the The Commission communicates the accreditation decision to the public. accreditation decision to the public.
The Commission requires the institution to The Commission requires the institution to make all reports available to students and make all reports available to students and the public.the public.
1010
The Standards of Accreditation
1111
Are necessary conditions for high - quality education
Reflect excellent practices in higher education
Apply to diverse institutions
Standards of Accreditation:
1212
Inclusive of every excellent 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
Standards are not:Standards are not:
1313
The ACCJC StandardsThe ACCJC Standards
Standard I: Institutional Mission and Effectiveness
Standard II: Student Learning Programs and Services
Standard III: ResourcesStandard IV: Leadership and Governance
1414
Standard I: Institutional Mission and Effectiveness
A. Mission – A. Mission – The institution:The institution: Defines its purposeDefines its purpose Defines its intended populationDefines its intended population Defines its commitment to student Defines its commitment to student
learninglearning
ContinuedContinued
1515
B. Improving Institutional Effectiveness – B. Improving Institutional Effectiveness – The institution:The institution:
Provides evidence it collects and uses Provides evidence it collects and uses student achievement and student learning student achievement and student learning outcomes dataoutcomes data
Provides evidence it conducts program Provides evidence it conducts program review and other ongoing, systematic review and other ongoing, systematic evaluation evaluation
Provides evidence it uses systematic Provides evidence it uses systematic assessment and planning to improve assessment and planning to improve educational effectiveness and institutional educational effectiveness and institutional qualityquality
1616
Standard II: Student Learning Programs and
ServicesA. Instructional Programs – A. Instructional Programs – The The
institution:institution: Offers high quality instructional programs Offers high quality instructional programs
wherever and however they are offeredwherever and however they are offered Identifies student learning outcomes and Identifies student learning outcomes and
evaluates how well students are learningevaluates how well students are learning Assesses Assesses student achievementstudent achievement Assesses Assesses programs systematicallyprograms systematically Assures quality and improvement of Assures quality and improvement of allall
programs including distance and off campus programs including distance and off campus
1717
B. Student Support Services – B. Student Support Services – The The institution:institution:
Researches and identifies the learning support Researches and identifies the learning support needs of its students needs of its students
Provides appropriate, comprehensive learning Provides appropriate, comprehensive learning support services to its students regardless of support services to its students regardless of location or delivery methodlocation or delivery method
Provides precise and accurate information Provides precise and accurate information about the institution to students and the publicabout the institution to students and the public
ContinuedContinued
1818
B. Student Support ServicesB. Student Support Services: : Assesses the quality of those services by Assesses the quality of those services by
evaluating student achievement and student evaluating student achievement and student
learning outcomes as appropriatelearning outcomes as appropriate Uses the results of evaluation to plan andUses the results of evaluation to plan and
implement improvements to student support implement improvements to student support
servicesservices
1919
C. Library and Learning Support Services C. Library and Learning Support Services – – The institution:The institution:
Offers sufficient services to support the Offers sufficient services to support the quality of its instructional programsquality of its instructional programs
Includes library, tutoring, technology and Includes library, tutoring, technology and other learning support servicesother learning support services
Trains students and staff to use these Trains students and staff to use these servicesservices
Assesses services systematically using SLOs Assesses services systematically using SLOs as appropriateas appropriate
Assures quality and improvement of servicesAssures quality and improvement of services
2020
Standard III: ResourcesA. 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 (driven by educational planning)
2121
B. 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 (driven by educational planning)
2222
C. 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 (driven by educational planning)
2323
D. 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 institutional planning (driven by educational planning)
2424
Standard IV: Leadership and Governance
A. 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
2525
B. 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. (functional map)
Ensures that board and administrative organization supports student learning and improves institutional effectiveness
2626
The Requirements for Evidence in the Self Study
2727
Data in the Self Study should Data in the Self Study should be:be:
(see (see Guide to Evaluating InstitutionsGuide to Evaluating Institutions for for samples)samples)
Qualitative or quantitative Qualitative or quantitative presented in data tables, charts and presented in data tables, charts and graphs or documentary form with graphs or documentary form with analysesanalyses
Longitudinal, where appropriate, Longitudinal, where appropriate, with analyseswith analyses
ContinuedContinued
2828
Data about the institution’s Data about the institution’s service area (related to mission) service area (related to mission)
should include:should include:
-labor market information-labor market information
-demographic information-demographic information
-socio-economic information-socio-economic information
ContinuedContinued
2929
Data about incoming students Data about incoming students should include:should include:
-information about student -information about student educational educational goals (programs) goals (programs)
- information about student - information about student educational educational goals (courses, goals (courses, certificates, degrees, certificates, degrees, transfer, jobs, transfer, jobs, etc.)etc.)
-information about student readiness -information about student readiness for for college/needs for remedial college/needs for remedial instructioninstruction
ContinuedContinued
3030
Data about enrolled students Data about enrolled students should include:should include:
(See (See Guide to Evaluating Institutions Guide to Evaluating Institutions pp 10-11)pp 10-11)
-PT/FT enrollments-PT/FT enrollments-student demographics-student demographics-student educational goals -student educational goals
(courses, (courses, certificates, certificates, transfer, degrees, jobs, transfer, degrees, jobs, etc.) etc.)
-student enrollment across the -student enrollment across the range of range of instructional instructional programsprograms
ContinuedContinued
3131
Data about enrolled students Data about enrolled students mustmust include include Student AchievementStudent Achievement::
-course completion data-course completion data
-retention term to term-retention term to term
-progression to next course/level-progression to next course/level
-program completion-program completion
-degree/certificate completion-degree/certificate completion
-transfer rates to four-year -transfer rates to four-year institutionsinstitutions
-scores on licensure exams-scores on licensure exams
-job placement/post training-job placement/post training
3232
Data on Data on Student Achievement Student Achievement can can also include:also include:
-average grades awarded-average grades awarded-alumni survey responses-alumni survey responses-employer survey results-employer survey results-course outlines containing evaluation-course outlines containing evaluation
methods for course objectivesmethods for course objectives-SCANS skills assessment results-SCANS skills assessment results-Common course examination results-Common course examination results-English, math, and ESL placement -English, math, and ESL placement resultsresults
3333
Data on Data on Program ReviewProgram Review should should include:include:
-institutional program review data including -institutional program review data including longitudinal datalongitudinal data
-course outlines/syllabi showing intended -course outlines/syllabi showing intended learning outcomes and evaluation learning outcomes and evaluation methodsmethods
-catalogues showing program goals and -catalogues showing program goals and learning outcomeslearning outcomes
-budgets showing adequate resources-budgets showing adequate resources
-policies on curricular review-policies on curricular review
-evidence of regular course review and -evidence of regular course review and improvement (program review)improvement (program review)
3434
Data on Data on Student Learning Student Learning OutcomesOutcomes should include: should include:
-catalogue and institutional descriptions of -catalogue and institutional descriptions of programs with related SLOsprograms with related SLOs
-course outlines/syllabi with stated SLOs-course outlines/syllabi with stated SLOs
-portfolios, productions, and samples of -portfolios, productions, and samples of student workstudent work
-grading rubrics where they exist-grading rubrics where they exist
-summary data on SLO attainment-summary data on SLO attainment
-evidence that SLO data is used for -evidence that SLO data is used for institutional self-evaluation, planning, and institutional self-evaluation, planning, and improvementimprovement
of teaching and learningof teaching and learning
3535
Data on Data on Student ServicesStudent Services should should include:include:
-student services program reviews-student services program reviews-student satisfaction or follow-up surveys-student satisfaction or follow-up surveys-records of student use of services-records of student use of services-student services planning documents-student services planning documents-catalogue, handbook, web-page -catalogue, handbook, web-page
descriptions of student servicesdescriptions of student services-policies on academic progress, honesty, -policies on academic progress, honesty,
codes of conduct, grievance and codes of conduct, grievance and complaint procedurescomplaint procedures
-availability of services (off-campus and -availability of services (off-campus and DL)DL)
3636
In using evidence, the In using evidence, the college should:college should:
Gather it routinely and systematically Analyze and reflect upon it Publish it and share it widely within the
college (research reports, fact books) Use it to plan and implement program
improvements Use it to plan and implement
institutional improvements
3737
Finding Evidence: An Exercise
3838
Themes in the Standards
3939
Six themes integrate the Six themes integrate the standards:standards:
See Self Study Manual pp 5-6
Dialogue Student Learning
Outcomes Institutional
Commitments
Evaluation, Planning, and Improvement
Organization Institutional
Integrity
4040
Using the Themes in theUsing the Themes in theSelf Study ReportSelf Study Report
Themes can be used to conduct and present a summative evaluation of institutional quality
Institutions are advised to use Themes to develop an executive summary at the beginning or end of he Self Study Report, or
At beginning of the report, Themes can be used as a tool to summarize the state of the college as assessed by self study (“Where are we now”); at end of the report, use Themes to summarize college directions for the future (“Where we are going”).
4141
Organizing the College Community for Self Study
4242
In order to achieve an In order to achieve an accurateaccurate Self Study Report institutions Self Study Report institutions
should seekshould seek
Broad participation Broad participation from:from:
FacultyFaculty AdministratorsAdministrators Support StaffSupport Staff StudentsStudents
Leadership from:Leadership from: FacultyFaculty Support StaffSupport Staff IR StaffIR Staff AdministratorsAdministrators CEO/College CEO/College
PresidentPresident BoardBoard IT StaffIT Staff
4343
The college should establish The college should establish structures and processes for structures and processes for the self study that ensure:the self study that ensure:
The college evaluates itself against each standard The college evaluates itself against each standard and eligibility requirementand eligibility requirement
The college’s evaluation is holistic, integrated,The college’s evaluation is holistic, integrated, and honestand honest
The self study report uses and is integrated with The self study report uses and is integrated with ongoing research, evaluation and planningongoing research, evaluation and planning
The self study report leads to institution-wide The self study report leads to institution-wide reflection about quality and student learningreflection about quality and student learning
ContinuedContinued
4444
The college should establish The college should establish structures and processes for structures and processes for the self study that ensure:the self study that ensure:
The report summarizes and references The report summarizes and references evidence to support its analysesevidence to support its analyses
The report has coherence and a single The report has coherence and a single voice voice
The report is a meaningful document The report is a meaningful document for the college, the team, and the for the college, the team, and the CommissionCommission
4545
Resources for Doing a Self Study
4646
Institutional ReportsInstitutional Reports Previous Accreditation Reports:Previous Accreditation Reports:
Self Study, Midterm, Annual, Annual Self Study, Midterm, Annual, Annual Fiscal, Progress, and Substantive Change Fiscal, Progress, and Substantive Change ReportsReports
Team Report(s)Team Report(s) Commission Action LettersCommission Action Letters
Integrated Institutional PlansIntegrated Institutional Plans EducationEducation FacilitiesFacilities FinancialFinancial TechnologyTechnology Human ResourcesHuman Resources
ContinuedContinued
4747
Rubric for Evaluating Rubric for Evaluating Institutional EffectivenessInstitutional Effectiveness
This rubric measures the following This rubric measures the following characteristics of institutional characteristics of institutional effectiveness and evaluates each to effectiveness and evaluates each to determine the level of institutional determine the level of institutional implementation (Awareness, implementation (Awareness, Development, Proficiency, or Sustainable Development, Proficiency, or Sustainable Continuous Quality Improvement).Continuous Quality Improvement).
Program ReviewProgram Review PlanningPlanning Student Learning OutcomesStudent Learning Outcomes
4848
Using the Rubric for Evaluating Using the Rubric for Evaluating Institutional EffectivenessInstitutional Effectiveness
The Rubric provides common language to The Rubric provides common language to describe a college’s status describe a college’s status vis-vis-àà-vis -vis full full adherence to the standards.adherence to the standards.
The Rubric provides a framework for The Rubric provides a framework for understanding the actions institutions must understanding the actions institutions must take to achieve full compliance with standards.take to achieve full compliance with standards.
The sample behaviors at each level are not The sample behaviors at each level are not meant to replace the standards; rather, they meant to replace the standards; rather, they are examples of performance that indicate the are examples of performance that indicate the stages of implementation of the standards.stages of implementation of the standards.
ContinuedContinued
4949
Using the Rubric…Using the Rubric…ContinuedContinued
The Commission expects that institutions be at The Commission expects that institutions be at Sustainable Continuous Quality Improvement Sustainable Continuous Quality Improvement level for program review and planning.level for program review and planning.
The Commission expects institutions to The Commission expects institutions to currently be at the currently be at the DevelopmentDevelopment level for SLOs. level for SLOs.
The Commission expects that institutions The Commission expects that institutions achieve the achieve the Sustainable Continuous Quality Sustainable Continuous Quality ImprovementImprovement level for SLOs by 2012. level for SLOs by 2012.
5050
Institutional data and Institutional data and analysesanalyses
Program reviewsProgram reviews Assessment reportsAssessment reports Student learning outcome dataStudent learning outcome data Student achievement dataStudent achievement data Environmental scans, market studiesEnvironmental scans, market studies Demographic studies Demographic studies
ContinuedContinued
5151
Human ResourcesHuman Resources
Accreditation Liaison Officer (ALO)Accreditation Liaison Officer (ALO) Editor(s)Editor(s) Institutional Research Staff Institutional Research Staff College PresidentCollege President Tech Support StaffTech Support Staff District CEO and other StaffDistrict CEO and other Staff
5252
Technology ResourcesTechnology ResourcesInternet/intranet for:Internet/intranet for: Communication about the self study process Communication about the self study process Sharing results of assessment Sharing results of assessment Publishing draft analyses/reports for comment Publishing draft analyses/reports for comment Providing access to data (internal and Providing access to data (internal and
external)external) Presenting data, analyses and plans to the Presenting data, analyses and plans to the
college or to the teamcollege or to the team
Technology resources for the team to use Technology resources for the team to use in its work.in its work.
5353
Special Commission Concerns and Related Commission Policies
5454
Commission PoliciesCommission Policies**
Policy on Distance Learning Policy Statement on Diversity Principles of Good Practice in
Overseas International Education Programs
Policy on Transfer and Award of Credit (2 policies)
Continued
*See Accreditation Reference Handbook
5555
Commission PoliciesCommission Policies**Continued Continued
Contractual Relationships with Non-regionally accredited Institutions
Substantive Change Policy Evaluation of Institutions in Multi-
College/Multi-Unit Districts or Systems
Student and Public Complaints Against Institutions
*See Accreditation Reference Handbook
5656
Colleges in Multi-College Colleges in Multi-College Districts/SystemsDistricts/Systems
District/System CEO District/System CEO (provides leadership (provides leadership and assures support for effective operation of the and assures support for effective operation of the colleges)colleges)
Delineation of responsibilities and Delineation of responsibilities and functions functions (between colleges and district office)(between colleges and district office)
Full responsibility and authority given Full responsibility and authority given to college presidentsto college presidents
Evaluation of effectiveness of the Evaluation of effectiveness of the relationship between the colleges and relationship between the colleges and the districtthe district
Standard IV.B.3Standard IV.B.3
5757
United States Department of United States Department of Education RegulationsEducation Regulations
Each Self Study Report Must Address the following:Each Self Study Report Must Address the following:
Review of the Federal Student Aid Review of the Federal Student Aid ProgramProgram
Student Complaint RecordsStudent Complaint Records Public Information on: Public Information on: credit requirements, credit requirements,
length of programs, degree/certificate completion length of programs, degree/certificate completion rates, transfer rates, job placement, licensure pass rates, transfer rates, job placement, licensure pass rates, federally required crime statistics. rates, federally required crime statistics.
ContinuedContinued
5858
Teams are required to Teams are required to review:review:
Continued compliance with Eligibility Continued compliance with Eligibility RequirementsRequirements
Distance learning programs and Distance learning programs and servicesservices
Off-campus locationsOff-campus locations Student achievement dataStudent achievement data Student learning dataStudent learning data
5959
Assuring Quality and Assuring Quality and Consistency of Distance & Consistency of Distance &
Electronically Mediated Electronically Mediated LearningLearning
6060
1. Unexpected Growth1. Unexpected Growth
Recent history (2-5 year span) of Distance Recent history (2-5 year span) of Distance Learning on the campusLearning on the campus
Increase in the number of courses offered Increase in the number of courses offered on lineon line
Increase in the number of faculty teaching Increase in the number of faculty teaching on line courseson line courses
Increase in the number of students taking Increase in the number of students taking on line courses on line courses
ContinuedContinued
6161
GrowthGrowth ContinuedContinued
If the institution discovers that it has If the institution discovers that it has recently grown its DE program, it recently grown its DE program, it should verify that the Commission’s should verify that the Commission’s Substantive Change process was Substantive Change process was followed or make plans to submit a followed or make plans to submit a proposal immediately.proposal immediately.
6262
2. Increasing Expectations2. Increasing Expectations
Institutional processes that impact student Institutional processes that impact student access and completion of on line programs:access and completion of on line programs:
• admissions, orientation, registration, admissions, orientation, registration, advising, financial aidadvising, financial aid
• course delivery, grade integrity, tutoring course delivery, grade integrity, tutoring services, communication with studentsservices, communication with students
• graduation applications, transcript requests, graduation applications, transcript requests, student survey collection and analysisstudent survey collection and analysis
6363
3. Student Success Data3. Student Success Data
Class sizeClass size Student retention and withdrawal Student retention and withdrawal
rates/datarates/data Student course completion rates/dataStudent course completion rates/data On-line pass rate compared with On-line pass rate compared with
seat-time pass rateseat-time pass rate Analysis of above dataAnalysis of above data Use of student data for improvementUse of student data for improvement
6464
4. Quality Assurances4. Quality Assurances Academic integrity: course content Academic integrity: course content
between online and seat-time between online and seat-time coursescourses
Faculty online teaching capabilityFaculty online teaching capability Student capability for online deliveryStudent capability for online delivery Faculty and student support servicesFaculty and student support services Faculty and student learning Faculty and student learning
assessment systemsassessment systems Integration with institutional missionIntegration with institutional mission
6565
Format of the Self Study Report, Format of the Self Study Report,
andand The Site Visit The Site Visit
6666
Format for the Self Study Format for the Self Study ReportReport
See Self Study Manual page 11-16 Cover Sheet Certification of the Self Study Report Table of Contents Introduction (history, demographic
information, review of action plans from previous self study, student achievement data, data being used in SLO/program review/planning/resource allocation processes, off-campus locations/distance learning efforts, audit information)
Organizational “Map” (Standard IV.B.3)Continued
6767
Format for the Self Study Report – Format for the Self Study Report – ContinuedContinued
Eligibility Requirements Responses to prior team
recommendations Descriptive Summary Self-Evaluation (citing the standards in the
text) and resulting in… Planning Agenda (for institutional
improvement with references to institutional plans)
6868
The Site VisitThe Site VisitSee Self Study Manual pp 19-20
Pre-visit by team chair Electronic and hard-copy
documents for the team Team room and other facilities Availability of key personnel Classroom and off-site visits Access to distance education Exit report
6969
AfterAfter the visitthe visitSee Self Study Manual p 21
Draft team chair report and correction of errors of fact
Confidential team recommendation to the Commission
Commission receives report Commission action and action letters from
the Commission Institutional follow-up and implementation
of recommendations
7070
ACCJC/WASCACCJC/WASC
10 Commercial Blvd, Suite 20410 Commercial Blvd, Suite 204
Novato, CA 94949Novato, CA 94949
415-506-0234415-506-0234
FAX: 415-506-0238FAX: 415-506-0238
Web site: Web site: www.accjc.orgwww.accjc.org
[email protected]@accjc.org
[email protected]@accjc.org
[email protected]@accjc.org
[email protected]@accjc.org 9/08
