ERIC ED455877: Accreditation Notes, 2000.

27 Pages·2000·0.61 MB·English

by  ERIC

DOCUMENT RESUME
ED 455 877
JC 010 552
Accreditation Notes, 2000.
TITLE
Accrediting Commission for Community and Junior Colleges,
INSTITUTION
Santa Rosa, CA.
2000-00-00
PUB DATE
26p.; Published quarterly.
NOTE
Collected Works
Serials (022)
PUB TYPE
Accreditation Notes; Jan-Oct 2000
JOURNAL CIT
MF01/PCO2 Plus Postage.
EDRS PRICE
DESCRIPTORS *Accreditation (Institutions); *Community Colleges;
*Educational Assessment; Educational Change; Educational
Planning; Institutional Evaluation; Newsletters; Quality
Control; Two Year Colleges
*Accreditation Standards
IDENTIFIERS
ABSTRACT
The newsletters of the Accrediting Commission for Community
(California) provide commission news and
and Junior Colleges (ACCJC)
discussions on current issues and policies regarding institutional
accreditation. The January 2000 issue states that recent annual reports
submitted by member institutions to ACCJC have revealed confusion about what
constitutes an institutional change that should be reported to the commission
as substantive. Sometimes, an institution plans a change between
comprehensive evaluations that is substantive--a change altering the
objectives or the scope of the institution, modifying the nature of the
constituencies it seeks to serve, or changing the geographic area(s) served.
The April 2000 issue discusses Project Renewal, an evaluation plan that is
being implemented at a time when a significant list of issues with quality
assurance implications confronts American higher education: distance
learning; virtual libraries and the rapidly changing concept of information
literacy; and sequential or simultaneous enrollment in a number of life-long
learning institutions. The June 2000 ispue discusses appointments made to the
commission, and the October 2000 issue presents the 2000 Accreditation Survey
results, which included very high approval ratings for current accreditation
standards. Respondents were pleased with ACCJC's efforts to communicate with,
train, and assist colleges.
(JA)
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Accreditation Notes, 2000
Accreditation Committee for Community and Junior Colleges
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BEST COPY AVAILABLE
January 2000
Accreattation
prTh
n
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
SUBSTANTIVE CHANGESWhat Are They? When Should They
e Reported?
pecent Annual Reports submitted by member institutions to ACCJC have revealed
confusion about what constitutes an institutional change that should be reported to the
Commission as a Substantive Change. The following discussion and review of Commission policy
ASSESSMENT
are intended to assist institutions in deliberating changes and in reporting them in a timely manner.
INSTITUTE
Accreditation affirms that an institution has established conditions and procedures under
March 20-21, 2000
which its mission and goals can be realized and that it appears in fact to be accomplishing
see page 2
them. When an institution is accredited, or its accreditation is reaffirmed, it is accredited for
conditions existing at the time of that action by the Commission. However, recognizing that
institutions are dynamic, Commission policy allows for institutions to report for Commission review proposed changes that
are substantive in nature.
Most changes, such as adding or dropping courses, developing new options that are associated with existing
offerings, or changing personnel, are not substantive and are part of the on-going business of institutions. Special
programs and off-campus educational activities frequently augment learning options for students. Sometimes,
however, an institution plans a change between comprehensive evaluations that is substantive---a change altering the
objectives or the scope of the institution, modifying the nature of the constituencies it seeks to serve, or changing the
geographic area(s) served. These changes, because they may affect the quality, integrity, and effectiveness of the total
institution, are subject to review by the Commission both prior to as well as subsequent to implementation.
Although a principle of institutional accreditation is that everything done in the name of the institution is covered by
its accreditation, substantive changes are not automatically included. Anything done without appropriate concern for
consistency with an institution's stated mission and concern for quality and integrity can threaten the accredited
status of the entire institution.
An institution considering a substantive change is urged to contact Commission staff early in its deliberations,
describing the proposed change, the need for the change, and the anticipated effects. Commission staff will review
the proposal to determine whether or not it is indeed substantive. Size, complexity, maturity, and experience of the
institution are important factors. What might be a minor change for one institution may well be a major change for
another institution.
Examples of Substantive Change
A substantive change in an institution is one which may significantly affect its nature, quality, objectives, scope or
control. Examples of substantive changes include:
Changing an institution's private or public character, including changes in the denominational character of
a
religiously-affiliated institution.
3
Offering courses or programs outside the geographic
are complying with Commission policy and can proceed
region served by the institution at the time of the previous
with development of the proposed program.
evaluation, or outside the WASC region, including
Project Renewal
international sites.
jhe Commission has now adopted a plan that
Moving to a new location or establishing major
addresses its commitment to regular and comprehen-
off-campus units.
sive evaluation of processes and standards. This six-year
Offering programs at a degree level different from
cycle of evaluation parallels the regular cycle of institutional
that listed for the institution in the WASC Directory.
self study. The plan calls for involvement of Commissionets,
Contracting
with
non-regionally
a
accredited
representatives from member institutions, and the general
organization for that organization to provide courses or
public. The plan will focus on evaluating the entire range of
programs on behalf of the institution.
Commission activities and services as well as the standards
Change in educational purposes and/or courses or
themselves. Means of gathering relevant information will
programs that represent a significant departure, in terms
include: a survey of member institutions; ethnographic
of either the content or method of delivery, from those
interviews of key members of institutions; an external review
operative at the time of the most recent evaluation,
of all documents, policies, processes, and recent
including changes in constituencies or clientele.
accreditation literature; and an internal review of all
Offering a degree in distance learning mode.
documents, policies, and evaluation mechanisms. The
Changing sponsorship or form of control,
standards will be reviewed by task forces under the
including change of ownership of a proprietary
direction of an editorial board.
institution.
Merging with another institution.
This very
extensive renewal project
will begin
If Commission staff determine that the proposed change
immediately with the selection of individuals to perform
is substantive in nature, the institution will be asked to
the various activities of the plan. The expectation is that
submit a more detailed statement for review by the
new standards will be developed by Fall 2002.
Commission's Committee on Substantive Change. The
Committee may approve the change or refer the change
to the Commission for action at either the January or June
meeting.
Spring Assessment Institute
pokesperson Dr. Jing Luan reports that a care-
for a
content and format
Instructions
regarding
fully designed and well packaged Assessment Institute,
Substantive Change Report can be found in the
hosted by Cabrillo College, will be held in Monterey on
Handbook of Accreditation and Policy Manual, 1996
March 20 and 21st
Based on feedback from a very
Edition, pp.102-105 and the Guide to Institutional Self
successful Assessment Institute held in Long Beach in
Study and Reports to Commission, 1997 Edition, pp.41-
October, refinements have been made to the workshops.
42. Both Handbooks are available on the ACCJC web
The Institute will once again provide exposure to nationally
site
www. wascweb .org .
known experts in the field of assessment such as Thomas
Angelo and Barbara Wright. Hands-on and easy to
At the January Commission meeting, it was determined
understand experiences and models will be offered. Member
that institutions which are eligible for, but have not yet
institutions are urged to attend this low cost institute in teams,
achieved candidacy, may not submit Substantive Change
since opportunities will be provided for creating institutional
of
Reports.
part
As
activities,
its
Spring
the
assessment plans.
Commission's Policy Committee will be reviewing the
Substantive Change policy. This activity will lead to
The Institute is sponsored by the California Community
preparation of a Handbook on Substantive Change
College Chancellor's Office, the Accrediting Commis-
which should be ready for distribution later this year.
sion for Community and Junior Colleges, and the
Research and Planning Group. Funding is from a grant
Member institutions are reminded that timely contact
awarded by the Chancellor's
Office.
Registration
with Commission staff as well as timely submission of
information is now available on the Institute's web site at
www.ca-assessment-inst.org/reg.html.
proposals for change will ensure that
institutions
4
page 2
Reports from the Pacific
educating and training residents throughout the state. Full time
faculty and staff of these colleges numbers over 1,400
individuals with a student enrollment of over 25,000.
he January 2000 Commission meeting
in Guam
Kapiolani Community College is the largest in the system,
provided an opportunity for Commissioners to meet with
with Kauai Community College being the smallest. Founded in
the leaders of member institutions from the Pacific and to hear
1972,Windward College is the youngest of the colleges.
presentations from them on the status of their colleges.
In addition to the liberal arts, the colleges offer
Member institutions making presentations included Guam
programs in such areas as aeronautics, TV production,
Community College, the University of Hawaii Community
nursing/allied health, and welding, as well as non-credit
Colleges, College of Micronesia-FSM, College of the
programs in automotive technology, computer applications,
Marshall Islands, Northern Marianas College, and Palau
a synopsis of the
and the visitor industry. The system is offering inter-island
Community College.
Following
is
distance education as a means of reaching students in more
presentations of each of these colleges which, with the
remote areas.Among its priorities, the system is focusing on
exception of Hawaii and Guam, are the only institutions of
strengthening its role in Hawaiian, Asian, and Pacific affairs
higher education available in these areas.
by promoting increased student enrollment in Hawaiian,
Asian, and Pacific languages, history and culture. The
Guam Community College
colleges are actively recruiting under-represented student
populations, especially Hawaiians. Providing service to the
As the westernmost unincorporated territory of the
state of Hawaii by delivering education and training to meet
United States, Guam (the name comes from a Chamorro word
the growing demands for mid-level and advanced technicians
meaning "we have") is the largest island in the western Pacific.
is also a priority.
The Chamorro comprise the largest ethnic group on the island.
The Hawaii Community College system operates
Official languages are English and Chamorro.
under the regents of the University of Hawaii. Chancellor of
Guam Community College was founded in 1977,
this system is Dr. Joyce Tsunoda, a member of the Com-
currently enrolls over 2,000 students, and offers more than 50
mission.
degrees and certificates. The intent of the legislation that
created Guam Community College was to strengthen and
College of Micronesia-Federated States of Micronesia
consolidate vocational education on Guam. Vice President
for Academic Affairs John Rider reported that the college's
The College of Micronesia-FSM (COM-FSM) is the
vocational degrees continue to graduate a substantial number
national college of the Federated States of Micronesia. It was
of students, with degrees and certificates in computer areas
established in 1970 as the College of Micronesia. At that time,
having doubled in recent years. As an addition to its vocational
it served students from the Northern Marianas, Palau, the
degrees and programs, the
offers many
college
also
Marshall Islands, Chuuk, Kosrae, Yap, and Pohnpei and
apprenticeship programs designed to award students with
focused on teacher training. In 1993, the college took its
journeyworker certificates.
current name and adopted its current missionto provide
Though the emphasis is on vocational preparation, the
educational opportunity for citizens of the Federated States.
college also offers a general education curriculum which
Its focus is on individual growth, national unity, scholarship,
prepares students for transfer.
and service. The college has five campuses and enrolls 1,800
The President of Guam Community College, John
students system wide. The 78 full-time faculty
provide
Cruz, is a member of the Commission.
instruction in an array of degrees and certificates, including a
program in teacher education. Certificates offered include
University of Hawaii Community Colleges
industries found in
several connected
fishing
the
to
Micronesia.
This is a statewide system composed of community
According to COM-FSM President Susan Moses, a
colleges on the islands of Hawaii, Kauai, and Maui as well as
building program has added new facilities on all campuses and
four colleges on the island of OahuHonolulu, Kapiolani,
community efforts to create an endowment fund have met with
Leeward, and Windward Community Colleges. The mission
spectacular success. In addition to U.S. federal grants, the
of these seven community colleges is to offer the lower-
college has received foreign assistance from Australia, New
division courses that prepare students for transfer, the
Zealand, Great Britain, People's Republic of China, Japan,
occupation/technical courses that prepare students for the
Canada, Korea, and other European countries.
work force, and the opportunities for continuing education and
community services. Executive Vice Chancellor Michael
College of the Marshall Islands
Rota commented on the long tradition of the vocation/
Originally part of the College of Micronesia system,
technical school in Hawaii (dating from 1920) and noted that
College of the Marshall Islands (CMI) became an independent
the Hawaii Community Colleges are a major resource for
page 3
5
computerization of some functions have eased the impact of
college in 1993. The college serves students from the Marshall
reduced income. She adds that the current Board of Trustees
Islands (there are 29 major atolls and 5 islands) and other
and the interim president, Jack Sablan, are poised to provide
Pacific island nations. It is located 1,900 miles east of Guam
leadership in implementing a new Master Plan.
and has two major urban centersthe atoll islands of Majuro
and Kwajalein, each with a campus. These atolls are
Palau Community College
sometimes only 3-4 feet above sea level and are one-fourth
mile wide. One-half of the population of this developing island
The Republic of Palau became an independent island
nation is under age 15.
nation in 1994. Geographically, it is part of Micronesia. Nine
Current enrollment at CMI is about 600 students and
of its 300 islands are inhabited.
continues to grow. Because many students need assistance in
Palau Community College (PCC) was founded in
developing English
proficiency, the college provides
1969, having grown out of a trade school begun in June 1927
developmental studies focusing on English skills. In addition,
during the Japanese administration prior to World War II. By
it offers degrees in education, business, marine science, liberal
1978, it was known as Micronesian Occupational College, a
arts, and several vocational programs. The program in
part of the College of Micronesia. In 1993, it officially became
education
prepares
elementary teachers and
includes
Palau Community College. The college is located in Koror,
Marshallese studies.
Palau, about 500 miles east of Manila (10,000 miles from
President Alfred Capelle reports that some of the
Washington, D.C.!). Many of its 1,400 students get to the
facilities date from the late 50's, but that some modest
college by boat.
improvements have occurred recently, including creation of a
PCC offers degrees in traditional fields and, as part of
faculty office building and some new classrooms that are part
its commitment to addressing the shortage of teachers, it offers
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a degree in education. The college's three schools include the
of the teacher education program. He reports a need to double
School of Arts and Sciences, the School of Business, and the
the number of elementary teachers.
School of Engineering. Certificates are offered in a myriad of
Northern Marianas College
programs and a program in marine science is in the planning
stages.
According to President Patrick Tellei, himself a
Northern Marianas College (NMC) is located on the
graduate of PCC, the college faces challenges in developing
Pacific Island of Saipan, the capitol of the Commonwealth of
endowment funds, developing strategic plans, and addressing
the Northern Mariana Islands. It was established in 1981 and
concerns about the evolving relationship between Palau and
has small centers on the islands of Tinian and Rota.
the United States.
Enrollment at NMC is currently 1,900 students. The college
offers degrees in agriculture, liberal arts, business, hospitality
Pacific Postsecondary Education Council (PPEC)
management, marine technology, and education, including a
bachelor's degree. Certificates and degrees are offered in an
Executive Director David B. Wolf presented an
array of vocational areas.
The newly retired founding President of the college,
update on accreditation issues to the members of the PPEC.
Agnes McPhetres, reports that decreases in financial support
ACCJC member insitutions of the Council include the col-
due to the economic downturn in Asia have impacted the
leges mentioned above, as well as American Samoa Commu-
college, but downsizing in administrative staff and
nity College.
6
page 4
Commission Actions: Institutions
Commission Actions: Policies
Reaffirmed Accreditation
At its January meeting, the Commission reviewed proposals on
Brooks College
several policies. These policies concerned
Conflict of Interest,
College of the Redwoods
Code of Good Practice in Relations with Member Institutions, and the
DeAnza College
proposed Interregional Policies on Accreditation of Institutions
Foothill College
Irvine Valley College
In addition, the Commission adopted a
Operating Across Regions.
Mt. San Jacinto College
policy on Access to Commission Meetings.
Queen of the Holy Rosary College
Saddleback College
The revision of the Conflict of Interest Policy addresses conflict of
Shasta College
interest issues for Commissioners, team chairs and team members,
Solano College
Vista Community College
consultants, administrative staff, and other agency representatives. It is
Yuba College
based on the belief "that those who engage in accreditation activities
Granted Initial Accreditation
must make every effort to protect the integrity of accrediting processes
Santiago Canyon College
and outcomes." The policy will be developed further by the Policy
Accepted Midterm Report
Butte College
Committee for
consideration by the Commission at its June 2000
Chabot College
meeting.
College of the Canyons
Cosumnes River College
The revision of the Code of Commission Good Practice in Relations
Cuesta College
with Member Institutions adds detail to the existing policy delineating
Las Positas College
Los Angeles City College
the Commission's commitment to the institutions it accredits. This
Palomar College
policy, approved as a first reading, will be distributed to member
Santa Barbara City College
institutions for review preparatory to consideration for adoption by the
Santa Rosa Junior College
Commission at its June 2000 meeting.
Southwestern College
Taft College
Vista Community College
The proposed Interregional Policies on Accreditation of Institutions
Accepted Focused Midterm Report
Operating Across Regions include two policies: one that addresses the
American Samoa Community College
evaluation of institutions operating interregionally and one addressing
Laney College
separately accreditable institutions. The challenges of accrediting
Pasadena City College
San Bernardino Valley College
institutions operating interregionally have increased in recent years with
Accepted Focused Midterm Report with
development of new institutions whose missions are national in scope,
Visit
and by the continuing expansion of programming across regional
College of the Marshall Islands
boundaries by more traditional providers. As a result, differences
East Los Angeles College
Long Beach City College
among the regional commissions have become the object of critical
,
Los Angeles Trade-Technical College
attention and demands for equal treatment have increased. In response,
Merritt College
the Council of Regional Accrediting Commissions (CRAC), which is
Accepted Interim Report
comprised of representatives from each of the eight higher education
Napa Valley College
regional accrediting commissions, has developed these proposed
Accepted Interim Report with Visit
Brooks College
policies for the consideration of each member commission. These
College of Oceaneering
policies are designed to encompass only those instructional activities
,
College of the Desert
which are physically present in another region, operate with appropriate
Moorpark College
state authorization, and provide the equivalent to 50% or more of a
Sacramento City College
Accepted Progress Report
degree program. This proposed policy, approved as a first reading, will
Fresno City College
now be distributed to member institutions for review and comment.
'
Los Medanos College
San Jose City College
The revised policy on Access to Commission Meetings was adopted by
Accepted Pro_gress Report With Visit
D-Q University
the Commission. This policy, reviewed by member institutions in recent
Irvine Valley College
months, describes the procedures for addressing or making a
Saddleback College
the Commission and defines the functions of
presentation
to
Vista Community College
Commission executive sessions. Full text of adopted policies such as
Accepted Substantive Change Report
this will be sent to member institutions this Spring and will be posted on
American Academy of Dramatic Arts West
Brooks College
the Commission's web site in February. The web site address is
Accepted Show Cause Report and Placed on
www.wascweb.org.
, Probation
San Francisco College of Mortuary Science
The Commission also voted to accept Substantive Change Reports
Granted Eligibility
Copper Mountain College
only from accredited institutions or those in Candidacy.
7
page 5
COMMISSIONERS
Accreditation Notes is published
Evaluation Schedule for Spring 2000
_LEON BARADAT, CHAIR
quarterly by the Accrediting Com-
Under current U.S. Department of Education regulations,
MIRA COSTA COLLEGE
mission for Community and Junior
GEORGE BOGGS, VICE CHAIR
ACCJC must provide opportunity for third-party com-
Colleges (ACCJC) of the Western
PALOMAR COLLEGE
_
ment regarding institutional qualifications for accredita-
WALLACE ALBERTSON
Association of Schools and Colleges
tion. The institutions noted below are scheduled to un-
PUBLIC MEMBER
ERNEST CHUCK AYALA
(WASC).
dergo a comprehensive visit in Spring 2000 and a review
-PUBLIC MEMBER
Publication Address:
by the Commission at its June 2000 meeting. Third-party
BA RBA RA-BENO
-
comment on these institutions should be made to Execu-
---VISTA COMMUNIT-Y COLLEGE
3402 Mendocino Avenue
jOHN T. CRUZ
tive Director David B. Wolf at 3402 Mendocino Avenue,
Santa Rosa, CA 95403
_GUAM COMMUNITY COLLEGE
Santa Rosa, CA 95403. Such comment must be submit-
JUDITH L. ENDEMAN
Telephone: [phone]
ted in writing, signed, accompanied by return address and
WASC SCHOOLS COMMISSION
FAX: [phone]
JANE BALLINGER
telephone number, and received no later than five weeks
PASADENA CITY COLLEGE
E-mail: ACCJCIDaol.com
before the scheduled commission consideration.
MARGARET HARTMAN
Web site: www.wascweb.org
Barstow College
-WASC SENIOR COMMISSION -
JACK HERNANDEZ
City College of San Francisco
_ _ BAKERSFIELD COLLEGE
Columbia College
CELINA SAU LIN ING
Defense Language Institute
SACRAMENTO CITY COLLEGE
STAFF
LUCY 1.. KILLEA
Feather River College
PUBLIC MEMBER
Fresno City College
DAVID.B. WOLF
-LEE M. LOCKHART
EXECUTIVE DIRECTOR
Guam Community College
PUBLIC MEMBER
GA RI BROWNING
THOMASMCFADDEN
Heald Colleges
ASSOCIATE DIRECTOR
MARYMOUNT COLLEGE
Kelsey-Jenney College
DARLENE PACHECO
GARMAN JACK POND
ASSISTANT -DIRECTOR
Lake Tahoe Community College
LEEWARD COMMUNITY COLLEGE
BARBARA DUNHAM -
MARTHA ROMERO
Los Angeles Harbor College
_ ADMINISTRATIVE ASSISTANT
-COLLEGE OF THE SISKIYOUS
Los Angeles Southwest College
_
THOMAS LANE
JOSEPH L.-RICHEY
ADMINISTRATIVE SUPPORT
Modesto Junior College
PUBLIC MEMBER
_-JOVCE TSUNODA
Reedley College
COMMUNITY COLLEGES/UNIVERSITY OFLIAWAII
_
Hawaii Tokai International College
LJUDY,E. WALTERS_
West Los Angeles College
--TCA LIFORNIA COMMUNITY -COLLEGE CHANCELLOR'S
OFFICE
8
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April 2000
Accreattatzon
,
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
PROJECT RENEWAL: AN EVALUATION PLAN FO
THE ACC I',EDITING
R COLLEGES
COMMISSION FOR COMMUNITY ANI JUNI
by Gari Browning, Associate Director
Introduction
ACCJC believes that regular and comprehensive evaluation is necessary for
improvement.To ensure that accreditation keeps pace with the ever increasing rate of change
....7he
in higher education and to parallel the regular cycle of institutional accreditation, renewal of
Commission processes and standards occurs at six-year intervals. Since the last review ended in
1996, the time for renewal is at hand. In order to improve these processes and standards, to model
for member institutions the evaluation needed for self-improvement, to assess the value of the
accreditation process for institutional improvement, and to provide quality assurance to the public
and the students of community and junior colleges, Project Renewal will:
Dr. Gari Browning
Involve both commissioners (internal) and representatives of member institutions and the general public
(external)
Gather information through a variety of carefully selected research methodologies, including surveys,
ethnographic interviews, and analyses of Commission processes
Provide longitudinal as well as current evaluative information
Collect and analyze the best practices of accreditation
Result in a review and revision of the standards for accreditation
Context
Project Renewal is being initiated at a time when an impressive list of issues with quality assurance implications confronts
American higher education. As we enter this century, the appearance of new structural forms of higher education is
increasingly frequent. "Traditional" institutions are incorporating new approaches and structural arrangements to respond
to forecasts of increased demand, changes in student attendance preferences, anticipated increases in provider competition,
and the potential of new technologies. Many of these issues have implications for the content of the Commission's standards,
and the way it does its business. A more detailed listing (in no particular order) of changes facing institutions may serve to
dramatize their extent and diversity:
Distance Learning and the attendant issues relating to instructional and student support services, and
student readiness
Virtual libraries and the rapidly changing concept of information literacy
Student attendance patterns that often include sequential or even simultaneous enrollment in a number of
life-long learning institutions before the requirements for a certificate or degree are completed, and new
imperatives for life long learning
9
Educational effectiveness and accountability
institutional information
and the continuing development of appropriate
Alternative qna lity assurance/improvement
systems such as the Baldrige Award or the
measures at the institutional, program and
"academic audit"
course level
These forces and others that will come to light during the
Faculty roles including the emergence of
conduct of Project Renewal will impact Comm.ission
specialization (unbundling), and matters
standards and practices.
surrounding adjunct faculty
Student diversity in an environment where
Important Themes for Evaluation
affirmative action policies are changing
Concerns for system efficiency and the
The Commission has outlined the central themes
consolidation of functions (such as
important to accreditation that it wishes to evaluate. In
remediation), the emergence of higher
institutional
education "centers" in lieu of new campuses, order accreditation maximize
for
to
attention to self improvement, the Commmission will
and uniform transfer delineations
evaluate the effect of the accreditation process at the
Technology as an increasingly complex policy,
planning and fiscal matter, including issues
institutional level, including the impact of self study plans
and team recommendations on institutional actions; the
pertaining to faculty and student support and
extent to which the accreditation processes advance
training, and academic honesty and ethics
college measurement of learning; the capacity of the
The Learning Paradigm, the Competency
Movement, and the challenges of specifying
institutions to improve when problems are identified; and
the impact of Commission services
learning outcomes
assisting
in
institutions with self improvement. These are some of
Out-sourcing support services, including
the themes that have been matched to evaluation
instructional support services
approaches so that the information the Commission
Time-to-degree, and the frequency with which
institutions offer courses seeks can be gathered and assessed appropriately.
The Carnegie Unit and adaptations of it or
The Commission will also evaluate the efficiency of its
alternatives to it
Custom training under contract and the
own processes, procedures, and reports, particularly
attendant mission and curriculum control the effectiveness of the self study process, teams and
matters
team chairs, and the services and materials ACCJC
provides to institutions. The desired result is
International Education, both for local students
going abroad and foreign nationals in their continuous improvement of the accreditation process.
native country
Evaluation Plan
the world of quality assurance and
In addition,
To ensure that Project Renewal covers the issues the
improvement is itself subject to the forces of change.
Commission believes are key to a comprehensive
Some of the issues noted above call into question the
effectiveness of the traditional paradigm, and the
redesign of its policies, procedures, and standards,
accreditation community is responding. Some of the
several evaluation approaches or means of gathering
current issues include:
relevant information will be used:
An institutional survey which captures
Increased interregional cooperation, especially
institutional views on current issues as well as a
with regard to site-based operations and
longitudinal view of how institutions perceive
distance education
the accreditation process
Technology and new methods of
Interviews of key members of institutions to
gain in-depth perspectives on critical aspects of
communicating between a commission and
accreditation
member institutions or the public
Competition from select national and An external review to evaluate all documents,
international accreditors
policies, processes, and recent literature
regarding the quality of accreditation
Public disclosure and the call for increased
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