Self-Study: Planning & Preparation

1. Self-Study: Planning & Preparation

2. Overview of Workshop Purpose of accreditation Accreditation cycle and timeline Accreditation standards and themes Structure for self-study Roles and responsibilities Planning and preparing a response Structuring your response Questions

3. Accreditation Commission and Purpose • Accreditation Commission for Community and Junior Colleges (ACCJC) • Western Association of Schools and Colleges (WASC) • Process for evaluating and assuring the quality of education, programs, and services • Process for collectively establishing standards for good practice • Conduct peer-based evaluations of institutions • Make results of the accreditation review public

4. Accreditation Cycle

5. Self-Study and Site Visit Timeline

6. Self-Study and Site Visit Timeline

7. Accreditation Standards

8. Accreditation Themes

9. Structure for Self-Study

10. Structure for Self-Study (continued) Standard I-A Mission Standard II-A Instructional Programs Standard III-A Human Resources Standard IV-A Decision-Making Roles & Processes Standard I-B Institutional Effectiveness Standard II-B Student Support Services Standard III-B Physical Resources Standard IV-B Board & Administrative Organization Standard II-C Library & Learning Support Services Standard III-C Technology Resources Standard III-D Financial Resources

11. Accreditation Steering Committee (ASC) Berta Cuaron, Accreditation Liaison Officer Michelle Barton, Institutional Research & Planning Norma Bean, Instructional Planning Council Monika Brannick, Curriculum Committee Bruce Gan, Institutional Review Committee Brent Gowen, Faculty Senate President Kelley Hudson MacIsaac, Human Resource Planning Council Ken Jay, Administrative Services Teresa Laughlin, Learning Outcomes Council Shannon Lienhart, PFF President Jessie Lynn, ASG Jackie Martin-Klement, Faculty Senate Mary SanAgustin, Student Services Planning Council Diane Veach, Administrative Association

12. Role of ASC Maintain commitment to self-study process for successful completion Provide overall planning and guidance for the development of the self-study Facilitate completion of ancillary components of self-study Serve as team leaders or team members Ensure consistent voice in the self-study response Actively participate in ongoing review of self-study, including editing responsibilities Disseminate and communicate progress on the self-study to constituents and college community

13. Role of Tri-Chairs • Organize and structure self-study • Maintain a neutral and objective approach • Ensure consistent response across standards • Support assigned Writing Team Leaders as needed • Maintain weekly communication with Writing Team Leaders • Ensure that writing teams are meeting regularly and progressing • Facilitate collection of evidence, if needed

14. Role of Writing Team Leaders Maintain weekly communication with assigned Tri-Chair Coordinate team meetings and necessary resources Convene writing teams regularly Ensure availability of necessary resources for writing teams Determine if employee survey is necessary Maintain a neutral and objective approach Prepare initial drafts of response

15. Role of Writing Team Members Commit to weekly meeting to ensure progress on self-study Describe and analyze how the college meets meet the standard Collect evidence to support description and analysis Assist in preparation of response

16. Planning & Preparing a Response • Review previous self-study, progress report and mid-term report • Reviewrecommendations from Spring 2003 site visit, if applicable • Getting started • Gather evidence • Describe what we are doing • Analyze what we are doing • Organize and present evidence • Document future plans

17. Definition of Evidence/Documentation • What is evidence? • Data upon which a judgment or conclusion can be made (qualitative or quantitative) • Presented in answer to questions that have been deliberately posed • Tells community that the institution has investigated its questions and knows something about itself • Encourages dialogue • Has undergone analysis and reflection

18. Definition of Evidence/Documentation • What are the types of evidence? • Institutional data bases and/or factbooks • Documents such as handbooks, catalogs, planning • Survey and/or focus group results • Assessment of student work and analyses of student learning outcomes • Results of structured interviews • What is “good” evidence? • It is reliable (can be replicated) • It is representative (not just an isolated case) • It is actionable

19. Available Resources • Accreditation website: www.palomar.edu/accreditation • Accreditation Standards and Themes, Guide to Evaluating Institutions & Self-Study Manual, Rubrics for Evaluating Institutional Effectiveness • SharePoint website: http://sharepoint.palomar.edu/Accreditation/default.aspx • Institutional Research & Planning (ext. 2360) • Examples of documents/resources • 2002 Self-Study, annual reports, progress and mid-term reports • 2005 and 2009 Strategic Plan and Annual Implementation Plans • Institutional Review • Planning Councils Agendas & Minutes

20. Describe what we are doing Collect evidence List or describe Palomar processes or activities that address the standard Example: Standard I.B.1. “The institution maintains an ongoing, collegial, self-reflective dialogue about continuous improvement of student learning and institutional processes.”

21. Describe what we are doing • Processes and activities that respond to the standard • Learning Outcomes Council • Institutional Review and Planning • Strategic Plan and AIP • Institutional Effectiveness • Basic Skills Self-Assessment • Evidence • LOC governance structure, agenda and minutes • Institutional review website and documents • Strategic Plan and completed AIPs • Presentation of Institutional Effectiveness data • Basic Skills data and plans • Questions from the Guide for Evaluating Institutions

22. Analyze what we are doing • Reflection upon what we are doing • How do we know – What evidence do we have? • Do we meet the standard? • Rubric for Evaluating Institutional Effectiveness • Objective evaluation and judgment • Example: Standard I.B.1 • What additional information would you need to help analyze or determine if we meet this standard?

23. Future Plans Activities that the college will engage in to ensure that it meets the standard

24. Organize & Present Evidence Organize evidence in table Evidence used in both description and analysis Links to evidence, when possible Site evidence in response

25. Getting Started - Standard ___

26. Structuring Your Response • Structure and Format • Description • Analysis (self-evaluation) • Future Plans • Evidence • Writing Style Guide • Active voice • Third person • Simple and concise • Avoid jargon and abbreviations • Spell out names, organizations followed by acronym in parentheses • Refer to Self-study Manual

27. Questions? How much time can I expect to spend each week? How do I arrange a room for a team meeting? Other questions?