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PORTERVILLE COLLEGE ACCREDITATION OVERVIEW Fall 2017

This article provides an overview of college accreditation, explaining the purpose, process, and importance of accreditation for institutions. It also discusses the self-study report and the standards that institutions must follow. Relevant examples and tips for responding to the standards are included.

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PORTERVILLE COLLEGE ACCREDITATION OVERVIEW Fall 2017

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  1. PORTERVILLE COLLEGE ACCREDITATION OVERVIEWFall 2017 Partially adapted from De Anza College Accreditation Overview, Winter, 2016

  2. Accreditation: overview • What is ACCJC? • Accrediting Commission for Community and Junior Colleges • Part of WASC (Western Association of Schools and Colleges) • Accredits community colleges and other associate degree granting institutions in the Western region. • ACCJC recognized by the US Dept. of Education • What is accreditation? • Voluntary, non-governmental, self-regulation, peer review participation • Systems of self-evaluation on standards of good practice: • Mission, goals, objectives • Appropriateness, sufficiency, utilization of resources • Usefulness, integrity, effectiveness • Achievement of intended student learning outcomes • Assurances of institutional integrity/effectiveness & educational quality

  3. Accreditation Process: overview

  4. Accreditation: why? • Encourage institutions to improve: • Academic quality, • Institutional effectiveness, • Student success • Provides assurance to the public that the college meets: • Set Standards and Eligibility Requirements (ERs) • ACCJC Commission Policies • Education received (degree) is legitimate • Needed to receive federal financial aid • “The primary purpose of an ACCJC-accredited institution is to foster student learning and student achievement. An effective institution ensures that its resources, programs, and services, whenever, wherever, and however • delivered, support student learning and achievement. The effective institution ensures academic quality and continues improvement through ongoing assessment of learning and achievement and pursues institutional excellence and improvement through ongoing, integrated planning and evaluation.” - ACCJC

  5. Self- study report: what is it? • College appraises itself: Eligibility Requirements, • Accreditation Standards, Commission Policies • Honest self-assessment of strengths & weaknesses • Assessment of meeting ACCJC standards • On-going self-evaluation of activities for continuous improvement • Reflective and forward thinking review & analysis of college processes, procedures, & practices

  6. Self-study report: what to include? • Information/evidence of meeting college mission & the standards • Areas for improvement • A commitment to continuous quality and improvement • Presentation of evidence of student achievement and learning (results, analysis of the results, use of the results at the course, program and institution levels) • Examples Self-Study Report: • Chaffey College: http://libguides.chaffey.edu/accreditation • West Hills College Lemoore: http://www.westhillscollege.com/lemoore/about/accreditation/index.asp • Antelope Valley College: https://www.avc.edu/accreditation/

  7. What - Accreditation Standards? Standard 1: Mission, Academic Quality and Institutional Effectiveness and Integrity • Mission • Academic Quality & Institutional Effectiveness • Institutional Integrity Standard 2: Student Learning Programs and Support Services • Instructional Programs • Library and Learning Support Services • Student Support Services Standard 3: Resources • Human Resources • Physical Resources • Technology Resources • Financial Resources Standard 4: Leadership and Governance • Decision-Making Roles & Processes • Chief Executive Office • Governing Board • Multi-College Districts

  8. RESPONDING TO Standards: how? • Use the language in the Standards as part of the response • Answer every part of the Standard • Repetition is ok • Link to relevant evidence • Write/Report as is: • Report the facts • Only notate claims that can be substantiated with evidence • Succinct & makes sense to the reader(s)

  9. What: types of data to use? • Qualitative and/or quantitative data presented: • tables, charts, graphs, etc. (with analysis) • Longitudinal when/if appropriate • Disaggregated by relevant subpopulations • Resource: Institutional Research Office

  10. Use of data in report: how? • For example: • Policies on curriculum review & implementation • Evaluation of student learning outcomes • Review elements, cycles/timelines, connection and correlation between program review with institutional planning • Usage of program review data at all levels and across multiple cycles • Actions taken (improvements) on the basis of available data, program review, etc. - What have we done? Examples? • Student achievement data • Planning data (external and internal scans, community) • Surveys

  11. Site Visit Team: what they look for in the data? …that the College… • routinely & systematically gathers data • analyzes data and reflect upon the data & analysis • publishes the data and analysis & share them widely with constituent groups • use data to plan, make, implement curricular and/or program improvements/changes • use data to plan, make, implement institutional improvements/changes • use the data to evaluate the effectiveness of our improvements

  12. Evidence: PC examples? • Program Review Data • Scorecard Data • Elements of Student Success Data • Internal & External Scan • Common Measures (Strategic Planning) • Survey Data • Climate Survey • CCSSE • Student Satisfaction Survey • Strategic Planning Survey

  13. Evidence: other examples? • SLO Assessment: results, analysis & changes made • Policies and procedures • College website and usability of it • Committee/council/division/board minutes and agendas • Planning Documents: (Educational Master Plan, Strategic Plan, Equity Plan, 3SP Plan, Integrated Planning, etc.) • Community Data

  14. Quality focus essayCollege to identify policies, procedures, or practices that need to be changed = improve student learning and/or student achievement Based on self-examination/study: Identify 2 or 3 quality focused projects Desired goals/outcomes/deliverables Action steps Timeline Responsible groups/departments/individuals Resources needed for the projects Assessment/Evaluation of the projects

  15. References Accrediting Commission for Community and Junior Colleges. (2014). Accreditation standards. Novato, California. Accrediting Commission for Community and Junior Colleges. (2017). Guide to evaluating and improving institutions. Novato, California.

  16. Are we done yet? Questions? …didn’t think so, thank you!

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