Institutional Quality and Accreditation: A Workshop on the Basics

1. Institutional Quality and Accreditation:A Workshop on the Basics

2. The Purposes of Accreditation are: • Provide assurance to the public that education meets acceptable levels of quality • Promote continuous institutional improvement • Raise the quality of higher educational institutions

3. ACCJC encourages and supports institutional development through: • Establishing standards of quality based upon excellent practices in higher education • Evaluating institutions with these standards using a three-part process that entails • Institutional Self Study • Peer Review • Commission Review

4. Standards of Accreditation: • Necessary conditions for high - quality education • Reflect best practice in higher education, not common practice • Apply to diverse institutions

5. Standards are not: • Inclusive of every good practice in higher education • Representative of state or system regulations or used to enforce those regulations • The “standards” of other groups that purport to establish best practice or quality

6. Evolution of Standards • Standards required basic structures and processes to be in place and minimal resources to be available (‘60s) • Standards added a requirement that colleges evaluate student achievement, evaluate program quality and improve both (’90’s)

7. Evolution of the Standards • Standards highlight the requirement that colleges evaluate student learning and link student learning to institutional assessment and improvement (2002)

8. The ACCJC Standards • Mission and Effectiveness • Learning Programs and Services • Resources • Leadership and Governance

9. Standard IInstitutional Mission and Effectiveness A. Mission – defines the institution’s broad educational purposes, its intended student population, and its commitment to student learning. B. Improving Institutional Effectiveness – • demonstrates a conscious effort to produce and support student learning, • measures learning, assesses how well learning is occurring, • makes changes to improve student learning.

10. Standard I B • organizes key processes and allocates resources to effectively support student learning. • provides evidence of the achievement of student learning outcomes and program performance. • uses ongoing and systematic evaluation and planning to refine processes and improve student learning

11. Standard IIStudent Learning Programs & Services A. Instructional Programs – • Offers high-quality instructional programs that culminate in identified student outcomes leading to degrees, certificates, employment, or transfer or programs consistent with its mission • Instructional programs are systematically assessed to assure currency, improve teaching and learning strategies, and achieve stated student learning outcomes • The provisions of this standard are broadly applicable to all instructional activities offered

12. Standard II B. Student Support Services – • Recruits and admits diverse students who are able to benefit from its programs, consistent with its mission. • Student support services address the identified needs of students and enhance a supportive learning environment. • Entire student pathway through the institutional experience is characterized by a concern for student access, progress, learning, and success. • Systematically assesses student support services using student learning outcomes, faculty and staff input, and other appropriate measures in order to improve the effectiveness of these services.

13. Standard II C. Library and Learning Support Services • Sufficient to support the institution’s instructional programs and intellectual, aesthetic, and cultural activities in whatever format and wherever they are offered • Services include library services and collections, tutoring, learning centers, computer laboratories, and learning technology development and training • The institution provides access and training to students so that library and other learning support services may be used effectively and efficiently

14. Standard II C • Systematically assesses these services using student learning outcomes, faculty input, and other appropriate measures in order to improve the effectiveness of the services.

15. Standard III Resources A. Human Resources – • Employs qualified personnel to support student learning programs and services wherever offered and by whatever means delivered, and to improve institutional effectiveness. • Personnel are treated equitably, are evaluated regularly and systematically, and are provided with opportunities for professional development. • Commitment to the significant educational role played by persons of diverse backgrounds by making positive efforts to encourage such diversity. • Human resource planning is integrated with institutional planning.

16. Standard III Resources B. Physical Resources – • Facilities, equipment, land, and other assets, support student learning and services and improve institutional effectiveness. • Physical resource planning is integrated with institutional planning. C. Technology Resources – • Support student learning programs and services and to improve institutional effectiveness. Technology planning is integrated with institutional planning.

17. Standard III Resources D. Financial Resources – • Sufficient to support student learning programs and services and to improve institutional effectiveness. Distribution of resources supports the development, maintenance, and enhancement of programs and services. • The institution plans and manages its financial affairs with integrity and in a manner that ensures financial stability. • The level of financial resources provides a reasonable expectation of both short-term and long-term financial solvency. Financial resource planning is integrated with institutional planning.

18. Standard IV Leadership and Governance A. Decision-Making Roles and Processes – • Ethical and effective leadership throughout the organization enables the institution to identify institutional values, set and achieve goals, learn, and improve. B. Board and Administrative Organization – • Institution recognizes the designated responsibilities of the governing board for setting policies and of the chief administrator for the effective operation of the institution • Multi-college districts/systems clearly define the organizational roles of the district/system and the colleges.

19. The Reliance onEvidence Visiting teams must verify evidence offered by an institution supports the institution’s claim that it meets accreditation standards.

20. Schedule of Institutional Reviews • Comprehensive Evaluation & Visit – 6-year cycle • Midterm Report – 3rd year • Focused Midterm Report • Focused Midterm Report w/ Visit • Progress Report – As needed • Progress Report w/ Visit • Special Reports – As needed • Special Reports w/ Visit

21. Timeline for ARC Fall 2007● Faculty Co-chair selected ● Identify & address potential gaps ● Select steering committee Spring 2008● Recruit & name self-study committees ● Self-study reference site created ● Student & staff surveys ● Begin collection of evidence ● Start self-study Fall 2008● Continue self-study ● College reviews Draft 1

22. Timeline for ARC Spring 2009● Self-study Draft 2 ● College reviews Draft 2 May 2009● Self-study report completed June 2009● LRCCD Board receives self-study September 2009● Accreditation team visit

23. Institutional Quality and Accreditation:A Workshop on the Basics