Accreditation and Good Practice

1. Accreditation and Good Practice Michael JohnsonSenior Vice President/Chief of StaffSouthern Association of Colleges and SchoolsCommission on Colleges Prepared for the UNCF Institute for Capacity Building Memphis, TN February 14, 2014

2. Yeah, right.

3. FOR ACCREDITATION, START HERE

4. Topics for this Session • Principles as good practice statements • Examples: • Institutional Effectiveness • Governance • Library/Learning Resources • Technology Use

5. Accreditation Statements as Good Practice Statements • View the standard as a “good practice” statement. • Conduct an internal audit of practices. • Build the audit process into the institution’s processes. • Reflect on the non-accreditation benefits of the activity.

6. Institutional Effectiveness • What would be the characteristics of good system to ensure educational programs are effective? • You know in advance what you hope to accomplish • You intentionally decide how best to measure your success • You actually measure how successful you are • You evaluate your findings and use the process to make improvements

7. Language of the Principles 3.3.1 The institution identifies expected outcomes, assesses the extent to which it achieves these outcomes, and provides evidence of improvement based on analysis of the results in … 3.3.1.1 educational programs, to include student learning outcomes.

8. Internal Audit • Are expected outcomes identified for each program? • Are there means to assess those outcomes? • Are those assessments consistently conducted? • Is there a process to reflect on the findings? • Is the process used for meaningful improvement of programs?

9. Build the Audit into Practices • Assessment Committee to review reports? • Feedback from VPAA on reports? • Resources reallocated based on IE findings?

10. Reflect • Can we made the process itself more effective for us? • Have we made the process useful even if it were not required for accreditation?

11. Governance • What would be the characteristics of good college/university governance? • Clear roles • Effective • Transparency • Accountability • Legal protections • Expectations in writing: Charter, Bylaws, Minutes

12. Governance • What are essential functions of a governing board? • What are essential functions of a college CEO? • What situations are likely to cause problems if left unchecked?

13. Language of the Principles 2.2 The institution has a governing board of at least five members that is the legal body with specific authority over the institution. The board is an active policy-making body … and is ultimately responsible for ensuring that the financial resources of the institution are adequate …The board is not controlled by a minority of board members or by … interests separate from it.

14. Language of the Principles 3.2.1 The governing board of the institution is responsible for the selection and the periodic evaluation of the chief executive officer. 3.2.3 The governing board has a policy addressing conflict of interest … 3.2.6 There is a clear and appropriate distinction … between the policy-making functions of the … board and the responsibility of the administration and faculty to administer and implement policy.

15. Internal Audit • How does the Board stay informed as to the financial health of the institution? • What protections are built into the Board structure to ensure the Board is not controlled by a minority? • Are procedures for presidential succession clear? • Do Bylaws and other procedures make clear the role of and limits of Board actions?

17. Build the Audit into Practices • Change policies and practices if needed • Role of Executive Committee • Definition of a quorum • Auditor presents to full Board • Minutes explicitly note recusals • Periodic review of Bylaws part of Bylaws

18. Reflect • Can we made the process itself more effective for us? • Have we made the process useful even if it were not required for accreditation?

19. Library/Learning Resources • What would be the characteristics expected of a sound library system? • Collections adequately support the curricula of our programs • Faculty are consulted in collection development policy • When possible, we benchmark our collections to established standards • Services offered are sufficient and effective • Operating hours match student and faculty needs • Bibliographic instruction matches the needs of our programs • Instruction in the use of the library is regular and timely for both faculty and students

20. Library/Learning Resources • What would be the characteristics expected of a sound library system? • Library staffing is sufficient to accomplish our mission • Sufficient number when compared to benchmarks • Qualifications and experience match our needs • Guides our professional development activities • Guides our hiring decisions

21. Language of the Principles 2.9 The institution … provides and supports student and faculty access and user privileges to adequate library collections and services … consistent with the degrees offered. Collections, resources, and services are sufficient to support all its … programs.

22. Language of the Principles 3.8.2 The institution ensures that users have access to regular and timely instruction … 3.8.3 The institution provides a sufficient number of qualified staff …

23. Internal Audit • Do collections align with programs? • Where are noted strengths and gaps? • What services do we offer? • How is bibliographic instruction offered? How often? Is it required or optional? • How do collections, services, staffing compare to peer institutions?

24. Build the Audit into Practices • Clear collection development and maintenance policy? • Required use of periodic benchmarking and user surveys? • Library linked to program development process?

25. Reflect • Can we made the process itself more effective for us? • Have we made the process useful even if it were not required for accreditation?

26. Technology Use • Are our technology activities effective? • Use of technology enhances student learning on our campus. • How do we know? How do we measure learning improvements? • What/how would our students learn if we did not have our current technology?

27. Technology Use • Are our technology activities effective? • IT activities are appropriate for the objectives of our programs. • Is there technology more effective for what we need to do? [simulators, conferencing] • Does our technology match what our students will see in the workforce? [version, Mac versus PC, generation of equipment, learning concepts applicable to any technology or learning a specific technology]

28. Language of the Principles 3.4.12 The institution’s use of technology enhances student learning and is appropriate for meeting the objectives of its programs. Students have access to and training in the use of technology.

29. Internal Audit • What is the current state of technology? • Inventory computer labs • Inventory program-specific technology • Do we have evidence that the technology enhances learning? • What is the state of our training programs?

30. Build the Audit into Practices • Require evidence of learning impacts as part of process for requesting new technology? Require advisory committee input? • Maintain inventory of usage as well as physical equipment

31. Reflect • Can we made the process itself more effective for us? • Have we made the process useful even if it were not required for accreditation?

32. Principles as Good Practice • Student Services • Finance and Business Office activities • Registrar • Admissions • Transfer student services • Operation of faculty committees • Public service activities • Physical plant • Public safety offices

33. Use Accreditation for Institutional Improvement! • Make good use of something you need to do anyway! • Build accreditation into daily operations. • Improve policies. • Improve practices. • Improve programs. • Make accreditation itself less onerous.