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Preparing for Re-Accreditation

Preparing for Re-Accreditation. Patricia M. O’Brien Deputy Director, NEASC-CIHE University of Rhode Island May, 2006. What? Who? How?. When? and Why?. As you prepare your self-study and get ready for your site visit, a review of the. of institutional accreditation. What?.

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Preparing for Re-Accreditation

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  1. Preparing for Re-Accreditation Patricia M. O’Brien Deputy Director, NEASC-CIHE University of Rhode Island May, 2006

  2. What? Who? How? When? and Why? As you prepare your self-study and get ready for your site visit, a review of the of institutional accreditation

  3. What? Accreditation is • a status granted to an educational institution or a program that has been found to meet or exceed stated criteria of educational quality • voluntary • non-governmental • self-regulatory • institutional or specialized • “uniquely American”

  4. What? Dual purposes of accreditation Assure quality Foster improvement

  5. What? Institutional accreditation certifies that a college or university: • Has appropriate purposes • Has the resources needed to accomplish its purposes • Demonstrates that it is accomplishing its purposes • Has the ability continue to accomplish its purposes

  6. Who? Six regional accrediting associations in the United States North Central (Higher Learning Commission) New England North Western Middle States Western Southern

  7. Who? New England Association of Schools and Colleges Commission on Institutions of Higher Education • 230 colleges and universities • 23 commissioners • 7 staff members (4 professional; 3 support) • hundreds of volunteers

  8. 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 Standards for Accreditation How? These new standards went into effect on January 1, 2006

  9. What’s not new in the new standards? • Mission-centric – institutional autonomy • Aspirational Standards – to be met at least minimally • Non-prescriptive - no “musts” or “shoulds” • Largely qualitative • Evaluation for improvement • Responsible innovation can flourish • Anticipate the future

  10. What’s new in the new standards? Look for changes in both format … • Three-part format for each standard • Some re-naming of standards • Greater use of subheadings and content • To reflect new emphases (institutional capacity, new delivery formats, public trust) • To reflect identified themes (information and technology, assessment, public disclosure, quality of academic program, integrity)

  11. How? • Three part process: • Self-study • Site Visit • Commission action

  12. How? Self study is … “an intensive endeavor involving individuals throughout the entire institution in a process of self-examination aimed at institutional improvement …” “… a clear, concise and accurate picture of the institution as a dynamic entity with a sense of its history, an understanding of its present, and a vision of its future.”

  13. How? Self study is as much a process as it is a product

  14. How? • The process of self study • 18 months to 2 years • Steering Committee • Writing Committees • Widespread participation • Timetable … plan backwards

  15. How? More about the self-study process • Read the standards. Read the standards again. … and again … and again. • Be inquisitive. For the areas covered by your standard, ask yourself: • What do we do? • How well do we do it? • What else do we need to do? • Gather information, evidence, data

  16. How? Involving the campus community • Interviews • Existing structures and processes • Open meetings • Website

  17. How? The self study product “A holistic and integrated document … that reflects the totality of one institution.” • Institutional characteristics • Preface (describes self-study process) • Overview (sets institutional context) • Narrative • Data Forms

  18. How? • More about the self-study narrative • About 100 pages • One chapter for each standard • Analytic framework: • Description: what are we doing? • Appraisal: how well are we doing? • Projection: what should we do in the future? • commitments for the future

  19. How? Finding the right balance … Description Appraisal Projection • not - Description Appraisal Projection

  20. How? A special emphasis on evidence • Evidence answers the question: “How do you know?” • Types of evidence: (not an exhaustive list!) • Enrollment, retention and graduation data • Publications, institutional work products • Assessment results, surveys • Good evidence is relevant, verifiable, useful

  21. Evidence, evidence, who has the evidence? • Institutional Research • Planning Office • Admissions • Registrar • Chief Financial Officer • Library • Technology office • Continuing education • Student Services • Alumni Affairs • Career Services • Orientation • Freshman Seminar • Academic Departments • Deans’ Offices • Graduate School

  22. A special emphasis on assessment and institutional effectiveness: Mission & Standards Institutional Effectiveness Assessment* *What and how students are learning

  23. Institutional effectiveness … … applies to all areas of the institution, as noted in the Planning and Evaluation standard: • 2.2: The institution systematically collects and uses data necessary to support its planning efforts and to enhance institutional effectiveness. • 2.6: The results of evaluation are used systematically for improvement and to inform institutional planning, especially as it relates to student achievement and resource allocation. • References to institutional effectiveness also appear: • as the last numbered paragraph of each standard • at many points throughout the standards

  24. Assessment of Student Learning … … is defined by a section within the Academic Program standard (4.44 through 4.50) and receives specific attention at many other points in the Standards such as: • Mission and Purposes (1.4) • Planning and Evaluation (throughout) • Academic Program (throughout) • Faculty (5.3, 5.10, 5.13 and 5.15-5.18) • Students (6.7, 6.17) • Library and Other Information Resources (7.8)

  25. Clearer expectations regarding assessment • Engagement (“It’s our agenda”) • of the college community • of the external community • A thoughtful approach, related to mission • Evidence (data) on what students know and can do • Support from administration, faculty leaders • Use of assessment results for improvement • Ongoing commitment, integrated into campus culture

  26. How? Keys to a Successful Self-Study Candid Analytical Concise Useful Clear Participatory Evidence-based

  27. How? As you work on the self-study, remember to • Start with the evidence, then write • Follow the “less is more” approach • Achieve Description-appraisal-projection - not - Description-appraisal-projection • Address each standard, but write an integrated narrative • Be candid • Edit into one voice

  28. How? And most importantly … • Keep a sense of humor • Have fun

  29. How? • Site visit • Sunday afternoon - Wednesday morning • 9-10 team members, from peer institutions, knowledgeable about the Standards • Meetings galore! • Document room • Exit interview

  30. How? Document Room … aka Team Workroom • Convenient and comfortable • Any document referenced in self-study • Other materials that will help team to understand and appreciate the institution • Computers and printer

  31. How? Hosting and logistical support for the team Sunday dinner Parking Nametags Maps and guides Technology Scheduling help Suitable hotel Transportation to campus Quick answer help Technology support Meeting space Food and snacks

  32. How? • After the site visit • Team writes a report • Institution gets to check report for accuracy and respond to report • Team makes a confidential recommendation to the Commission

  33. How? • Commission Action • Semester following site visit • Commission reviews self-study, Team report and confidential recommendation, institutional response to Team report • President and Team Chair attend Commission meeting • Letter to President

  34. When? Self-study process takes 18-24 months After accreditation, • Interim report every 5 years • Full self-study for re-accreditation every 10 years • Special reports and/or focused visits as recommended by Commission Accreditation as an “ongoing relationship”

  35. Why? Benefits of accreditation • Systematic process of self-review • Expertise of team members • Become a part of a larger educational community • Improved decision-making • Assurance of quality to general public and to students • Easier transfer of academic credit • Students qualify for federal financial aid; college qualifies for federal and state grant programs

  36. Other sources of information and assistance CIHE website www.neasc.org/cihe/cihe.htm CIHE staff www.neasc.org/cihe/cihestaf.htm Other colleges Google “NEASC self-study”

  37. Questions … comments … observations? Patricia M. O'Brien SND Deputy Director Commission on Institutions of Higher Education New England Association of Schools and Colleges 209 Burlington Road Bedford, MA 01730-1433 Phone: (781) 271-0022, ext. 312 Fax: (781) 271-0950 pobrien@neasc.org

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