nwccu accreditation preliminary visit northwest regional accreditation: principles, practices, and...

NWCCU Accreditation Preliminary Visit

Northwest Regional Accreditation:Northwest Regional Accreditation:

Principles, Practices, and Products Principles, Practices, and Products

Ronald L. BakerRonald L. Baker

Executive Vice PresidentExecutive Vice PresidentNorthwest Commission on Colleges and UniversitiesNorthwest Commission on Colleges and Universities


PurposePurpose

Highlight accreditation principles;

Articulate the evaluation process; and

Provoke thought and promote dialogue on effective self-study practices.


Types of AccreditationTypes of Accreditation

Regional (Institutional)Diverse characteristics and missionsComprehensive institutional reviewMission-based criteria

National (Institutional)Single-purpose or thematic missionComprehensive institutional reviewPurpose-based criteria

Specialized (Programmatic)Specific program or schoolProgram-centered reviewDiscipline-based criteria


DefinitionDefinition

Regional accreditation is a voluntary, non-governmental, catalytic process of analytic self reflection and peer review that assures educational quality and encourages purposeful improvement through evaluations based on institutional mission, accepted standards of quality, and expectations of the public.


ScopeScope

Regional accreditation applies to the institution as a whole; not units or individual educational programs

Is not partial

Is not for a fixed period of time


EvaluationsEvaluations

Comprehensive decennial evaluation

Regular interim evaluation at midpoint between comprehensive evaluations

*Written Progress Report to address one or more issue

*Written Focused Interim Report and onsite visit to address one or more issue

*discretionary


ExpectationsExpectations

Accredited institutions are expected to:

Engage in ongoing planning that leads to accomplishment of identified outcomes;

Evaluate how and how well outcomes are achieved; and

Use assessment results for improvement.


Accreditation AssurancesAccreditation Assurances

Intentions: The institution has clearly defined and appropriate educational objectives consistent with its mission and characteristics.

Capacity: The institution has conditions and resources to achieve its objectives.

Achievement: The institution is substantially accomplishing its mission and purpose.

Sustainability: The institution is organized, staffed, and supported to continue to do so.


NutshellNutshell

What?

With What?

So What?

Now What?


RecognitionRecognition

NWCCU is recognized as a reliable authority on educational quality by:

U.S. Department of Education

CHEA (Council for Higher Education Accreditation)

Institutions of higher education

State agencies

Public


Benefits of AccreditationBenefits of Accreditation

Eligibility for HEA programs

Eligibility for federal funds for categorical programs and services

Fosters transfer of credit

Continuous improvement from regular, systematic, and purposeful assessment

AK

Regional Accrediting Agencies

GuamAmerican Samoa

MicronesiaOther Pacific BasinCountries in Asia

Mexico

District of ColumbiaCanal ZonePuerto Rico

Virgin Islands


Accredited InstitutionsAccredited Institutions

Native/Degree* Public Tribal Private Total A 56 7 1 64 B 11** 2** 7 20**

M 14 0 27** 41**

D 17 0 12** 29**

98** 9** 47** 154

*Highest Degree Offered**Includes Institutions Accredited at Lower Degree Level and Candidate at This Degree Level


Candidate InstitutionsCandidate Institutions

Native/Degree* Public Tribal Private Total A 0 0 0 0 B 1** 0 2 3**

M 1 0 0 1 D 0 0 2 2

2** 0 4 6**

*Highest Degree Offered**Includes International Institution


Geographic Distribution*Geographic Distribution*

A** B** M** D** TotalAlaska 2 0 3 1 6Idaho 3 2 2 3 10Montana 11 3 5 2 21Nevada 1 3 2 3 9Oregon 14 3 16 10 43Utah 4 2 4 4 14Washington 29 9 10 8 56International 0 1 0 0 1

64 23 42 31 160*Accredited and Candidate Institutions**Highest Degree Offered


Board of CommissionersBoard of Commissioners

Baccalaureate/Graduate Institutions*

Associate Institutions*

General Public

Institutions from Other Regions

Chair

NWCCU President

* Minimum of Seven


Accreditation CriteriaAccreditation Criteria

Eligibility Requirements - characteristics and conditions required for accreditation.

Standards - criteria by which quality and effectiveness are evaluated.

Related Policies - part of the Standards; provide further definition to the Standard.


FrameworkFramework

The criteria form a flexible framework of qualitative, catalytic, non-prescriptive statements that enables institutions with divergent missions, philosophies, and characteristics to exhibit essential principles of quality and effectiveness.


CharacteristicsCharacteristics

Accreditation criteria are not prescriptive. They do not:

Stipulate planning or evaluation methods;

Specify the nature of assessment data;

Define "adequate”, “appropriate”, or “sufficient” since they are influenced by institutional characteristics/mission.

Mission-Centered StandardsMission-Centered Standards


Key Areas Of InterestKey Areas Of Interest

Institutional Planning and Effectiveness(Standard Element 1.B)

Educational Program Planning & Assessment(Standard Element 2.B; Policy 2.2)

General Education/Related Instruction(Policy 2.1)

Distance Education(Policy 2.6)

Advertising, Recruitment, and Representation of Accredited Status

(Policy 3.1)


Key Areas Of Interest Key Areas Of Interest (continued)(continued)

Faculty Evaluation(Policy 4.1)

Governance System, Board, and Administration(Standard Elements 6.A, 6.B, 6.C)

Financial Planning, Adequacy, and Management(Standard Elements 7.A, 7.B, 7.C)

Contractual Agreements with External Organizations(Policy A-6)

Teach-Out Responsibilities(Including Policy A-13 Teach-Out Agreements)


Institutional Planning/EffectivenessInstitutional Planning/Effectiveness

Each institution is expected to:

Engage in ongoing planning to achieve its mission and goals;

Evaluate how and how well it is accomplishing its mission and goals; and

Use results for broad-based, continuous planning and evaluation.


Educational AssessmentEducational Assessment

The institution's processes for assessing its educational programs are clearly defined, encompass all of its offerings, are conducted on a regular basis, and are integrated into the overall planning and evaluation plan. Expected learning outcomes are identified and published for each degree and certificate program.


Educational AssessmentEducational Assessment

Regular and systematic assessment documents that students who complete programs, no matter where or how offered, have achieved these outcomes.

The institution provides evidence that its assessment activities lead to the improvement of teaching and learning.


Student Information and PracticesStudent Information and Practices

All candidate and accredited institutions, or individuals acting on their behalf, must exhibit integrity and responsibility in advertising, student recruitment, and representation of accredited status.


General EducationGeneral Education

Baccalaureate and transfer associate degree programs must include a substantial core of collegiate level General Education with identifiable outcomes in:

Written and oral communication;Quantitative reasoning;Critical analysis and logical thinking; andLiteracy in the discourse or technology appropriate to the program of study.

Outcomes should be stated in relationship to institutional mission and goals.


Related InstructionRelated Instruction

Programs of study for applied or specialized associate degrees or for certificate programs of 45 (q) / 30 (s) credits or more in length require recognizable a body of instruction in program-related areas of:

CommunicationComputationHuman RelationsAdditional topics as appropriate


Related InstructionRelated Instruction

Related instruction content may be :Embedded within program curricula; orTaught in block units of instruction.

Regardless of approach, it must be:Clearly identified; Pertinent to the program of study; andTaught by faculty who are clearly and appropriately qualified.


Distance EducationDistance Education

This policy is intended to apply to the broadest possible definition of distance delivery of instruction.

Degree programs and credit courses may or may not be delivered exclusively via telecommunications.


Faculty EvaluationFaculty Evaluation

Institutions are expected to conduct some form of substantive performance evaluation of all faculty members at least once within each five-years of service. The evaluation should be collegial, participatory, and use multiple indices of assessment.


Contractual AgreementsContractual Agreements

An accredited or candidate institution may not lend the prestige or authority of its accreditation to authenticate courses or programs offered under contract with other organizations unless it demonstrates oversight and responsibility for those offerings in compliance with Commission standards, principles, and practices.


Teach-Out RequirementsTeach-Out Requirements

An institution is required to provide equitable treatment of students if it closes or discontinues an educational program before all students enrolled in the discontinued program complete it.

It may offer the remaining portion of the program for enrolled students or enter into a teach-out agreement for completion of the program through another institution.


QueryQuery

How does this talk grow corn?Hopi Saying


Barometer Of ChangeBarometer Of Change

You can judge your age by the amount of pain you feel when you come in contact with a new idea.

Pearl Buck


Shift in ExpectationsShift in Expectations

OutcomesImplied Explicit

What does that mean?

AchievementsAssumed Assessed

How do you know?

EvidenceAnecdotal Verifiable

Show me the data!


Homo AcademicusHomo Academicus

When the center of the universe is discovered, a lot of people will be disappointed to find they aren’t it.

Bernard Bailey


ChallengeChallenge

The challenge is for us to see beyond the innumerable fragments to the

whole, stepping back far enough to appreciate how things move and

change as a coherent entity.

Margaret Wheatley


MethodologyMethodology

Method consists of two correlative and complementary processes: 1) analysis of complex totalities into their parts; and 2)

synthesis of parts into their totality.

However, the two processes by themselves are imperfect and require each

other for the full development of knowledge and understanding.

Joseph L. Esposito


ProcessesProcesses

Analysis - Systematic detailed examination of elements to achieve knowledge of their properties.

Synthesis - Integration of relationships among elements to understand their roles and the purpose of the whole in which they exist.


TranslationTranslation

An effective self study evaluates:

How units work; and

How they work together.


CharacteristicsCharacteristics

AnalysisAnalysis

Reductionistic

Take Apart

Isolate

Answer Questions

Knowledge of Function

SynthesisSynthesis

Holistic

Put Together

Correlate

Ask Questions

Understanding of Purpose


KnowledgeKnowledge

By their structure the Standards foster analyses of major institutional functions, rather than a synthesis of those functions.


AssessmentAssessment

IntentionsIntentionsMissionGoals

StrategiesStrategiesPlans

Processes

CapacityResources

Infrastructure

AchievementsAchievementsInstitutional

Student Learning


UnderstandingUnderstanding

Understanding of the whole is not possible from analysis of its parts.

Understanding is derived by synthesis of the roles or functions of the parts in the system in which they are contained.

Russell Ackoff


SynthesisSynthesis

QualityQualityEducationalInstitutional

StabilityStabilityResourcesOperations

EffectivenessEffectivenessAchievements

Practices

SustainabilitySustainabilityOutcomesExistence


Quality and AccountabilityQuality and Accountability

Does the institution fulfill its mission?

Are institutional goals achieved?

Are intended outcomes realized?

Do achievements match intentions?

Are the achievements sustainable?

How do you know?

What is your evidence?


Steering Committee ResponsibilitySteering Committee Responsibility

Accreditation is a joint responsibility.

You are not personally responsible for the accreditation status of your institution.


Self-Study GoalsSelf-Study Goals

Assess, analyze, evaluate, and improve planning and effectiveness in fulfilling institutional and educational missions;

Evaluate and document educational quality and student achievement of outcomes;

Document compliance with accreditation criteria;

Accurately, candidly, directly identify strengths, challenges, and achievements.


Model Self-Study CharacteristicsModel Self-Study Characteristics

Design is appropriate to the institution

Process is inclusive; internally motivated with leaders committed to the process

Critical review of mission, goals, practices

Assesses and evaluates effectiveness in achieving mission & goals

Report is data driven and analytic with a minimum of description

Self-study outcomes inform planning

Power of LeveragePower of Leverage

At cruising speed it is impossible to turn a large ship by applying direct pressure on the rudder. Placing a small movable extension on the rudder’s trailing edge compresses the water flowing past it to create a partial vacuum that pulls the rudder in the desired direction. Thus, a trimtab, small but strategically placed, determines the course of the vessel.


Role Of The Steering CommitteeRole Of The Steering Committee

Identify the “right” questions

Motivate, encourage, support colleagues

Design and translate the study into clearly defined structures, roles, and tasks

Set and enforce a realistic schedule

Establish clear communication channels

Coordinate data collection


Commendable PracticeCommendable Practice

Culture-sensitive design

Inclusive

Internally motivated

Integrated with institutional initiatives

Evaluates intentions and achievements

Analytic, data driven, evidence based

Results inform and improve practice


Design StrategiesDesign Strategies

Outcomes-based strategy planning:Identify outcomes for the studyDevelop guiding frameworkDevelop models for componentsDevelop templates for data gatheringDevelop style sheets

Reactionary strategy consequences:Move quickly to data collectionCope with inconsistent unwieldy dataWade through layers of ambiguityFocus on parts, rather than whole


Conservation of MomentumConservation of Momentum

IssueSynthesis might omit some input which may alienate some constituents

Suggestions

Provide many input/feedback opportunities

Use final report as overarching framework

Keep input intact at department level

Use final report to reengage participants to advance efforts at the departmental level

Self-Study Calendar

The importance of the calendar with specific completion dates cannot be over emphasized.

Tasks will generally take all the time given, so assign reasonable amounts of time to each task and closely monitor progress in completing them.


Self-Study ReportSelf-Study Report

Thorough, comprehensive, and analytic appraisal of the institution.

Clear, concise, and accurate high-definition snapshot of the institution including its history, current situation, and vision for the future.

Evidence that results of the self evaluation are used to enhance its ability to achieve its mission and goals.


Report AttributesReport Attributes

Scholarly, readable, useful treatment

Candid and direct disclosure of reality

Clearly addresses accreditation criteria

Analytic assessment of achievements

Identifies strengths

Identifies areas for improvementDraws evidence-based conclusions and judgments (not a walk in the woods with words)

Articulates plans for improvement


Suggestions For PracticeSuggestions For Practice

Provide a glossaryBe concise! (200-250 pages + appendices)

Get to the point!Be direct and candid“Speak” in a common voiceFlow should be smooth and logicalSynthesize across unitsProof final copy for errors


Structure and ContentsStructure and Contents

Preface

Glossary of Terms

Summary of institutional characteristics

Major changes since last evaluation

BRIEF! description of self-study process

Scope of inclusion in the self study

Goals of self study

Address Eligibility Requirements



Executive Summary

Succinct comprehensive evaluation

Institutional context

Summary of major findings

Commendations and Recommendations

Plans for improvement

Progress to date



Standard ChaptersDo not repeat support documentsBe brief on intentions and descriptionsAssess achievements and analyze dataSupply evidence to support judgmentsProvide a summary, including:

Major findingsCommendations and RecommendationsPlans for improvementProgress to date



Summary Chapter

Institutional synthesis across Standards

Major findings

Commendations and Recommendations

Plans for improvement

Progress to date


Third Party Comment NoticeThird Party Comment Notice

US DOE regulations require an opportunity for third-party comment concerning an institution’s qualifications for accreditation or preaccreditation.

The institution is expected to provide notification to its publics regarding the impending visit and send a verification copy of that public notice to the office of the Northwest Commission on Colleges and Universities.

34 CFR Section 602.23 (b)


Preparing for the VisitPreparing for the Visit

Identify an institutional liaison for each member of the visiting committee.

Publish Third Party Comment Notice.

45 days prior to the visit, mail self-study documents to the Commission office and each Committee member.

Organize exhibits in the Committee room.

Gather computers and support resources in the Committee room.


Role of Evaluation CommitteeRole of Evaluation Committee

Review the self-study report

Conduct an onsite visit to validate information in the self-study report

Evaluate the institution against the Commission’s accreditation criteria

Analyze findings

Prepare a written report

Submit a confidential recommendation to the Commission


Evaluator CharacteristicsEvaluator Characteristics

An evaluator:

Represents the Commission

Volunteers his/her time

Is from an out-of-state institution with similar characteristics

Has specific area(s) of responsibility

Has knowledge of the assigned area(s)

Has completed Commission training


Anatomy of the VisitAnatomy of the Visit

Day 04:00 p.m. pre-visit meeting

Day 1Introductory MeetingEvaluation ActivitiesPrivate Committee Meeting

Day 2Evaluation ActivitiesPrivate Committee Meeting

Day 3Final Private Committee MeetingChair Meets with PresidentExit Meeting


Following the VisitFollowing the Visit

The institution may:

Review a draft of the evaluation report to correct factual errors.

Provide a written response to the evaluation report.

Send individuals to represent it when its accreditation is considered


Use of ResultsUse of Results

Institutions are expected to use their own self-study findings and findings by evaluators to implement actions that lead to improvements in institutional effectiveness and educational quality.


ConsiderationsConsiderations

In taking action the Commission considers:Institutional report;Evaluation report;Institution’s written response to the evaluation report (if provided);

Committee chair’s comments;Institutional representatives’ comments;Third-party comments;Confidential Recommendation.


CommendationsCommendations

Commendations recognize noteworthy achievements of the institution.


RecommendationsRecommendations

Recommendations identify areas for immediate action by the institution because it:

Does not comply with a standard for accreditation

Complies with a standard, but improvement is required


Enforcement Of StandardsEnforcement Of Standards(US DOE Recognition Criterion 34 CFR 602.20)(US DOE Recognition Criterion 34 CFR 602.20)

If an institution is found to be out of compliance with any standard for accreditation, the agency must immediately initiate *adverse action against the institution or require it to take appropriate action to bring itself into compliance with the standard within two years, if the longest program it offers is at least two years in length.

*Denial or withdrawal of accreditation or candidate status


Commission ActionsCommission Actions

Reaffirm Accreditation

Request Progress Report

Request Focused Interim Report/Visit

Remove Sanction

Defer Action

Impose Sanction

Terminate Accreditation or Candidacy


Typical WeaknessesTypical Weaknesses

Incongruent mission, goals, & activities

Lack of assessment and analysis

No consequences from the self study

Little, if any, use of external data

Data not clearly tied to planning, assessment, or institutional effectiveness

Unsupported statements of apparent fact

Lack of synthesis across Standards


What do we believe? (Principles and Values)

What are our intentions? (Mission and Purpose)

What are our aspirations? (Vision)

What do we expect to achieve? (Outcomes)

What does success look like? (Indicators)

How will we proceed? (Planning)

Reflective QuestionsReflective Questions


What do we do? (Actions)

How do actions link to planning? (Alignment)

How well are intentions fulfilled? (Integrity)

How do we know? (Assessment)

How do we document findings? (Evidence)

What do we do with results? (Improvement)

Reflective QuestionsReflective Questions


Concluding ThoughtsConcluding Thoughts

Good intentions don’t excuse poor results.Dirk Zeller

Actions speak louder than words.Fran Lebowitz

Never mistake motion for action.Ernest Hemingway

If you’re going through hell, keep going.Winston Churchill


Questions?Questions?

nwccu accreditation preliminary visit northwest regional accreditation: principles, practices, and...

Documents

onsite visit

discretionary slide

purposeful assessment

institutional mission

fixed period of time

comprehensive evaluations

educational quality

peer review