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Institutional Quality and Accreditation:

A Workshop on the Basics

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The Purposes of Accreditation are:The Purposes of Accreditation are: Provide assurance to the public that Provide assurance to the public that

education meets acceptable levels of education meets acceptable levels of qualityquality

Promote continuous institutional Promote continuous institutional improvementimprovement

Raise the quality of higher educational Raise the quality of higher educational institutionsinstitutions

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ACCJC encourages and supports ACCJC encourages and supports institutional development through:institutional development through:

Establishing standards of quality based upon Establishing standards of quality based upon excellent practices in higher education excellent practices in higher education

Evaluating institutions with these standards Evaluating institutions with these standards using a three-part process that entailsusing a three-part process that entails Institutional Self StudyInstitutional Self Study Peer ReviewPeer Review Commission ReviewCommission Review

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Necessary conditions for high - quality education

Reflect best practice in higher education, not common practice

Apply to diverse institutions

Standards of AccreditationStandards of Accreditation:

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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

Standards are not:Standards are not:

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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)

Evolution of Standards Evolution of Standards

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Standards highlight the requirement that colleges evaluate student learning and link student learning to institutional assessment and improvement (2002)

Evolution of the StandardsEvolution of the Standards

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The ACCJC StandardsThe ACCJC Standards

Mission and Effectiveness

Learning Programs and Services

Resources

Leadership and Governance

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Standard IStandard IInstitutional Mission and EffectivenessInstitutional Mission and Effectiveness

A. Mission – dA. Mission – defines the institution’s broad educational purposes, its intended student population, and its commitment to student learning.

B. Improving Institutional EffectivenessB. 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.

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Standard I BStandard 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

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Standard IIStandard IIStudent Learning Programs & ServicesStudent Learning Programs & Services

A. Instructional Programs –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

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Standard IIStandard II

B. Student Support Services –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.

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Standard IIStandard IIC. Library and Learning Support ServicesC. 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

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Standard II CStandard II C

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

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Standard III ResourcesStandard III ResourcesA. Human Resources –A. Human Resources –

Employs qualified personnel to support student Employs qualified personnel to support student learning programs and services wherever offered and learning programs and services wherever offered and by whatever means delivered, and to improve by whatever means delivered, and to improve institutional effectiveness. institutional effectiveness.

Personnel are treated equitably, are evaluated Personnel are treated equitably, are evaluated regularly and systematically, and are provided with regularly and systematically, and are provided with opportunities for professional development. opportunities for professional development.

Commitment to the significant educational role played Commitment to the significant educational role played by persons of diverse backgrounds by making by persons of diverse backgrounds by making positive efforts to encourage such diversity. positive efforts to encourage such diversity.

Human resource planning is integrated with Human resource planning is integrated with institutional planning.institutional planning.

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Standard III ResourcesStandard III Resources

B. Physical 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 – C. Technology Resources –

Support student learning programs and services and to improve institutional effectiveness. Technology planning is integrated with institutional planning.

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Standard III ResourcesStandard III ResourcesD. Financial 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.

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Standard IV Leadership and Standard IV Leadership and GovernanceGovernance

A. Decision-Making Roles and Processes –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 –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.

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The Reliance onEvidence

Visiting teams must verify evidence Visiting teams must verify evidence offered by an institution supports the offered by an institution supports the

institution’s claim that it meets institution’s claim that it meets accreditation standards.accreditation standards.

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Schedule of Institutional ReviewsSchedule of Institutional Reviews

Comprehensive Evaluation & Visit – Comprehensive Evaluation & Visit – 6-year 6-year cyclecycle

Midterm Report – Midterm Report – 33rdrd year year Focused Midterm ReportFocused Midterm Report Focused Midterm Report w/ VisitFocused Midterm Report w/ Visit

Progress Report – Progress Report – As neededAs needed Progress Report w/ VisitProgress Report w/ Visit

Special Reports – Special Reports – As neededAs needed Special Reports w/ VisitSpecial Reports w/ Visit

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Timeline for ARCTimeline for ARCFall 2007Fall 2007 ● ● Faculty Co-chair selectedFaculty Co-chair selected

●● Identify & address potential gapsIdentify & address potential gaps●● Select steering committeeSelect steering committee

Spring 2008Spring 2008 ●● Recruit & name self-study Recruit & name self-study committeescommittees

●● Self-study reference site createdSelf-study reference site created●● Student & staff surveysStudent & staff surveys● ● Begin collection of evidenceBegin collection of evidence●● Start self-studyStart self-study

Fall 2008Fall 2008 ●● Continue self-study Continue self-study●● College reviews Draft 1College reviews Draft 1

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Timeline for ARCTimeline for ARC

Spring 2009Spring 2009 ●● Self-study Draft 2 Self-study Draft 2

●● College reviews Draft 2College reviews Draft 2

May 2009May 2009 ●● Self-study report completed Self-study report completed

June 2009June 2009 ●● LRCCD Board receives self- LRCCD Board receives self-studystudy

September 2009September 2009 ●● Accreditation team visit Accreditation team visit

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Institutional Quality and Accreditation:

A Workshop on the Basics