Guide for Team Members Conducting a Site Vis it July 29, 2014 San Diego, CA

1. Rick Donnelly, Ph.D., East Stroudsburg University , Standing ACPHA Commissioner • Jeff Lolli, Ed.D., CHE, Widener University , Standing ACPHA Commissioner Accrediting Commission for Program in Hospitality Administration Guide for Team Members Conducting a Site Visit July 29, 2014San Diego, CA

2. Introduction Responsibilities Before the Visit The Visit After the Visit Session Overview

3. Host and Attendee Introductions How many people have participated in a site visit? When and where did you go? What was your experience like? Did you feel well prepared? What would you change about the experience? Opening

4. The interaction between the Commission on Accreditation and a hospitality management program can be summarized as follows: • The program looks at itself and speaks to the Commission through its self-study document • A team of experienced peers, appointed by the Commission, appraises and advises the program, through the TeamEvaluation Report • The program replies to the team report in a written response addressed to the Commission Introduction

5. The interaction between the Commission on Accreditation and a hospitality management program can be summarized as follows: • The Commission, after considering the information derived from the preceding three steps, determines accreditation status. The Commission alone makes accreditation decisions • The program, as part of its ongoing evaluation and planning process, continues to consider and act on the results of its own self-study and the advice it has received Introduction

6. The team visit is important for several reasons: • Provides an opportunity to verify the information submitted in the self-study report • Team members can derive additional data clarifying the written report which enables them to probe more deeply on some issues. • Inquire about areas in programmatic life not adequately covered in the self-study   Introduction

7. The team visit is important for several reasons: • Stimulate growth and development in the program • The interchange of information and viewpoints and the raising of important questions and issues in interviews should inspire insights and encouragement in reassessing what has been done and considers ideas that may enhance the program Introduction

8. Arrangements for the team • Approval of Team • Lodging and meal arrangements • Travel arrangements • Workroom Before the visit

9. Preparations for the Evaluation Visit • Receiving the necessary materials from ACPHA • Team Composition • Studying the program material sent • Self-Study Report • Supporting Documents • Time Frames Before the visit

10. The Self-Study • The Self-Study Report should provide a comprehensive description, and a thorough in-depth assessment of all aspects of the program • Nine sections with 42 total standards Before the visit

11. The Self-Study • It is also critical that you read the entire report • The team chairperson will assign you the responsibility for specific sections. • You will need to be particularly well acquainted with your assigned sections of the self-study report. Before the visit

12. The Self-Study • If your review suggests the need for additional or clarifying information that would be helpful to you, you should communicate this to the team chairperson • It is the team chairperson's responsibility to convey this request to the program or to the Commission office as soon as possible, so that the material can be available for the team's use prior to the accreditation visit Before the visit

13. The Self-Study • It is extremely helpful if each team members begins to draft their responses to the standards in their assigned sections prior to the actual site visit • This should be based on the information available in the self-study and other supporting documentation • Gathering additional information during the site visit is necessary to support your initial analysis • The team chair will provide you with a TeamEvaluation Report template Before the visit

14. The Self-Study • As you study it, prepare a checklist for your use during the visit. Here are some guiding questions: • What else do you need to know about the program? • At what point does the document need further clarification or interpretation? • Are there inconsistencies within the document that will need to be explored? • What are the apparent strengths and weaknesses of the program? • Does the documented evidence provided substantiate the program’s claim in meeting the ACPHA Standards. • Who are the people you will wish to interview? Before the visit

15. The ACPHA Standards found in the Self-Study Explained • Sections (Review Handout): • I. Mission and Outcomes: 3 Standards • II. Administration and Governance: 3 Standards • III. Planning: 4 Standards • IV. Assurance of Student Learning: 4 Standards • V. Curriculum: 5 Standards • VI. Instructional Resources: 10 Standards • VII. Student Support Services: 7 Standards • VIII. Physical and Learning Resources: 4 Standards • IX. Financial Resources: 2 Standards Before the visit

16. Team Expectations • Expectations with respect to professionalism include attire and attitude • Maintain high ethical and professional standards • Avoid making comparisons with other programs • Adhere to schedule • Team should not socialize with Program during visit • If Program wishes to do so after the exit interview, that is acceptable During the visit

17. The structure of an on-site visit • Typically a Sunday through Wednesday • Activities • Initial on-site team meeting • Program Meet and Greet • Interviews with College/University Administrators During the visit

18. Activities (continued) • Interviews with all constituency groups that impact the program • Data collection and evidence review • Team Conferencing • Evaluation Report • Exit Interview During the visit

19. Initial On-Site Team Meeting • Conducted by team Chair with all team members • Typically held Sunday over dinner • Team is able to meet, share information, and initial perceptions regarding program • Team finalizes their strategy for the visit During the visit

20. Program Meet and Greet • Typically the initial meeting on Monday • Held with faculty and program administration • Informal method to get to know everyone in the Program During the visit

21. Interviews with College/University Administration • All site visitation team members attend • Typically these meetings are held on Monday • Usually with the President/Chancellor and the Provost (can vary based on the College/University) • Site visitation team can get to know the Senior Administration and their perspective on the Program • Senior Administration can be informed of ACPHA’s processes During the visit

22. Interviews with all constituency groups that impact the program (Review Schedule Handout) • This is where the site visitation team will split up based on the areas they are assigned • Meeting/Interviews are scheduled with individuals based on what section they are contributing to in the TeamEvaluation Report, (i.e. There would be a meeting with the appropriate person in the library which would contribute to the information that will go into the Physical and Learning Resources section of the Evaluation Report). During the visit

23. For some meetings/interviews only one team member will conduct it, while other meetings would be better served with additional team members as the schedule permits • Team members should have questions prepared in advanced • Questions will be developed based on additional information needed after the initial reading of the self-study and research on information in workroom • Meetings/interviews are usually scheduled somewhere in the college or university for approximately 30 minutes – Be prepared to walk to your location During the visit

24. Site visitation team members need to be prepared to answer any questions regarding ACPHA processes and standards from the various individuals they interview. • If a site visitation team member cannot answer a question, seek assistance from the chair • Take copious notes during the interviews • Remain positive, professional and upbeat • Refrain from being prescriptive or comparing the institution to others or your own During the visit

25. Data Collection and Evidence Review • Programs cannot just claim to be doing “something” to meet a standard,( i.e., All graduates from the program find employment) • There must be consistent documented evidence of what the programs claims they are doing to meet the standards is actually occurring and the claim can be substantiated with real evidence During the visit

26. Data Collection and Evidence Review • Data are collected from various points such as what are provided in the team workroom, in the self-study exhibits and appendices, and through other documents collected during the interviews, etc. • The rule is if there is no evidence, then it did not happen (even if it did) – Program must provide proof • This evidence should be referred to when writing the response in TeamEvaluation Report During the visit

27. Team Conferencing • The site visitation team will come together at the end of each day to discuss their findings and begin to collaboratively develop their response in TeamEvaluation Report • It is helpful, whenever possible, for team members to attend as many of the meetings that their schedule permits. • Team members should generally agree on the responses in TeamEvaluation Report and whether or not the program meets a standards During the visit

28. Team Conferencing • Disagreements should be thoroughly discussed in private with all site visitation team members. At the conclusion of the discussion, the team should generally reach consensus on any dividing issues • If there is not general consensus, then the Chair has the final decision on what goes into the evaluation report • This will occur in the team workroom During the visit

29. Evaluation Report • The Evaluation Report matches the ACPHA Self-Study standards completed by the program • Each site team member will be responsible for writing the response to the standards in their assigned section. • Written in clear and non-prescriptive manner in the third person • The chair will give each team member instructions on flow and use of consistent verbiage and terminology • Response must be thorough and clearly demonstrate the evidence of how the Program is or is not meeting each standard During the visit

30. Evaluation Report • The team must have a rough draft of the report for review at the conclusion of day two of the site visit • Throughout the visit the teamwill be noting strengths and weaknesses of the hospitality program being evaluated • Consensus should be reachedconcerning the significant strengths and weaknesses that will be communicated to the program and to the Commission During the visit

31. Evaluation Report • The following is the flow of the written evaluation report: • The standard in its entirety is stated • The team’s response to how the Program is meeting the standard is stated • The following terms are used in the report as needed: • Strengths – A program should be commended for those aspects of its life that are considered by the team to be especially valuable and that need to be emphasized both to commend and to make clear that these are things that should not be permitted to weaken as changes occur. During the visit

32. Suggestions – A suggestion is one that offers, for consideration by the program, a course of action the team believes would contribute to the improvement of educational quality, even though such action is not necessary to comply with the commission’s standards. It must be understood that these suggestions are advisory only. • Concerns – Concerns are aspects of a program life that the team believes require major attention. Some of these may currently be affecting adversely the quality of the educational program. Others may have the potential for adverse effects. • Recommendations – Recommendations are developed from the team’s concerns. A recommendation indicates that in the team’s professional judgment that certain conditions so affect the program’s ability to meet the standards that these conditions must be changed. Recommendations to alter such conditions are not just advice, because they bear substantively on the issue of accredited status. During the visit

33. Evaluation Report • If there is a concern stated, then a recommendation(s) must also be stated • The team must state either, “The standard is met” or “The standard is not met” • Avoid rhetorical questions • Avoid comments or suggestions related to personalities within the program or institution • Avoid prescribing (as opposed to suggesting) specific solutions to problems • Do not forget that the identification of strengths is fully as important as pointing out things that have caused the team to have concerns During the visit

34. The Exit Interview • It is imperative that the tone and content of the oral version of the team’s evaluation report be consistent with the written version of the evaluation report that will be later sent to the program • The oral report should leave no doubt about what standards were met and not met • The oral report may be interactive in nature • You may draw attention to the strengths of the program and be specific on the Standards not met and why they were not met During the visit

35. The Exit Interview • The program may ask questions as to how to go about meeting the standards and the team can choose to offer collegial recommendations • The program needs to understand what they need to do in order to be in compliance with ACPHA standards • They will have full opportunityto respond in writing, to the team report before it is considered by the Commission During the visit

36. Preparation of the Final Evaluation Report • The team chairperson typically writes the introductory and concluding sections of the report in addition to any areas of program life for which he/she has assumed specific responsibility • The chair edits the drafts of other team members so the final report expresses a cohesive understanding of the program After the visit

37. Preparation of the final evaluation report • When the final report is completed, the team chairperson will send an electronic copy of the following to the program, the site team members, and the Commission: • A cover letter with instructions on how the program should respond to the team’s recommendations and a timeline for response to the Commission. •  The final Evaluation Report. After the visit

38. The review of the Team’s report by the Commission • The Self-Study Report, the Evaluation Report, and the Program's Follow-Up Report are all studied by members of the Commission • The Commission will make its decision on accreditation status during the executive session After the visit

39. Disposition of Materials • Team members are reminded that the Evaluation Report and the Self-Study Report as well as any documents or working papers generated by the team are confidential • All copies not required by Commission policy for document retention should be destroyed • It is imperative that the site team members not discuss this report with anyone outside of the Commission as it would jeopardize the confidentiality of the accreditation process After the visit

40. Expenses • Expenses for meals and lodging, and travel are the responsibility of the program, so please be mindful ofchoices • Out-of-pocket expenses should be entered on expense vouchers or on forms required by the institutions visited, and forwarded to the program administrator • Once you have submitted your final report to the team Chairperson, your responsibilities to both the Program and the Commission for this assignment will have ended • If you should be contacted by a representative of the host institution or program with questions or comments, simply refer the inquirer to the Commission office without further involvement After the visit

41. Thank you for your time and commitment to attend this training. • Open Discussion and Questions Conclusion