Preparing for Re-Accreditation Patricia M. O’Brien Deputy Director, NEASC-CIHE University of Rhode...
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![Page 1: Preparing for Re-Accreditation Patricia M. O’Brien Deputy Director, NEASC-CIHE University of Rhode Island May, 2006.](https://reader030.fdocuments.net/reader030/viewer/2022032415/56649f045503460f94c18c21/html5/thumbnails/1.jpg)
Preparing for Re-Accreditation
Patricia M. O’BrienDeputy Director, NEASC-CIHE
University of Rhode IslandMay, 2006
![Page 2: Preparing for Re-Accreditation Patricia M. O’Brien Deputy Director, NEASC-CIHE University of Rhode Island May, 2006.](https://reader030.fdocuments.net/reader030/viewer/2022032415/56649f045503460f94c18c21/html5/thumbnails/2.jpg)
As you prepare your self-study and get ready for your site visit,
a review of the
• What?
• Who?
• How?
• When?
• and
• Why?
of institutional accreditation
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What?
• 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”
Accreditation is
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What? Dual purposes of accreditation
Assure quality
Foster improvement
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• 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
What? Institutional accreditation certifies that a college or university:
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New England
Middle States
Southern
North Central (Higher Learning Commission)
North Western
Western
Six regional accrediting associations in the United States
Who?
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Who?
• 230 colleges and universities
• 23 commissioners
• 7 staff members (4 professional; 3 support)
• hundreds of volunteers
New England Association of Schools and Colleges
Commission on Institutions of Higher Education
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How?
Standards for Accreditation• 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
These new standards went into effect on January 1, 2006
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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
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What’s new in the new standards? • Three-part format for each standard
• Some re-naming of standards
• Greater use of subheadings
Look for changes in both format …
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)
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How?
Three part process:
• Self-study
• Site Visit
• Commission action
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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.”
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How?
Self study is as much
a process
as it is a product
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How?
The process of self study
• 18 months to 2 years
• Steering Committee
• Writing Committees
• Widespread participation
• Timetable … plan backwards
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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
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How?
Involving the campus community
• Interviews
• Existing structures and processes
• Open meetings
• Website
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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
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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
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How?
Finding the right balance …
Description Appraisal Projection
- not -
Description Appraisal Projection
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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
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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
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A special emphasis on assessment and institutional effectiveness:
Mission & Standards
Institutional Effectiveness
Assessment*
*What and how students are learning
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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
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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)
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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
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How?
Keys to a Successful Self-Study
Candid Analytical
Concise Useful
Clear Participatory
Evidence-based
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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
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How?
And most importantly …
• Keep a sense of humor
• Have fun
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How?
Site visit
• Sunday afternoon - Wednesday morning
• 9-10 team members, from peer institutions, knowledgeable about the Standards
• Meetings galore!
• Document room
• Exit interview
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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
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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
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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
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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
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When?
• Interim report every 5 years
• Full self-study for re-accreditation every 10 years
• Special reports and/or focused visits as recommended by Commission
Self-study process takes 18-24 months
After accreditation,
Accreditation as an “ongoing relationship”
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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
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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”
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Questions … comments … observations? Patricia M. O'Brien SNDDeputy DirectorCommission on Institutions of Higher EducationNew England Association of Schools and Colleges209 Burlington RoadBedford, MA 01730-1433
Phone: (781) 271-0022, ext. 312Fax: (781) [email protected]