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Louise Zak, Associate Director Commission on Institutions of Higher Education

U.S. ACCREDITATION: CHARACTERISTICS TYPES OF AGENCIES BENEFITS. Louise Zak, Associate Director Commission on Institutions of Higher Education New England Association of Schools and Colleges http://cihe.neasc.org. U.S. Accreditation is System of Self-Regulation.

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Louise Zak, Associate Director Commission on Institutions of Higher Education

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  1. U.S. ACCREDITATION: CHARACTERISTICS TYPES OF AGENCIES BENEFITS Louise Zak, Associate Director Commission on Institutions of Higher Education New England Association of Schools and Colleges http://cihe.neasc.org

  2. U.S. Accreditation is System of Self-Regulation • Setting the Standards • Agreeing to abide by Standards and policies • Peer review Educational value of the process for those who participate.

  3. U.S. Features that Help Define Accreditation • Historical: Private institutions first • 1885 NEASC • Political: U.S. federal system and the Constitution • Strong tradition of voluntary associations • Not really a system • Decentralized • Large: 7,000 institutions, 19.5 million students • Diverse, all age students • Serves a mobile society • Porous – and forgiving

  4. REFLECTION OF AMERICAN CULTURE Optimism about change Freedom of choice, individual autonomy Competition, “marketplace of ideas” Pragmatism Ongoing self-improvement

  5. “Who accredits the accreditors?” Recognition by • U.S. Secretary of Education • Council for Higher Education Accreditation

  6. “The Triad” U.S. higher education is overseen by 3 bodies • Federal government – financial aid • State – license to operate, consumer protection • Accreditors – educational quality • Regular peer review • Evaluation, not ranking • Inputs, processes, outcomes

  7. What is accreditation? A voluntary system of self-regulation carried out by peer review in which an institution or program is found to meet or exceed a set of standards.

  8. Characteristics of American Accreditation • Private, nongovernmental organizations • Self-regulatory system • Voluntary • Benefits • De-centralized system • Evolved, not designed • Volunteer, peer evaluators • Relies on candor and integrity • Federal financial aid • Tuition reimbursement • College guides • Research funding • Public confidence* *The most important and most fragile benefit.

  9. Size of the U.S. Accreditation Enterprise 18,000 Accredited Programs 62 Specialized Accreditors Recognition by CHEA & USDOE 7,000 Accredited Institutions 19 Institutional Accreditors*

  10. Types of Accreditation in the US I. Specialized (Professional, Programmatic) • Specialized institutions (e.g., seminaries, conservatories) • Programs (e.g., nursing, engineering) • II. Institutional • Regional – 2-yr, 4-yr, graduate institutions • National – faith-based institutions • National – private career institutions

  11. U.S. Regional Accreditors • 1885 New England Association of Schools and Colleges, Commission on Institutions of Higher Education (NEASC) • 1887 Middles States Association of Colleges and Schools, Commission on Higher Education • 1895 Southern Association of Colleges and Schools, Commission on Colleges • 1895 North Central Association of Colleges and Schools, Higher Learning Commission • 1917 Northwest Commission on Colleges and Universities • 1924 Western Association of Schools and Colleges Accrediting Commission for Community and Junior Colleges • 1924 Western Association of Schools and Colleges Accrediting Commission for Senior Colleges and Universities

  12. Specialized and Professional Accreditors business (2), engineering, acupuncture and oriental medicine, pharmacy, physician assistant, journalism and mass communication, liberal education, marriage and family therapy, family and consumer sciences, nurse anesthetists, law, funeral service, nurse-midwives, construction, culinary, dentistry, dietetics, librarians, occupational therapy, optometrists, osteopaths, physical therapy, podiatrists, psychologists, microbiology, landscape architecture, speech pathologists and audiologists, veterinary medicine, pastoral education, aviation, allied health, healthcare management, nursing (2), English as a second language, massage therapy, opticians, counseling, interior design, chiropractors, public health, naturopathic medicine, rehabilitation counseling, social work, radiologic technology, nuclear medicine, medicine, teaching (2), clinical laboratory science, midwifery, Montessori teaching, architecture, industrial technology, nurse practitioners, art, music, theatre, dance, public administration, environmental health science, recreation and parks, planning, ministry formation.

  13. Similarities: dual purposes, standards, peer evaluation, site visits, Commission decision, recognition by federal government Differences: specificity and focus, types of reviews, length of accreditation period

  14. Higher education institutions may carry both institutional and specialized accreditations. Or just one. Or neither.

  15. American Regional Accreditation A word about: American • Certainly not the only way to be excellent • Not necessarily the best overall • Not the best for every circumstance • What we know how to do. • Reflects American higher education and society • Not ISO 9000

  16. Northwest Middle States North Central Western Southern The Regions of Regional Accreditation New England

  17. Why the regions? Historical evolution, not design Reflects regional differences Commonalities and cooperation

  18. The New England Association accredits • 244 institutions in the 6 New England states and 9 institutions abroad • High proportion of independent institutions • Diverse set of institutions New England is a geographic region.

  19. Variety in Institutional Mission A Sample of Public and Independent Institutions Harvard University Woods Hole Oceanographic Institute Dartmouth College Berklee College of Music Hartford Seminary University of New Hampshire New England Institute of Art Community College of Vermont Goodwin CollegeMassachusetts College of Liberal Arts Boston Architectural College School for International Training Naval War College Hult International Business School Maine Maritime AcademyRhode Island College Johnson & Wales University American University in Bulgaria University of New England Conway School of Landscape Design Bard College at Simon’s Rock: The Early College

  20. Some New England institutions with professional missions U.S. Coast Guard Academy U.S. Naval War College Bangor Theological Seminary New England Conservatory Massachusetts College of Art and Design Hult International Business School Conway School of Landscape Design Boston Architectural College

  21. Professional institutions • Mission provides strengths to accreditation: • Clarity of mission • Cohesion of community and values • Constant assessment of student outcomes • Mission also provides special challenges: • Competing values, priorities • liberal education - career training • academic freedom - military discipline • intellectual challenge - spiritual growth

  22. Standards of higher education community Mission of the institution Accreditation = Standards + Mission + IMPORTANCE OF EVIDENCE

  23. Accreditation fulfills 2 functions 1. Quality assurance:the public function Does the institution deserve the public trust? 2. Quality improvement: the private function The accreditation process helps the institution improve

  24. Standards in 11 areas • Mission • 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

  25. Distinctive features of American accreditation • Non-governmental • Candor • Volunteers give their time American universities have a lot of autonomy

  26. Development of Accreditation in the U.S. Input Process Outcome Are students gaining skills of information literacy? Are there enough books in the library? Are students using the books? ……………………………………. Is there good instructional practice? Do students get practice and feedback? Are the faculty well qualified? Is the curriculum appropriate? Are students achieving the learning outcomes of the program and institution? ………………………………………..

  27. Dimensions of Self-Regulation Institutions agree to: • be held accountable to a set of standards determined by the group • abide by the standards “even when no one is looking” • be reviewed by peers to demonstrate accountability Set and meet standards. Trust but verify.

  28. Benefits of Accreditation • Helps maintain institutional autonomy • Collective professional responsibility • Members of the academy are experts in academic quality • Self-regulation is a cost-efficient quality assurance system

  29. DUAL FUNCTIONS OF ACCREDITATION ASSURE QUALITY PROMOTE IMPROVEMENT

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