11

Preparing forPreparing for

Self Evaluation of Educational Self Evaluation of Educational Quality and Institutional Quality and Institutional

EffectivenessEffectiveness

Dr. Barbara Beno, PresidentDr. Susan Clifford, Vice President

Mr. Jack Pond, Vice PresidentMs. Dorte Kristoffersen, Associate Vice President

Dr. Lily Owyang, Associate Vice President

Fall 2010

22

Accrediting Commission for Community and Junior Colleges

33

Today’s Session

-Accreditation and the ACCJC/WASC-The Eligibility Requirements-The 2002 Standards of Accreditation -The Themes in the 2002 Standards-The requirements for evidence in self evaluation-Elements of an Effective Program Review for Integrated Planning-Organizing the college community for self evaluation-Resources for doing the self evaluation

Continued

-Commission concerns policies and concerns-Compliance with USDE regulations-Assuring the quality of Distance Education and

Correspondence Education-Format of the Self Evaluation of Educational

Quality and Institutional Effectiveness -The site visit

44

55

ACCJC Documentsto support the Self Evaluation

Guide to Evaluating Institutions

Manual for Self Evaluation of Educational

Quality and Institutional Effectiveness

Accreditation Reference Handbook

Guide for Evaluating Distance Education and Correspondence Education

Continued

66

ACCJC Documents Continued

C-RAC Guide for Institutions and Evaluators

C-RAC Student Learning: Principles for Good Practices

Rubric for Evaluating Institutional Effectiveness Parts I – III

Guidelines for Review of Financial Resources

77

Accreditation and the ACCJC/WASC

88

The Purposes of Accreditation are:The Purposes of Accreditation are:

To provide assurance to the public that To provide assurance to the public that education provided by institutions meets education provided by institutions meets acceptable levels of qualityacceptable 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 education institutions in the region/nation education institutions in the region/nation

99

ACCJC encourages and supports ACCJC encourages and supports institutional development through:institutional 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 evaluationinstitutional self evaluation– peer reviewpeer review– Commission reviewCommission review

ACCJC Bylaws, ACCJC Bylaws, Accreditation Reference HandbookAccreditation Reference Handbook

1010

Commission Actions on InstitutionsCommission Actions on InstitutionsThe Commission:The Commission:

Determines the accredited status of a member Determines the accredited status of a member institutioninstitution

Communicates the accreditation decision to the Communicates the accreditation decision to the institutioninstitution

Communicates the accreditation decision to the Communicates the accreditation decision to the publicpublic

Requires the institution to make all reports Requires the institution to make all reports available to students and the publicavailable to students and the public

1111

The Eligibility The Eligibility RequirementsRequirements

1212

Eligibility Requirements (ERs)Eligibility Requirements (ERs)

21 criteria which must be met before an 21 criteria which must be met before an institution can apply for Eligibility status institution can apply for Eligibility status with ACCJC with ACCJC See Accreditation Reference HandbookSee Accreditation Reference Handbook

Compliance with ERs is expected to be Compliance with ERs is expected to be continuous and is verified periodically, continuous and is verified periodically, usually during the comprehensive usually during the comprehensive evaluationevaluation

1313

The Accreditation Standards

1414

Are necessary conditions for high - quality education

Reflect excellent practices in higher education

Apply to diverse institutions

Accreditation Standards:

1515

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:

1616

The ACCJC StandardsThe ACCJC Standards

Standard I: Institutional Mission and Effectiveness

Standard II: Student Learning Programs and Services

Standard III: Resources

Standard IV: Leadership and Governance

1717

Standard I: Institutional Mission and Effectiveness

A. Mission – A. Mission – The institution defines its:The institution defines its: PurposePurpose Intended populationIntended population Commitment to student learningCommitment to student learning

ContinuedContinued

1818

B. Improving Institutional Effectiveness – B. Improving Institutional Effectiveness – The institution provides evidence it:The institution provides evidence it:

Collects and uses student achievement and Collects and uses student achievement and student learning outcomes data in the program student learning outcomes data in the program review, planning, and resource allocation review, planning, and resource allocation processesprocesses

Conducts program review and other ongoing, Conducts program review and other ongoing, systematic evaluation systematic evaluation

Uses a systematic cycle of assessment, Uses a systematic cycle of assessment, planning, resource allocation, implementation, planning, resource allocation, implementation, and re-evaluation to improve educational and re-evaluation to improve educational effectiveness and institutional qualityeffectiveness and institutional quality

1919

Standard II: Student Learning Programs and Services

A. Instructional Programs – A. Instructional Programs – The institution:The institution: Offers high quality instructional programs Offers high quality instructional programs

wherever and however they are offeredwherever and however they are offered Identifies Identifies student learning outcomesstudent learning outcomes and and

evaluates how well students are learningevaluates how well students are learning Assesses Assesses student achievementstudent achievement Assesses programs systematicallyAssesses programs systematically Uses assessment data as the basis for Uses assessment data as the basis for

improvement of improvement of allall programs including programs including distance education and off-campus programsdistance education and off-campus programs

2020

B. Student Support Services – B. Student Support Services – The institution:The institution: Researches and identifies the support needs of its Researches and identifies the support needs of its

students students Provides appropriate, comprehensive student Provides appropriate, comprehensive student

support services regardless of location or delivery support services regardless of location or delivery methodmethod

Provides precise and accurate information about Provides precise and accurate information about the institution to students and the publicthe institution to students and the public

ContinuedContinued

2121

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 as the basis forUses the results of evaluation as the basis for

improvement to student support improvement to student support

servicesservices

2222

C. Library and Learning Support Services – C. Library and Learning Support Services – The institution:The institution:

Offers sufficient services to support student Offers sufficient services to support student learning and the quality of its instructional learning and the quality of its instructional programsprograms

Includes library, tutoring, technology and other Includes library, tutoring, technology and other learning support serviceslearning support services

Trains students and staff to use these servicesTrains students and staff to use these services Assesses services systematically using SLOs Assesses services systematically using SLOs

as appropriateas appropriate Uses assessment data as the basis for Uses assessment data as the basis for

improvement of servicesimprovement of services

2323

Standard III: Resources

A. Human resources – The institution: Employs qualified personnel Evaluates all personnel on a regular basis 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)

2424

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)

2525

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)

2626

D. Financial Resources – The institution: Assures fiscal stability and integrity Plans for short-term and long-term financial

needs Assures 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)

2727

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

Assures that governance supports student learning and improves institutional effectiveness

2828

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 who 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

2929

Themes in the Standards

3030

Six themes integrate the Standards:Six themes integrate the Standards: See Guide to Evaluating Institutions pp 8-10

Dialogue Student Learning

Outcomes Institutional

Commitments

Evaluation, Planning, and Improvement

Organization Institutional

Integrity

3131

The Requirements for Evidence in the Self

Evaluation of Educational Quality and Institutional

Effectiveness

3232

Institutional Data in the Institutional Data in the Self EvaluationSelf Evaluation

May be qualitative and/or quantitative presented May be qualitative and/or quantitative presented in data tables, charts and graphs or in data tables, charts and graphs or documentary form documentary form with analyseswith analyses

Is longitudinal, where appropriate, Is longitudinal, where appropriate, with analyseswith analyses

May be included and/or referenced in the May be included and/or referenced in the introduction section of the Self Evaluationintroduction section of the Self Evaluation

Must be thoughtfully analyzed by the institutionMust be thoughtfully analyzed by the institution ContinuedContinued

SeeSee Guide to Evaluating Institutions Guide to Evaluating Institutions for samplesfor samples

3333

Data about the institution’s service area Data about the institution’s service area (related to mission) should include:(related to mission) should include:

Labor market informationLabor market information

Demographic informationDemographic information

Socio-economic informationSocio-economic information

ContinuedContinued

3434

Data about Data about incoming studentsincoming students should should include:include:

Information about student educational Information about student educational goals (programs, certificates, degrees, goals (programs, certificates, degrees, courses, transfer, jobs, etc.)courses, transfer, jobs, etc.)

Information about student readiness for Information about student readiness for college (i.e., need for advising, test scores college (i.e., need for advising, test scores indicating need for remedial instruction, indicating need for remedial instruction, orientation, etc.)orientation, etc.) ContinuedContinued

3535

Data about Data about enrolled studentsenrolled students should should include:include:

PT/FT enrollmentsPT/FT enrollmentsStudent demographicsStudent demographicsStudent educational goals (courses, Student educational goals (courses, certificates, transfer, degrees, certificates, transfer, degrees,

jobs, jobs, etc.) etc.) Student enrollment across the range of Student enrollment across the range of instructional programs instructional programs

ContinuedContinued

3636

Data about enrolled students Data about enrolled students mustmust include include Student AchievementStudent Achievement::

Course completion dataCourse completion data

Retention term to termRetention term to term

Progression to next course/levelProgression to next course/level

Program completionProgram completion

Degree/certificate completionDegree/certificate completion

Transfer rates to four-year institutionsTransfer rates to four-year institutions

Scores on licensure examsScores on licensure exams

Job placement/post trainingJob placement/post training

3737

Data on Data on Student Achievement Student Achievement can also can also include:include:

Average grades awardedAverage grades awardedAlumni survey responsesAlumni survey responsesEmployer survey resultsEmployer survey resultsCourse outlines containing evaluationCourse outlines containing evaluation

methods for course learning outcomesmethods for course learning outcomesSkills assessment resultsSkills assessment resultsCommon course examination resultsCommon course examination resultsEnglish, math, and ESL placement resultsEnglish, math, and ESL placement results

3838

Data on Data on Program ReviewProgram Review should should include:include:

Course outlines/syllabi showing intended learning Course outlines/syllabi showing intended learning outcomes and assessment methodsoutcomes and assessment methods

Catalogues showing program goals and learning Catalogues showing program goals and learning outcomesoutcomes

Budgets showing adequate resourcesBudgets showing adequate resourcesPolicies on curricular reviewPolicies on curricular reviewEvidence of regular course review and improvement Evidence of regular course review and improvement (program review)(program review)

Evidence should be longitudinal whereEvidence should be longitudinal whereappropriate and thoughtfully analyzed by the appropriate and thoughtfully analyzed by the

institution.institution.

3939

Data on Data on Student Learning OutcomesStudent Learning Outcomes 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 SLOsCourse outlines/syllabi with stated SLOsPortfolios, productions, and samples of student Portfolios, productions, and samples of student workwork

Grading rubrics where they existGrading rubrics where they existSummary data on SLO attainmentSummary data on SLO attainmentEvidence that SLO assessment data are used for Evidence that SLO assessment data are used for institutional self-evaluation, planning, and institutional self-evaluation, planning, and improvement of teaching and learning as part of improvement of teaching and learning as part of program reviewprogram review

4040

Data on Data on Student ServicesStudent Services should should include:include:

Student services program reviewsStudent services program reviewsStudent satisfaction or follow-up surveysStudent satisfaction or follow-up surveysRecords of student use of servicesRecords of student use of servicesStudent services planning documentsStudent services planning documentsCatalogue, handbook, web-page descriptions Catalogue, handbook, web-page descriptions of student servicesof student services

Policies on academic progress, honesty, Policies on academic progress, honesty, codes of conduct, grievance and complaint codes of conduct, grievance and complaint proceduresprocedures

Availability of services (off-campus & DE/CE)Availability of services (off-campus & DE/CE)

4141

In summary, the In summary, the college should:college should:

Gather data 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

4242

Elements of an Effective Elements of an Effective Program Review for Program Review for Integrated PlanningIntegrated Planning

4343

Institutional Mission

Programmatic Mission Outcomes

SLO/SAO

Inputs

Process

AllocateResourcesImplement

ProgramAssessment

Analysis ofOutcomes

IdentifyGaps

DesignProgramChanges

AllocateNeeded

Resources

District Mission and

Expectations

4444

Exercise 1:Finding Evidence

4545

Organizing the College Community for Self Evaluation

4646

In order to achieve an In order to achieve an accurateaccurate Self Self Evaluation institutions should seekEvaluation institutions should seek

Participation from:Participation from:

FacultyFaculty

AdministratorsAdministrators

Support StaffSupport Staff

StudentsStudents

District Personnel District Personnel (if (if appropriate)appropriate)

Board Board (Keep current with (Keep current with progress, read and understand progress, read and understand the self evaluationthe self evaluation

Leadership from:Leadership from:

FacultyFaculty

Support StaffSupport Staff

IR StaffIR Staff

AdministratorsAdministrators

CEO/College PresidentCEO/College President

IT StaffIT Staff

4747

The college should establish The college should establish structures and processes for the structures and processes for the

self evaluation that ensure:self evaluation that ensure:

The college evaluates itself against each The college evaluates itself against each Standard and Eligibility RequirementStandard and Eligibility Requirement

The college’s evaluation is holistic, integrated,The college’s evaluation is holistic, integrated, and honestand honest

The Self Evaluation of Educational Quality and The Self Evaluation of Educational Quality and Institutional Effectiveness uses and is Institutional Effectiveness uses and is integrated with ongoing research, evaluation, integrated with ongoing research, evaluation, and planningand planning

ContinuedContinued

4848

The college should establish The college should establish structures and processes for the structures and processes for the

self evaluation that ensure:self evaluation that ensure:The Self Evaluation of Educational Quality andThe Self Evaluation of Educational Quality andInstitutional Effectiveness Institutional Effectiveness Leads to institution-wide reflection about quality Leads to institution-wide reflection about quality

and student learningand student learning Summarizes and references evidence to Summarizes and references evidence to

support its analyses, and makes the evidence support its analyses, and makes the evidence available to the evaluation teamavailable to the evaluation team

Has coherence and a single voiceHas coherence and a single voice Is a meaningful document for the college, the Is a meaningful document for the college, the

team, and the Commissionteam, and the Commission

4949

Resources for Doing a Self Evaluation

5050

Institutional ReportsInstitutional Reports Previous Accreditation Reports:Previous Accreditation Reports:

Self Study, Midterm, Annual, Annual Fiscal, Self Study, Midterm, Annual, Annual Fiscal, Progress/Follow-Up, and Substantive Change Progress/Follow-Up, and Substantive Change ProposalsProposals

Team Report(s)Team Report(s) Commission Action LettersCommission Action Letters

Integrated Institutional Plans:Integrated Institutional Plans: EducationEducation FacilitiesFacilities FinancialFinancial TechnologyTechnology Human ResourcesHuman Resources

ContinuedContinued

5151

Rubric for Evaluating Rubric for Evaluating Institutional EffectivenessInstitutional Effectiveness

Parts I – IIIParts I – III

The Rubric measures the following characteristics The Rubric measures the following characteristics of institutional effectiveness and evaluates each to of institutional effectiveness and evaluates each to determine the level of institutional implementation determine the level of institutional implementation (Awareness, Development, Proficiency, or (Awareness, Development, Proficiency, or Sustainable Continuous Quality Improvement):Sustainable Continuous Quality Improvement):

I Program ReviewI Program Review II PlanningII Planning III Student Learning OutcomesIII Student Learning Outcomes

The Rubric also demonstrates the integration of the The Rubric also demonstrates the integration of the StandardsStandards

5252

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 Standardsadherence to the StandardsThe Rubric provides a framework for The Rubric provides a framework for understanding the actions institutions must take understanding the actions institutions must take to achieve full compliance with Standardsto achieve full compliance with StandardsThe Rubric shows the interconnectedness of The Rubric shows the interconnectedness of the Standardsthe StandardsThe sample behaviors at each level are not The sample behaviors at each level are not meant to replace the Standards; rather, they are meant to replace the Standards; rather, they are examples of performance that indicate the examples of performance that indicate the stages of implementation of the Standardsstages of implementation of the Standards

ContinuedContinued

5353

The Commission expects:The Commission expects:Institutions to be at Institutions to be at Sustainable Sustainable Continuous Quality Improvement Continuous Quality Improvement level for level for program review and planningprogram review and planningInstitutions to be at the Institutions to be at the DevelopmentDevelopment level for SLOslevel for SLOsInstitutions to achieve the Institutions to achieve the ProficiencyProficiency level for SLOs by fall 2012level for SLOs by fall 2012

5454

Institutional data and analysesInstitutional data and analyses

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

5555

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/System CEO and other StaffDistrict/System CEO and other Staff

5656

Technology ResourcesTechnology ResourcesInternet/intranet for:Internet/intranet for: Communication about the self evaluation Communication about the self evaluation

process 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 external)Providing access to data (internal and 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 visiting teamTechnology resources for the visiting teamto use in its workto use in its work

5757

Commission Policies and Special Concerns

5858

Commission PoliciesCommission Policies**

Award of Credit, Policy onBenefits of Accreditation, Policy onCommission Good Practice in Relations with Member Institutions, Policy onContractual Relationships with Non-Regionally Accredited Institutions, Policy onDisclosure and Confidentiality of Information, Policy on

Continued

Distance Education and on Correspondence Education, Policy onEvaluation of Institutions in Multi-College/Multi-Unit Districts or Systems, Policy and Procedures on the Institutions with Related Entities, Policy onPrinciples of Good Practice in Overseas International Education Programs for Non-U.S. Nationals, Policy onPublic Disclosure, Policy on

5959

Refund of Student Charges, Policy onRights and Responsibilities of ACCJC and Member Institutions in the Accrediting Process, Policy onTransfer of Credit, Policy onStudent and Public Complaints Against Institutions, Policy onSubstantive Change, Policy on

*See Accreditation Reference Handbook

6060

6161

Colleges in Multi-College Colleges in Multi-College Districts/SystemsDistricts/Systems

District/System CEO District/System CEO (provides leadership and (provides leadership and assures support for effective operation of the colleges)assures support for effective operation of the colleges)

Delineation of responsibilities and functions Delineation of responsibilities and functions (between colleges and district/system office)(between colleges and district/system office)

Full responsibility and authority given to college Full responsibility and authority given to college presidents/CEOspresidents/CEOs

Evaluation of effectiveness of the relationship Evaluation of effectiveness of the relationship between the colleges and the district/systembetween the colleges and the district/system

Standard IV.B.3Standard IV.B.3

6262

United States Department of United States Department of Education RegulationsEducation Regulations

Each Self Evaluation of Educational Quality and Institutional Each Self Evaluation of Educational Quality and Institutional Effectiveness must address, and teams are required to Effectiveness must address, and teams are required to

review, the following:review, the following:

Review of the Federal Student Aid ProgramReview of the Federal Student Aid ProgramStudent Complaint RecordsStudent Complaint RecordsClarity and Accuracy of Public Information Clarity and Accuracy of Public Information (credit requirements, length of programs, costs (credit requirements, length of programs, costs degree/certificate completion rates, transfer rates, job degree/certificate completion rates, transfer rates, job placement, licensure pass rates, federally required crime placement, licensure pass rates, federally required crime statistics)statistics)

ContinuedContinued

6363

U.S.D.E. RegulationsU.S.D.E. RegulationsContinuedContinued

Continued compliance with Eligibility Continued compliance with Eligibility RequirementsRequirements

Distance education and correspondence Distance education and correspondence education programs and serviceseducation programs and services

Off-campus locationsOff-campus locations

Student achievement dataStudent achievement data

Student learning dataStudent learning data

6464

Assuring Quality and Consistency Assuring Quality and Consistency of of

Distance Education (DE) andDistance Education (DE) and Correspondence Education (CE)Correspondence Education (CE)

6565

Assuring Quality and Assuring Quality and Consistency of Consistency of

Distance Education and Distance Education and Correspondence EducationCorrespondence Education

6666

Distance Education (DE)Distance Education (DE)

DefinitionDefinitionInstruction delivered to students who are Instruction delivered to students who are separated from the instructor with regular and separated from the instructor with regular and substantive interaction between students and the substantive interaction between students and the instructorinstructorMay be synchronous or asynchronousMay be synchronous or asynchronousMay use Internet, one-way or two-way May use Internet, one-way or two-way transmissions through open or closed circuit, transmissions through open or closed circuit, cable, satellite, wireless devices, etccable, satellite, wireless devices, etcMay use audio conferencing or video, DVDs or May use audio conferencing or video, DVDs or CD-ROMs CD-ROMs

6767

Correspondence Education (CE)Correspondence Education (CE)DefinitionDefinition

Instructional material provided by mail or electronic Instructional material provided by mail or electronic transmission (including examinations) to students transmission (including examinations) to students who are separated from the instructorwho are separated from the instructor

Interaction between student and instructor is Interaction between student and instructor is limited (not regular and substantive) and primarily limited (not regular and substantive) and primarily initiated by the studentinitiated by the student

A course that is typically self-pacedA course that is typically self-paced

See Distance Education & Correspondence Education ManualSee Distance Education & Correspondence Education Manual

6868

1. Monitoring Growth1. Monitoring Growth

Recent history (2-5 year span) of DE/CE on the Recent history (2-5 year span) of DE/CE on the campuscampus

Increase in the number of courses offered via Increase in the number of courses offered via DE/CEDE/CE

Increase in the number of faculty teaching Increase in the number of faculty teaching DE/CE coursesDE/CE courses

Increase in the number of students taking Increase in the number of students taking DE/CE coursesDE/CE courses

ContinuedContinued

6969

GrowthGrowth ContinuedContinued

If the institution discovers that it has If the institution discovers that it has recently grown its DE/CE programs, it recently grown its DE/CE programs, it should verify that the Commission’s should verify that the Commission’s Substantive Change process was followed Substantive Change process was followed or make plans to submit a Substantive or make plans to submit a Substantive Change Proposal.Change Proposal.

7070

2. Meeting Increased 2. Meeting Increased ExpectationsExpectations

Institutional processes that impact studentInstitutional processes that impact student

access and success include:access and success include:• admissions, orientation, registration, advising, admissions, orientation, registration, advising,

financial aidfinancial aid• course delivery, grade integrity, faculty capabilities course delivery, grade integrity, faculty capabilities

tutoring services, library and learning support tutoring services, library and learning support services, communication with studentsservices, communication with students

• graduation applications, transcript requests, graduation applications, transcript requests, student survey collection and analysisstudent survey collection and analysis

7171

3. Ensuring Mission 3. Ensuring Mission CompatibilityCompatibility

An institution’s commitment to DE/CE is An institution’s commitment to DE/CE is expected to align with its mission and its expected to align with its mission and its learning programs and services offered in learning programs and services offered in traditional modetraditional mode

Institutions are expected to identify the intended Institutions are expected to identify the intended students population for its DE/CE programsstudents population for its DE/CE programs

7272

4. Student Learning Outcomes4. Student Learning Outcomes

Institutions are expected to have clearly defined Institutions are expected to have clearly defined and appropriate SLOs for all courses and and appropriate SLOs for all courses and programs including those offered through programs including those offered through distance education and/or correspondence distance education and/or correspondence education modeseducation modes

Institutions are expected to demonstrate that Institutions are expected to demonstrate that students are achieving the intended outcomes students are achieving the intended outcomes and use SLO data for improvementand use SLO data for improvement

7373

5. Student Achievement5. Student Achievement

Institutions are expected to gather student Institutions are expected to gather student achievement data including data on:achievement data including data on:• Course progression and program completionCourse progression and program completion• Course completion and retentionCourse completion and retention• Certificate/degree completion and transferCertificate/degree completion and transfer• Licensure exam scores and job placementLicensure exam scores and job placementIn DE/CE courses compared to face-to-face In DE/CE courses compared to face-to-face

coursescoursesInstitutions analyze achievement data and use it Institutions analyze achievement data and use it to plan and implement improvementsto plan and implement improvements

7474

6. Student Verification *6. Student Verification *

Institutions must have processes through which Institutions must have processes through which they establish that a student who registers in a they establish that a student who registers in a DE/CE class is the same person who:DE/CE class is the same person who:• Participates in the class each timeParticipates in the class each time

• Completes the course/programCompletes the course/program

• Receives creditReceives credit

Institutions must have appropriate policies to Institutions must have appropriate policies to protect student privacy in the verification processprotect student privacy in the verification process

*See policy in handout*See policy in handout

7575

Format of the Self Format of the Self Evaluation of Educational Evaluation of Educational Quality and Institutional Quality and Institutional

EffectivenessEffectiveness

7676

Format for the Self EvaluationFormat for the Self EvaluationSee Manual for Self Evaluation of Educational Quality and

Institutional Effectiveness

Cover SheetCertification of the Self EvaluationTable of ContentsIntroduction (history, demographic information, updates on action plans from previous Self Study Report, student achievement data, data being used in SLO/program review/planning/resource allocation processes, off-campus locations, DE/CE efforts, audit information, organizational chart)

Functional Map (Standard IV.B.3)Continued

7777

Format Format ContinuedContinued

Organization of the InstitutionOrganization for the self evaluation processEligibility RequirementsResponses to prior comprehensive team recommendations

ContinuedContinued

7878

Format Format ContinuedContinued

Institutional Self-Evaluation Using the Standards of Accreditation

Descriptive Summary

Self-Evaluation (citing the Standards in the text) and resulting in…

Improvement Plans (tied to institutional evaluation, planning, and improvement processes)

7979

The Site VisitThe Site Visit

8080

The Site VisitThe Site VisitSee Manual for Self Evaluation of Educational Quality and

Institutional Effectiveness

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

8181

AfterAfter the visitthe visit Draft External Evaluation of Educational

Quality and Institutional Effectiveness to college CEO for correction of errors of fact

Confidential team recommendation to the Commission

Commission receives External Evaluaiton Commission action and action letters from

the Commission Institutional follow-up and implementation

of recommendations

8282

Exercise 2:Using the Guide to

Evaluating Institutions

8383

ACCJC/WASCACCJC/WASC

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Novato, CA 94949Novato, CA 94949

415-506-0234415-506-0234

FAX: 415-506-0238FAX: 415-506-0238

Web site: Web site: www.accjc.org

Email: Email: accjc@accjc.org 9/10