2013 accreditation self study kickoff may 2, 2011

2013 ACCREDITATION SELF STUDY KICKOFF

MAY 2, 2011

Presented byChairs:

Aimee Myers, Faculty ChairLaurie Thiers, Classified ChairBrian Haley, Management Chair

Accreditation Liaison Officer:Rachel Rosenthal

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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 ReportAnnual Fiscal ReportMidterm ReportSelf StudyTeam Visit 4

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

CommissionsAccrediting Commission for SchoolsAccrediting Commission for Community

and Junior Colleges (ACCJC)Accrediting Commission for Senior

Colleges and Universities5

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 religious-based; non-profit and for profit.

Has 19 commissioners6

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 StudyPeer Review Commission Review

ACCJC Bylaws, Accreditation Reference Handbook, p. 145

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THE ACCJC STANDARDSStandard I: Institutional Mission and

EffectivenessStandard II: Student Learning Programs

and ServicesStandard 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 EFFECTIVENESSThe 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 PROGRAMSThe 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 15

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…16

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 SERVICESThe 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

services18

STANDARD III: RESOURCES

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STANDARD IIIA: HUMAN RESOURCESThe 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 planning20

STANDARD IIIB: PHYSICAL RESOURCESThe 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 21

STANDARD IIIC: TECHNOLOGY RESOURCESThe 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 RESOURCESThe institution:

Ensures fiscal stability and integrityPlans for short-term and long-term

financial needsEnsures that financial resources are

sufficient to support student learning programs and services and to improve institutional effectiveness

Integrates financial planning with institutional planning 23

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 25

STANDARD IVB: BOARD AND ADMINISTRATIVE ORGANIZATIONThe 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 supports student learning and improves institutional effectiveness

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IT’S ALL ABOUT EVIDENCESTUDENT LEARNING OUTCOMES

ADEQUATE RESOURCESINTEGRITY

EVALUATION AND PLANNING CYCLEINVOLVEMENT 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 32

EVALUATION, PLANNING, AND IMPROVEMENT CYCLE

Evaluation of student needs, college programs and services

Goal setting

Resource distribution

Implementation

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INVOLVEMENT Leadership from

FacultyAdministratorsClassified StaffBoard of TrusteesStudents

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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

collegeConfirms statements in Self StudyConfirms alignment with Standards

Team prepares report and recommends action

Self Study and Team Report submitted to ACCJC

ACCJC votes 36

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 Accreditation37

TIMELINESpring 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 1Fall 12 Second draft due by October 1

First compiled draft complete by December 15

Spring 13 Review by shared governance groupsApproval by Board by May

Fall 13 Self Study submitted to ACCJC in AugustTeam visit in October

Spring 14 ACCJC takes action38

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 39

SELF STUDY WRITING TEAMS (AS OF 5/2/11)

STD CHAIRIA MissionIB Institutional EffectivenessIIA Instructional ProgramIIB Student SupportIIC LibraryIIIA Human Resources Cameron AbbottIIIB Physical Resources Laura DotyIIIC Technology IIID Financial Resources Kerri HesterIVA Decision MakingIVB Board and Administration 40

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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