what cios need to know. meridith randall – accjc alo for 17 years for 3 different colleges; never...
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Meridith Randall – ACCJC ALO for 17 years for 3 different colleges; never had a college receive a sanction; has written multiple self-evaluations, midterm reports, and FU reports; has served on 4 teams, most recently Oct. 2013
Mary Kay Rudolph – Renowned VP at SRJC; service on multiple accreditation teams
Who Are We?
How do you mobilize your campus?
Whom do you involve?
What documents do you need?
How will the work get done?
Internal Organization
Preparing for the External Team
◦ Ideally, teams are trained a few weeks ahead of the visit -- in reality, some team members may be added late to replace others
◦ Most teams have a couple of CEOs, a CIO, student services personnel, and should have faculty (but may not)
Preparing for Accreditation
Materials used to train Team Members◦ Handouts◦ Team members must draft a great deal of the
report based on the self-evaluation◦ Recently, the first meeting is on Monday, then
interviews begin immediately◦ Depending on the team, interviews may or may
not be coordinated◦ Team members may or may not follow guidelines
of professionalism
Team Preparation
A comfortable room with hard evidence Evidence at the hotel The ability to change interviews frequently Tech support on call Decent food Endless caffeine
What is an unreasonable expectation from a team?
What Does the Team Expect?
Anything you identified in your self-evaluation as a problem
Anything currently on ACCJC’s radar
Any particular interests of the team member
The Rubrics (which may be phased out)
Team Focus
A significant rearrangement of standards
Elimination of sub-standards
Some significant additions
And don’t call it a Self-Study!
New Standards Effective SP 2016
Mission (IA)◦ Some elements to consider:
Are intended students identified? Are learning outcomes mentioned or implied? Was development of mission statement inclusive? How is effectiveness assessed using data? What is cycle to review mission statement? Is it
followed? Is the review process inclusive? Can you demonstrate that the mission statement is
central to college planning? How is it communicated?
The Nitty-Gritty: Standard I
Don’t claim you review it regularly if you don’t
The new standards put more emphasis on using data to prove the college accomplishes its mission
Usually reviewed by CEOs on team
Mission Statement Realities
Key elements:◦ Dialogue about student learning and processes
What hard evidence do you have?
What results have come from dialogue?
What will your colleagues tell the team?
SLOs and SAOs moved to this section
Institution-set standards determined and published
Assuring Academic Quality and Institutional Effectiveness (IB)
Measurable goals◦ What was the process to set college goals?◦ Was it inclusive? Will staff say it was?◦ Where and how are they used in planning, resource allocation,
etc.?◦ What data is used to show progress toward goals?◦ Is the data disaggregated?
• Planning process• Is there broad involvement?• Are resources allocated consistent with goals?• Have the results of resource allocation been measured?• Are policies and practices regularly evaluated?
IB continued
Is all information given in any form to any group accurate?
Does catalog include elements listed separately?
Are students informed about costs? Does college have policies on academic
freedom and honesty, and publish them? Some language that applies mainly to for-
profits…
Institutional Integrity (IC)
IIA. Instructional Programs◦ While this is the heart of what we do at the
college, most colleges do not get into trouble for Standard II, with a couple of exceptions:
SLO assessment and comparable support for online students
Allocation of resources to support instruction, library, etc.
The Nitty-Gritty: Standard II
Must have some kind of program review/vitality assessment process
Must assess student learning needs to inform programs
Must determine if students meet learning outcomes at all levels, and use results for improvement
Current standards
Must use “delivery systems” that meet student needs and assess their effectiveness
Must have a process to determine what is offered as credit, community ed, pre-collegiate, etc.
Must have active advisory committees for CTE programs and graduates must meet employment standards
General education should include all components listed in the standard and GELOs should exist and be assessed
Must have program elimination process
Must publicize student learning assessment results
Syllabi must include course SLOs
Clock to credit hour standards
Emphasis on scheduling in a manner that facilitates student completion
Changes in New Standards
Need to have sufficient library, computer lab, tutoring and other services as evidenced by regular assessment
Must have “comparable services” online and at off-site locations, plus adequate access
Must address how services advance achievement of SLOs and assess the students
IIB. Library and Learning Support
Difficult to be sanctioned based on this section – must have “clear pathways” for students and support to reach goals
Essentially, there is a process to determine support needs and to assess their effectiveness (often through SAOs), including placement, advising, and online services
Standards for co-curricular and athletic programs, including relation to mission
IIC. Student Support Services
Technically, not under the CIO area and CIOs would rarely be assigned to this standard
Human Resources: should make sure faculty hiring follows a process and all faculty meet MQs or are approved through equivalency process approved by local Senate
As CIO, responsible for regular evaluation of all faculty
Standard III. Resources
Current standard: “Faculty…have, as a component of their evaluation, effectiveness in producing…learning outcomes.”
New standards: “The evaluation of faculty, academic administrators, and others….includes, as a component…consideration of how these employees use the results of the assessment of learning outcomes to improve teaching and learning.”
Also – “Faculty job descriptions include development of and review of curriculum as well as assessment of learning.”
The Big Issue
Must have a “sufficient number of qualified faculty” – will your faculty agree?
Must have a process to identify and deliver appropriate professional development for faculty, and evaluate what is provided
Must show impact of professional development
Must integrate part-time faculty into the college
Physical and Technology Resources: How are needs identified, funded and evaluated? How are allocations connected to college goals and student learning needs?
Is technology sufficient for identified student needs? Are academic employees trained?
Financial resources support student learning
DE Policy
Transfer of Credit
Contractual Relationships
ERs: Are often cited in sanctions
Policies and ERs
Whatever your process is for planning, assessing SLOs, resource allocation, etc., make sure you can produce DOCUMENTS and show that the process is evaluated regularly and results in changes.
Make sure (almost) everyone can tell the team what the processes are AND that they had opportunity for input. Keep evidence that employees were given chances to comment.
Meridith’s Advice