AACRAO Annual Meeting New York City, March
AACRAO Annual Meeting Philadelphia April 1-4, 2012
Fun With Accreditation: History, Useful Information, and Tips
Presenters Presented by: Patricia Ring Registrar College of the Holy Cross Accredited by NEASC Tina Miller Assistant Registrar University of Washington, Seattle Accredited by NWCCU Julia Pomerenk University Registrar Washington State University, Pullman Accredited by NWCCU
Outline of Presentation • • • • • • • •
History and Overview Types of Accreditation Expectations The Self-Study 7 Typical Weaknesses 6 Key Elements Suggestions Resources
History • USA: No Federal Ministry of Education • No central authority • States assume control • Degree of autonomy and independence • US institutions vary in character and quality
Oversight of the Accrediting Associations • Council for Higher Education Accreditation One Dupont Circle NW Suite 510 Washington, DC 20036 (tel) 202-955-6126 (fax) 202-955-6129 [email protected] www. chea.org
Definition and Goals Definition Accreditation is review of the quality of higher education institutions and programs. In the United States, accreditation is the major way that students, families, government officials, and the press know that an institution or program provides a quality education. • • • •
Accreditation Roles Assuring Quality Access to Federal & State Funds Engendering Private Sector Confidence Easing Transfer
(from www.chea.org)
Accreditation Values & Beliefs •
• • • •
Higher education institutions have primary responsibility for academic quality; they are the leaders and authorities in academic matters. Institutional mission is central to judgments of academic quality. Institutional autonomy is essential to sustaining and enhancing academic quality. Academic freedom flourishes in an environment of academic leadership of institutions. The higher education enterprise and our society thrive on decentralization and diversity of institutional purpose and mission.
(from www.chea.org)
How Does Accreditation Work? • • • •
•
Accrediting organizations develop standards. Institution undertakes a selfstudy based on the standards. Peers make a site visit and then make a recommendation. The accrediting organization acts on the recommendation and makes a judgment. Process repeats.
(from www.chea.org)
Institutional Accreditation •
• •
Granted by a regional or national accrediting agency within a scope of authority approved by the U.S. Department of Education Applies to the institution as a whole, not individual programs or units within the institution Focuses on overall objectives, so quality may vary among programs or departments
(from www.nwccu.org)
Specialized Accreditation •
Certain professional schools and individual educational programs are granted specialized accreditation by a number of national organizations.
•
It is one way to assure quality of the accredited programs.
•
It could cover an entire school or just an individual curriculum within a department.
(from www.nwccu.org)
Sample Specialized Accreditations There are approximately 60 such agencies. • Society of American Foresters • National Architectural Accrediting Board • Commission on Accreditation of Allied Health Education Programs • American Assembly of Collegiate Schools of Business • American Bar Association, Association of American Law Schools • Council for Accreditation on Counseling and Related Education Programs • American Dietetic Association • Accreditation Board of Engineering and Technology, Inc. • National Council for Accreditation of Teacher Education
Regional Associations • • • • • •
Middle States Association of Schools and Colleges New England Association of Schools and Colleges North Central Association of Colleges and Schools Northwest Commission on Colleges and Universities Southern Association of Colleges and Schools Western Association of Schools and Colleges
National Institutional Accreditation Agencies • • • • • • •
Accrediting Bureau of Health Education Schools (ABHES) Accrediting Commission of Career Schools and Colleges (ACCSC) Accrediting Council for Continuing Education and Training (ACCET) Accrediting Council for Independent Colleges and Schools (ACICS)+ Council on Occupational Education (COE) Distance Education and Training Council (DETC)+ American Academy for Liberal Education (AALE)
+ recognized by CHEA
National Faith-Based Agencies • •
• •
Association of Advanced Rabbinical and Talmudic Schools (AARTS)+ Commission on Accrediting of the Association of Theological Schools in the United States and Canada (ATS)+ Association for Biblical Higher Education (ABHE)+ Transnational Association of Christian Colleges and Schools (TRACS)+
+ recognized by CHEA
Scope of ACCSC The accreditation of private, postsecondary, nondegree-granting institutions and degree-granting institutions in the United States, including those granting associate, baccalaureate and master’s degrees, that are predominately organized to educate students for occupational, trade and technical careers, and including institutions that offer programs via distance education. (from www2.ed.gov)
Accrediting Commission of Career Schools and Colleges (ACCSC) Standards
Scope of NWCCU The Northwest Commission on Colleges and Universities (NWCCU) is an independent, non-profit membership organization recognized by the U.S. Department of Education and the Council for Higher Education Accreditation (CHEA) as the regional authority on educational quality and institutional effectiveness of higher education institutions in the seven-state Northwest region of Alaska, Idaho, Montana, Nevada, Oregon, Utah, and Washington. It fulfills its mission by establishing accreditation criteria and evaluation procedures by which institutions are reviewed. (from www.nwccu.org)
Northwest Commission on Colleges and Universities (NWCCU) Standards 1. 2. 3. 4. 5.
Mission, Core Themes, and Expectations (Year One) Resources and Capacity (Year Three) Planning and Implementation (Year Five) Effectiveness and Improvement (Year Five) Mission Fulfillment, Adaptation, and Sustainability (Year Seven)
Scope of NEASC The New England Association of Schools and Colleges (NEASC) provides accreditation services for more than 2000 public and private institutions in the six state region - Pre-K through university. Emanating from high quality standards, NEASC accreditation uses self-reflection, peer review and best practices as integral components of its assessment process and monitors the follow-up endeavors leading to continuous school/program improvement. NEASC consists of six Commissions, each of which sets the standards for a particular segment of the educational community. (from www.neasc.org)
Commission on Institutions of Higher Education (CIHE) The Commission on Institutions of Higher Education (CIHE) of the New England Association of Schools and Colleges is the regional accreditation agency for colleges and universities in the six New England states: Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island, and Vermont. Three institutions in Greece, three in Switzerland, and one in Bulgaria, Bermuda, and Lebanon, respectively, are also affiliated with CIHE. The Commission consists of faculty and administrators from affiliated institutions and public members. It is served by a staff led by Dr. Barbara Brittingham. The Commission is recognized by the U.S. Secretary of Education as a reliable authority on the quality of education for the institutions it accredits. The Commission is also recognized by the Council for Higher Education Accreditation (CHEA), affirming that its Standards and processes are consistent with the quality, improvement, and accountability expectations that CHEA has established. (from www.cihe.neasc.org)
Commission on Institutions of Higher Education(CIHE) Standards 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.
Mission and Purposes Planning and Evaluation Organization and Governance The Academic Program Faculty Students Library and Other Information Resources Physical and Technological Resources Financial Resources Public Disclosure Integrity
Assessment: A Continuous Process •
Accreditation is ongoing and must be reaffirmed
•
It is not granted permanently or for a definite number of years
•
Institutions should assess continually, prepare reports, and be ready for visits by evaluation groups
•
Anyone should be able to explain the institution’s mission
Coming Full Circle on Assessment NWCCU Standard 4.A.3 “The institution documents . . . that students . . . achieve indentifed course, program, and degree program outcomes.” •WSU approved university-wide learning outcomes. •WSU approved new University Common Requirements to include the learning outcomes. •Each course that was approved for UCORE status included the learning outcomes. •Students writing portfolios will be assessed for evidence that the learning outcomes have been achieved.
Feedback from Accreditation Commendations (the good news) •For example: coming full circle on assessment
Recommendations (the other news) •For example: improve the student information system
Washington State University Accreditation Timeline AY 20052006
Sept 2006May 2007
Sept-Dec 2007
Jan-June 2008
July-Aug 2008
Aug 2008June 2009
Sept-Dec 2008
Jan 2009
Spring 2009
Last full year of data on which to base selfstudy
Units compile self studies
Self-study draft integrating all units completed
Internal Review of draft—whole system down to unit level
Final review and sign-off in principle by president, Exec VP, Chancellors, Regents
University formulates action plans in response to self-study
Final editing and printing of self-study
All selfstudy materials to NWCCU (print, web, CD)
Evaluation Team Site visit
University issues identified
Units formulate action plans in light of whole selfstudy
Action plans and progress incorporated into self-study
Self-study •
Each association has its own terms and criteria
•
A self-study is all about – documenting your successes – identifying your weaknesses – having a plan to address weaknesses – documenting assessment of student learning – demonstrating that you have “closed the loop”
NWCCU Basic Institutional Data • • • • • • •
Highest degree* Type of institution* Institutional control* Institutional calendar* Special/programmatic accreditation* Financial information* Numbers of full-time and part-time instructional faculty and staff and numbers of full-time only faculty and staff by highest degree earned* • Full-Time Equivalent (FTE) enrollment • Full-time unduplicated head count enrollment *elements shared with ACCSC all elements shared with NEASC
NWCCU Basic Institutional Data (cont) • •
•
• •
Number of instructional staff added for current year Number of instructional staff employed previous year but not reemployed Mean salaries and mean years of service of full-time instructional and research staff Domestic off-campus degree programs and academic credit sites Programs and academic courses offered at sites outside the U.S.
Supporting Documents • • • • • • •
Organizational chart* Student handbook Mission and goals of each unit* Evidence of goal attainment* Evidence on the impact of student services on students* Brief resumes of professional staff* Copies of student publications
* elements shared with ACCSC
Seven Typical Weaknesses 1. 2. 3. 4. 5.
6. 7.
Incongruent mission, goals, and activities Lack of assessment, analysis, and evaluation No consequences from the selfstudy Little, if any, use of data to document claims Data not clearly tied to planning, outcomes assessment, or institutional effectiveness Unsupported statements of apparent fact Lack of synthesis of issues across standards
Six Key Elements for Accreditation in the Future 1. Community-driven, shared general education outcomes 2. Common practices to address transparency 3. Robust peer review 4. Enhanced efficiency of quality improvement efforts 5. Diversification of the ownership of accreditation 6. Alternate financing models of accreditation Judith Eaton, CHEA President, January 18, 2010, Insider Higher Ed
Suggestions for Success • • • • • • •
•
Start early. Be informed. Read the last self-study and interim reports. Draft an early version. Discover what data you need to gather. If you use NSSE or other surveys, map results to standards. Learn from others.
• • •
•
Volunteer to be on committees, especially outside your obvious area. Make use of existing committees. Confirm that your catalog supports the standards. Treat accreditation as an ongoing process, not a finish line to be crossed. Stay focused on assessment and improvement, then you’ll always be ready for unannounced site visits!
Web Sites of Interest The Higher Learning Commission http://www.ncacihe.org New England Association of Schools and Colleges http:// www.neasc.org Northwest Commission on Colleges and Universities http://www.nwccu.org Oklahoma State University accreditation http://accreditation.okstate.edu WSU Accreditation 2009 http://accreditation.wsu.edu Diploma Mills and Accreditation http://www2.ed.gov/students/prep/coll ege/diplomamills/index.html
Another Resource & Contact Info Preparing for Accreditation, Chapter 22, in The Registrar’s Guide: Evolving Best Practices in Records and Registration by Reta Pikowsky
Patricia Ring [email protected] Tina Miller [email protected] Julia Pomerenk [email protected]
Fun With Accreditation: History, Useful Information, and Tips
Presenters Presented by: Patricia Ring Registrar College of the Holy Cross Accredited by NEASC Tina Miller Assistant Registrar University of Washington, Seattle Accredited by NWCCU Julia Pomerenk University Registrar Washington State University, Pullman Accredited by NWCCU
Outline of Presentation • • • • • • • •
History and Overview Types of Accreditation Expectations The Self-Study 7 Typical Weaknesses 6 Key Elements Suggestions Resources
History • USA: No Federal Ministry of Education • No central authority • States assume control • Degree of autonomy and independence • US institutions vary in character and quality
Oversight of the Accrediting Associations • Council for Higher Education Accreditation One Dupont Circle NW Suite 510 Washington, DC 20036 (tel) 202-955-6126 (fax) 202-955-6129 [email protected] www. chea.org
Definition and Goals Definition Accreditation is review of the quality of higher education institutions and programs. In the United States, accreditation is the major way that students, families, government officials, and the press know that an institution or program provides a quality education. • • • •
Accreditation Roles Assuring Quality Access to Federal & State Funds Engendering Private Sector Confidence Easing Transfer
(from www.chea.org)
Accreditation Values & Beliefs •
• • • •
Higher education institutions have primary responsibility for academic quality; they are the leaders and authorities in academic matters. Institutional mission is central to judgments of academic quality. Institutional autonomy is essential to sustaining and enhancing academic quality. Academic freedom flourishes in an environment of academic leadership of institutions. The higher education enterprise and our society thrive on decentralization and diversity of institutional purpose and mission.
(from www.chea.org)
How Does Accreditation Work? • • • •
•
Accrediting organizations develop standards. Institution undertakes a selfstudy based on the standards. Peers make a site visit and then make a recommendation. The accrediting organization acts on the recommendation and makes a judgment. Process repeats.
(from www.chea.org)
Institutional Accreditation •
• •
Granted by a regional or national accrediting agency within a scope of authority approved by the U.S. Department of Education Applies to the institution as a whole, not individual programs or units within the institution Focuses on overall objectives, so quality may vary among programs or departments
(from www.nwccu.org)
Specialized Accreditation •
Certain professional schools and individual educational programs are granted specialized accreditation by a number of national organizations.
•
It is one way to assure quality of the accredited programs.
•
It could cover an entire school or just an individual curriculum within a department.
(from www.nwccu.org)
Sample Specialized Accreditations There are approximately 60 such agencies. • Society of American Foresters • National Architectural Accrediting Board • Commission on Accreditation of Allied Health Education Programs • American Assembly of Collegiate Schools of Business • American Bar Association, Association of American Law Schools • Council for Accreditation on Counseling and Related Education Programs • American Dietetic Association • Accreditation Board of Engineering and Technology, Inc. • National Council for Accreditation of Teacher Education
Regional Associations • • • • • •
Middle States Association of Schools and Colleges New England Association of Schools and Colleges North Central Association of Colleges and Schools Northwest Commission on Colleges and Universities Southern Association of Colleges and Schools Western Association of Schools and Colleges
National Institutional Accreditation Agencies • • • • • • •
Accrediting Bureau of Health Education Schools (ABHES) Accrediting Commission of Career Schools and Colleges (ACCSC) Accrediting Council for Continuing Education and Training (ACCET) Accrediting Council for Independent Colleges and Schools (ACICS)+ Council on Occupational Education (COE) Distance Education and Training Council (DETC)+ American Academy for Liberal Education (AALE)
+ recognized by CHEA
National Faith-Based Agencies • •
• •
Association of Advanced Rabbinical and Talmudic Schools (AARTS)+ Commission on Accrediting of the Association of Theological Schools in the United States and Canada (ATS)+ Association for Biblical Higher Education (ABHE)+ Transnational Association of Christian Colleges and Schools (TRACS)+
+ recognized by CHEA
Scope of ACCSC The accreditation of private, postsecondary, nondegree-granting institutions and degree-granting institutions in the United States, including those granting associate, baccalaureate and master’s degrees, that are predominately organized to educate students for occupational, trade and technical careers, and including institutions that offer programs via distance education. (from www2.ed.gov)
Accrediting Commission of Career Schools and Colleges (ACCSC) Standards
Scope of NWCCU The Northwest Commission on Colleges and Universities (NWCCU) is an independent, non-profit membership organization recognized by the U.S. Department of Education and the Council for Higher Education Accreditation (CHEA) as the regional authority on educational quality and institutional effectiveness of higher education institutions in the seven-state Northwest region of Alaska, Idaho, Montana, Nevada, Oregon, Utah, and Washington. It fulfills its mission by establishing accreditation criteria and evaluation procedures by which institutions are reviewed. (from www.nwccu.org)
Northwest Commission on Colleges and Universities (NWCCU) Standards 1. 2. 3. 4. 5.
Mission, Core Themes, and Expectations (Year One) Resources and Capacity (Year Three) Planning and Implementation (Year Five) Effectiveness and Improvement (Year Five) Mission Fulfillment, Adaptation, and Sustainability (Year Seven)
Scope of NEASC The New England Association of Schools and Colleges (NEASC) provides accreditation services for more than 2000 public and private institutions in the six state region - Pre-K through university. Emanating from high quality standards, NEASC accreditation uses self-reflection, peer review and best practices as integral components of its assessment process and monitors the follow-up endeavors leading to continuous school/program improvement. NEASC consists of six Commissions, each of which sets the standards for a particular segment of the educational community. (from www.neasc.org)
Commission on Institutions of Higher Education (CIHE) The Commission on Institutions of Higher Education (CIHE) of the New England Association of Schools and Colleges is the regional accreditation agency for colleges and universities in the six New England states: Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island, and Vermont. Three institutions in Greece, three in Switzerland, and one in Bulgaria, Bermuda, and Lebanon, respectively, are also affiliated with CIHE. The Commission consists of faculty and administrators from affiliated institutions and public members. It is served by a staff led by Dr. Barbara Brittingham. The Commission is recognized by the U.S. Secretary of Education as a reliable authority on the quality of education for the institutions it accredits. The Commission is also recognized by the Council for Higher Education Accreditation (CHEA), affirming that its Standards and processes are consistent with the quality, improvement, and accountability expectations that CHEA has established. (from www.cihe.neasc.org)
Commission on Institutions of Higher Education(CIHE) Standards 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.
Mission and Purposes Planning and Evaluation Organization and Governance The Academic Program Faculty Students Library and Other Information Resources Physical and Technological Resources Financial Resources Public Disclosure Integrity
Assessment: A Continuous Process •
Accreditation is ongoing and must be reaffirmed
•
It is not granted permanently or for a definite number of years
•
Institutions should assess continually, prepare reports, and be ready for visits by evaluation groups
•
Anyone should be able to explain the institution’s mission
Coming Full Circle on Assessment NWCCU Standard 4.A.3 “The institution documents . . . that students . . . achieve indentifed course, program, and degree program outcomes.” •WSU approved university-wide learning outcomes. •WSU approved new University Common Requirements to include the learning outcomes. •Each course that was approved for UCORE status included the learning outcomes. •Students writing portfolios will be assessed for evidence that the learning outcomes have been achieved.
Feedback from Accreditation Commendations (the good news) •For example: coming full circle on assessment
Recommendations (the other news) •For example: improve the student information system
Washington State University Accreditation Timeline AY 20052006
Sept 2006May 2007
Sept-Dec 2007
Jan-June 2008
July-Aug 2008
Aug 2008June 2009
Sept-Dec 2008
Jan 2009
Spring 2009
Last full year of data on which to base selfstudy
Units compile self studies
Self-study draft integrating all units completed
Internal Review of draft—whole system down to unit level
Final review and sign-off in principle by president, Exec VP, Chancellors, Regents
University formulates action plans in response to self-study
Final editing and printing of self-study
All selfstudy materials to NWCCU (print, web, CD)
Evaluation Team Site visit
University issues identified
Units formulate action plans in light of whole selfstudy
Action plans and progress incorporated into self-study
Self-study •
Each association has its own terms and criteria
•
A self-study is all about – documenting your successes – identifying your weaknesses – having a plan to address weaknesses – documenting assessment of student learning – demonstrating that you have “closed the loop”
NWCCU Basic Institutional Data • • • • • • •
Highest degree* Type of institution* Institutional control* Institutional calendar* Special/programmatic accreditation* Financial information* Numbers of full-time and part-time instructional faculty and staff and numbers of full-time only faculty and staff by highest degree earned* • Full-Time Equivalent (FTE) enrollment • Full-time unduplicated head count enrollment *elements shared with ACCSC all elements shared with NEASC
NWCCU Basic Institutional Data (cont) • •
•
• •
Number of instructional staff added for current year Number of instructional staff employed previous year but not reemployed Mean salaries and mean years of service of full-time instructional and research staff Domestic off-campus degree programs and academic credit sites Programs and academic courses offered at sites outside the U.S.
Supporting Documents • • • • • • •
Organizational chart* Student handbook Mission and goals of each unit* Evidence of goal attainment* Evidence on the impact of student services on students* Brief resumes of professional staff* Copies of student publications
* elements shared with ACCSC
Seven Typical Weaknesses 1. 2. 3. 4. 5.
6. 7.
Incongruent mission, goals, and activities Lack of assessment, analysis, and evaluation No consequences from the selfstudy Little, if any, use of data to document claims Data not clearly tied to planning, outcomes assessment, or institutional effectiveness Unsupported statements of apparent fact Lack of synthesis of issues across standards
Six Key Elements for Accreditation in the Future 1. Community-driven, shared general education outcomes 2. Common practices to address transparency 3. Robust peer review 4. Enhanced efficiency of quality improvement efforts 5. Diversification of the ownership of accreditation 6. Alternate financing models of accreditation Judith Eaton, CHEA President, January 18, 2010, Insider Higher Ed
Suggestions for Success • • • • • • •
•
Start early. Be informed. Read the last self-study and interim reports. Draft an early version. Discover what data you need to gather. If you use NSSE or other surveys, map results to standards. Learn from others.
• • •
•
Volunteer to be on committees, especially outside your obvious area. Make use of existing committees. Confirm that your catalog supports the standards. Treat accreditation as an ongoing process, not a finish line to be crossed. Stay focused on assessment and improvement, then you’ll always be ready for unannounced site visits!
Web Sites of Interest The Higher Learning Commission http://www.ncacihe.org New England Association of Schools and Colleges http:// www.neasc.org Northwest Commission on Colleges and Universities http://www.nwccu.org Oklahoma State University accreditation http://accreditation.okstate.edu WSU Accreditation 2009 http://accreditation.wsu.edu Diploma Mills and Accreditation http://www2.ed.gov/students/prep/coll ege/diplomamills/index.html
Another Resource & Contact Info Preparing for Accreditation, Chapter 22, in The Registrar’s Guide: Evolving Best Practices in Records and Registration by Reta Pikowsky
Patricia Ring [email protected] Tina Miller [email protected] Julia Pomerenk [email protected]
