AQIP vs. PEAQAQIP vs. PEAQContrasts in Contrasts in

ReviewReview(Opportunities in (Opportunities in

Perspective)Perspective)Roberta C. Teahen, Ph.D.Roberta C. Teahen, Ph.D.

Dean, University Center for Dean, University Center for

Extended LearningExtended Learning

The “Programs”The “Programs”

PEAQ PEAQ Program to Evaluate and Advance Program to Evaluate and Advance

QualityQuality

AQIPAQIP Academic Quality Improvement Academic Quality Improvement

ProgramProgram

1000± institutions

50% public, 50% private

30% two-year; 3% for profit

The Higher Learning Commission Nineteen-state Region

My Experience with PEAQ My Experience with PEAQ and AQIPand AQIP

In PEAQ:In PEAQ: Have served as a consultant-evaluator (now called Have served as a consultant-evaluator (now called

Peer Reviewer) for about 15 years and a team chair Peer Reviewer) for about 15 years and a team chair for about 8 years.for about 8 years.

Have completed more than 20 PEAQ visits, having Have completed more than 20 PEAQ visits, having chaired about half.chaired about half.

In AQIP:In AQIP: Serve as an AQIP Forum Facilitator, which I have Serve as an AQIP Forum Facilitator, which I have

done about 5 times, including being part of initial done about 5 times, including being part of initial group to train facilitators and college group to train facilitators and college representatives.representatives.

Was involved in initial training concerning Vital Was involved in initial training concerning Vital Focus – a first step schools typically use in Focus – a first step schools typically use in identifying action projectsidentifying action projects

Background (continued)Background (continued) For the Commission:For the Commission:

Chaired a special task force over two years that Chaired a special task force over two years that advised and evaluated a two-year college in AR that advised and evaluated a two-year college in AR that was offering baccalaureate options in a fully was offering baccalaureate options in a fully competency-based, open-entry mode.competency-based, open-entry mode.

Participated on the Baccalaureate Task Force Participated on the Baccalaureate Task Force Commission (Commission (http://www.ncahigherlearningcommission.org/http://www.ncahigherlearningcommission.org/. . .. . .

Worked for the HLC as a consultant in 2001 for the Worked for the HLC as a consultant in 2001 for the creation of the new Criteria for Accreditation, creation of the new Criteria for Accreditation, facilitating broad-based study/policy groups on facilitating broad-based study/policy groups on General Education, Finances, Technology, General General Education, Finances, Technology, General Education, Governance, and Diversity as well as Education, Governance, and Diversity as well as facilitating forums throughout the 19-state region to facilitating forums throughout the 19-state region to gather input for changed criteria and documentation gather input for changed criteria and documentation of next stages.of next stages.

Served as a member of the Accreditation Review Served as a member of the Accreditation Review Committee for a few yearsCommittee for a few years

Served for several years (until this year) as a Served for several years (until this year) as a member of the Corps Advisory Team and have member of the Corps Advisory Team and have been a trainer of new and continuing C-Es in each been a trainer of new and continuing C-Es in each of the past 5 years.of the past 5 years.

Presently serving as a member of the Institutional Presently serving as a member of the Institutional Actions Council, a 26-member group, that reviews Actions Council, a 26-member group, that reviews and recommends all actions of the Commission and recommends all actions of the Commission from both processes.from both processes.

February 1-4 will be one of facilitators for schools February 1-4 will be one of facilitators for schools that are returning for a second Strategy Forum, that are returning for a second Strategy Forum, who have been in AQIP for at least 4 years, who have been in AQIP for at least 4 years, utilizing the systems appraisals feedback utilizing the systems appraisals feedback documents, to assist them in planning their next documents, to assist them in planning their next stages of development.stages of development.

Accreditation ThoughtsAccreditation Thoughts Accreditation appropriately encourages Accreditation appropriately encourages

introspection, reflection, analysis, and actionintrospection, reflection, analysis, and action Either process should be approached from how Either process should be approached from how

it can advance the mission and goals of Ferrisit can advance the mission and goals of Ferris The rapidly and dramatically changing higher The rapidly and dramatically changing higher

education landscape requires more agility and education landscape requires more agility and accountabilityaccountability

The purpose of accreditation The purpose of accreditation (in the words of (in the words of the Higher Learning Commission)the Higher Learning Commission) should should “serve the common good through assuring and “serve the common good through assuring and advancing the quality of higher learning.”advancing the quality of higher learning.”

Think “commitment,” not “compliance.”Think “commitment,” not “compliance.”

More Thoughts. . . .More Thoughts. . . .

Process and product are both importantProcess and product are both important CriteriaCriteria for accreditation are the same, for accreditation are the same,

regardless of processregardless of process The two processes are converging. . . The two processes are converging. . .

Much more emphasis upon process Much more emphasis upon process improvement, learning, engagement, improvement, learning, engagement, and the future in PEAQ.and the future in PEAQ.

The PEAQ of 2000 is NOT the peak of The PEAQ of 2000 is NOT the peak of 20102010

So what’s my view? So what’s my view?

It depends!It depends!

The decision is entirely The decision is entirely context specific, and context specific, and constantly evolving.constantly evolving.

To assess the quality of an To assess the quality of an institution and its effectivenessinstitution and its effectiveness

To assist the institution in making To assist the institution in making improvements in its operations improvements in its operations and effectiveness and effectiveness

To provide mission-driven To provide mission-driven accreditationaccreditation

Intended Focus of Intended Focus of AccreditationAccreditation

Assume change/future mission-Assume change/future mission-driven accreditationdriven accreditation

Allow for fundamental shifts in the Allow for fundamental shifts in the nature of the evaluation and the nature of the evaluation and the evaluation process…evaluation process… a process HLC a process HLC hopes assists organizations in hopes assists organizations in becoming learning-focused, future-becoming learning-focused, future-oriented, connected, distinctiveoriented, connected, distinctive

Purpose of New CriteriaPurpose of New Criteria

Preparing for the Future (2)

Student Learning & Effective

Teaching (3)

Acquisition, Discovery, &

Application of Knowledge (4)

Engagement &

Service (5)

Mission & Integrity

Mission &Integrity (1)

Future-oriented

Learning-focused

Co

nn

ecte

d Distin

ctive

Basic UnderstandingsBasic Understandings

Have LearnedAre able

to do

What you have collectively

defined

Publicly committed to

And intended forthem to

Learn, do, and become.

STUDENTS…

And are becoming

Fundamental ShiftsFundamental Shifts

…from inputs and resources to results, outcomes, performance.…from inputs and resources to results, outcomes, performance.…from teaching to teaching and learning, intended broadly for students & employees…from teaching to teaching and learning, intended broadly for students & employees…from a look backwards to a future focus…from a look backwards to a future focus

…from autonomy to connection and interdependence…from autonomy to connection and interdependence…from uniformity/stratification to distinctiveness, flexibility, and differentiation…from uniformity/stratification to distinctiveness, flexibility, and differentiation

Criterion 1 – Mission and Criterion 1 – Mission and IntegrityIntegrity

The organization operates with integrity to The organization operates with integrity to ensure the fulfillment of its mission through ensure the fulfillment of its mission through structures and processes that involve the board, structures and processes that involve the board, administration, faculty, staff, and students.administration, faculty, staff, and students. The organization’s mission documents are clear and articulate The organization’s mission documents are clear and articulate

publicly the organization’s commitmentspublicly the organization’s commitments In its mission documents, the organization recognizes the In its mission documents, the organization recognizes the

diversity of its learners, other constituencies, and the greater diversity of its learners, other constituencies, and the greater society it serves.society it serves.

Understanding of and support for the mission pervade the Understanding of and support for the mission pervade the organization.organization.

The organization’s governance and administrative structures The organization’s governance and administrative structures promote effective leadership and support collaborative processes promote effective leadership and support collaborative processes that enable the organization to fulfill its mission.that enable the organization to fulfill its mission.

The organization upholds and protects its integrity.The organization upholds and protects its integrity.

Criterion 2: Preparing for Criterion 2: Preparing for the Futurethe Future

The organization’s allocation of resources The organization’s allocation of resources and its processes for evaluation and planning and its processes for evaluation and planning demonstrate its capacity to fulfill its mission, demonstrate its capacity to fulfill its mission, improve the quality of its education, and improve the quality of its education, and respond to future challenges and respond to future challenges and opportunities.opportunities. The organization realistically prepares for a future shaped The organization realistically prepares for a future shaped

by multiple societal and economic trends.by multiple societal and economic trends. The organization’s resource base supports its educational The organization’s resource base supports its educational

programs and its plans for maintaining and strengthening programs and its plans for maintaining and strengthening their quality in the future.their quality in the future.

The organization’s ongoing evaluation and assessment The organization’s ongoing evaluation and assessment processes provide reliable evidence of institutional processes provide reliable evidence of institutional effectiveness that clearly informs strategies for continuous effectiveness that clearly informs strategies for continuous improvement.improvement.

All levels of planning align with the organization’s mission, All levels of planning align with the organization’s mission, thereby enhancing its capacity to fulfill that mission.thereby enhancing its capacity to fulfill that mission.

Criterion 3: Student Criterion 3: Student Learning and Effective Learning and Effective

TeachingTeaching The organization provides evidence of student The organization provides evidence of student

learning and teaching effectiveness that learning and teaching effectiveness that demonstrates it is fulfilling its educational demonstrates it is fulfilling its educational mission.mission. The organization’s goals for student learning outcomes The organization’s goals for student learning outcomes

are clearly stated for each educational program and are clearly stated for each educational program and make effective assessment possible.make effective assessment possible.

The organization values and supports effective The organization values and supports effective teaching.teaching.

The organization creates effective learning The organization creates effective learning environments.environments.

The organization’s learning resources support student The organization’s learning resources support student learning and effective teaching.learning and effective teaching.

Criterion 4: Acquisition, Criterion 4: Acquisition, Discovery, and Application Discovery, and Application

of Knowledgeof Knowledge The organization promotes a life of learning for The organization promotes a life of learning for

its faculty, administration, staff, and students by its faculty, administration, staff, and students by fostering and supporting inquiry, creativity, fostering and supporting inquiry, creativity, practice, and social responsibility in ways practice, and social responsibility in ways consistent with its mission.consistent with its mission. The organization demonstrates, through the actions of its board, The organization demonstrates, through the actions of its board,

administrators, students, faculty, and staff, that it values a life of administrators, students, faculty, and staff, that it values a life of learning.learning.

The organization demonstrates that acquisition of a breadth of The organization demonstrates that acquisition of a breadth of knowledge and skills and the exercise of intellectual inquiry are knowledge and skills and the exercise of intellectual inquiry are integral to its educational programs.integral to its educational programs.

The organization assesses the usefulness of its curricula to The organization assesses the usefulness of its curricula to students who will live and work in a global, diverse, and students who will live and work in a global, diverse, and technological society.technological society.

The organization provides support to ensure that faculty, The organization provides support to ensure that faculty, students, and staff acquire, discover, and apply knowledge students, and staff acquire, discover, and apply knowledge responsibly.responsibly.

Criterion 5: Engagement Criterion 5: Engagement and Serviceand Service

As called for by its mission, the organization As called for by its mission, the organization identifies its constituencies and serves them in identifies its constituencies and serves them in ways both value.ways both value. The organization learns from the constituencies it The organization learns from the constituencies it

serves and analyzes its capacity to serve their needs serves and analyzes its capacity to serve their needs and expectations.and expectations.

The organization has the capacity and the The organization has the capacity and the commitment to engage with its identified commitment to engage with its identified constituencies and communities.constituencies and communities.

The organization demonstrates its responsiveness to The organization demonstrates its responsiveness to those constituencies that depend on it for service.those constituencies that depend on it for service.

Internal and external constituencies value the services Internal and external constituencies value the services the organization provides.the organization provides.

Unifying themes. . . Unifying themes. . .

Crossing all criteria –Crossing all criteria –

Learning-focusedLearning-focused Future-orientedFuture-oriented ConnectedConnected DistinctiveDistinctive

Some additional AQIP Some additional AQIP CriteriaCriteria

Related AQIP CriteriaRelated AQIP Criteria 1 - Helping Students Learn1 - Helping Students Learn 2 - Accomplishing Other Distinctive 2 - Accomplishing Other Distinctive

ObjectivesObjectives 3 - Understanding Students' and Other 3 - Understanding Students' and Other

Stakeholders’ NeedsStakeholders’ Needs 4 - Valuing Faculty4 - Valuing Faculty 5 - Leading and Communicating5 - Leading and Communicating 6 - Supporting Institutional Operations6 - Supporting Institutional Operations 7 - Measuring Effectiveness7 - Measuring Effectiveness 8 - Planning Continuous Improvement8 - Planning Continuous Improvement 9 - Building Collaborative Relationships9 - Building Collaborative Relationships

Q1. Does one process or the Q1. Does one process or the other offer more other offer more flexibilityflexibility in in

meeting the demands of meeting the demands of maintaining accreditation?maintaining accreditation?

Response:Response: Not necessarily, because Not necessarily, because the criteria remain the same the criteria remain the same regardless; the difference is the regardless; the difference is the “process” used to document that Ferris “process” used to document that Ferris meets accreditation standards as well meets accreditation standards as well as the process used to advance the as the process used to advance the campus initiatives.campus initiatives.

Q2: Does one process or the other Q2: Does one process or the other give Ferris more give Ferris more autonomyautonomy in in

making choices about its future?making choices about its future?

Response:Response: Not necessarily. Ferris is Not necessarily. Ferris is responsible for establishing and responsible for establishing and achieving its mission, broadly defined achieving its mission, broadly defined as public statements that may include as public statements that may include mission, vision, values, goals, mission, vision, values, goals, strategies, objectives, etc. More strategies, objectives, etc. More autonomy may exist with PEAQ.autonomy may exist with PEAQ.

Q3: Does one process or the other Q3: Does one process or the other require/lend itself to more require/lend itself to more

(sustained) work(sustained) work

Response:Response: Although the intent with Although the intent with PEAQ is that the process of PEAQ is that the process of improvement is continuing, improvement is continuing, practically speaking, the interim practically speaking, the interim reporting requirements of AQIP reporting requirements of AQIP make it more likely to be sustained.make it more likely to be sustained.

Q4: Does one process or the other Q4: Does one process or the other require/lend itself to require/lend itself to greater greater

continuity of effortcontinuity of effort on campus on campus toward institutional goals?toward institutional goals?

Response:Response: Not necessarily; it is dependent Not necessarily; it is dependent upon the context and culture of the upon the context and culture of the organization. Colleges/universities with well organization. Colleges/universities with well developed planning and implementation developed planning and implementation strategies demonstrate the same level of strategies demonstrate the same level of sustained effort. The periodic reporting of sustained effort. The periodic reporting of AQIP is more helpful to those who may be AQIP is more helpful to those who may be disciplined in this area or who benefit from this disciplined in this area or who benefit from this external stimulus.external stimulus.

Q5: Which process would Q5: Which process would require/lend itself to require/lend itself to more more

involvement of campus involvement of campus constituencies and stakeholders?constituencies and stakeholders?

Response: Response: It depends. Here’s a “for It depends. Here’s a “for instance”:instance”:

Ferris in traditional process could have Ferris in traditional process could have planning task forces that engage 50-100 planning task forces that engage 50-100 people per year, with differing groups, under people per year, with differing groups, under PEAQ.PEAQ.

Ferris in AQIP could have three main Ferris in AQIP could have three main projects that involve only 20 stakeholders projects that involve only 20 stakeholders each year or over a 3-year period. each year or over a 3-year period.

Q6: Which process is more suited Q6: Which process is more suited to Ferris’ to Ferris’ institutional cultureinstitutional culture??

Response:Response: This is your first answer! This is your first answer! Its current culture – perhaps PEAQ (a Its current culture – perhaps PEAQ (a

heavy compliance orientation, even heavy compliance orientation, even bureaucratic)bureaucratic)

Its desired and proclaimed culture Its desired and proclaimed culture (national leader, innovation, technology, (national leader, innovation, technology, professional – all elements of our professional – all elements of our mission) – definitely AQIPmission) – definitely AQIP

Q7: Which process is more suited Q7: Which process is more suited to Ferris’ to Ferris’ procedures of goal-procedures of goal-

setting and planning?setting and planning? Response:Response: Both are equally well Both are equally well

suited. However, Ferris goal-setting suited. However, Ferris goal-setting and planning processes may not be as and planning processes may not be as well understood as implied by this well understood as implied by this question. For example:question. For example: Ferris processes change with changing Ferris processes change with changing

leadership – at the university, division, and leadership – at the university, division, and college levelscollege levels

Planning processes are not easily described Planning processes are not easily described by those outside the current systemsby those outside the current systems

Q 8: Is one process or the Q 8: Is one process or the other more other more convenientconvenient for for

Ferris?Ferris? Convenient Convenient defined:defined:

Suited to one’s comfort, needs, or purpose Suited to one’s comfort, needs, or purpose (the (the pantry)pantry)

Easy to reach, accessible Easy to reach, accessible (nearby shopping mall)(nearby shopping mall) Synonyms: appropriate, fit, good, suitable, usefulSynonyms: appropriate, fit, good, suitable, useful

Convenient for whom? To what end?Convenient for whom? To what end? Some people will be engaged every year with Some people will be engaged every year with

AQIP.AQIP. More people will be engaged in a two-year period More people will be engaged in a two-year period

in the old way of approaching PEAQin the old way of approaching PEAQ Therefore,Therefore,

PEAQ may be more convenient –PEAQ may be more convenient – Easier to reachEasier to reach ComfortableComfortable

Q9: From which process Q9: From which process would Ferris would Ferris gain more gain more

knowledgeknowledge about itself? about itself?

Response: Response: Ferris can learn equal amounts from Ferris can learn equal amounts from either process. Need to distinguish between either process. Need to distinguish between cancan and and willwill (can means capable; will signifies (can means capable; will signifies commitment)commitment)

To learn, we must broadly practice individual and To learn, we must broadly practice individual and organizational learningorganizational learning Acquire knowledge (in part this includes use of Acquire knowledge (in part this includes use of

data)data) Share knowledgeShare knowledge Utilize knowledge, in a continuous cycleUtilize knowledge, in a continuous cycle

Q10: Which process would Q10: Which process would offer Ferris the most offer Ferris the most potential for potential for positive positive

improvementimprovement?? Response:Response: Perhaps AQIP, because Perhaps AQIP, because

despite turnover in leadership at varied despite turnover in leadership at varied levels (colleges, vice presidents, levels (colleges, vice presidents, department heads, etc.), processes department heads, etc.), processes should be ongoing . . . .Quality should be ongoing . . . .Quality principles and processes should become principles and processes should become institutionalized – systematized.institutionalized – systematized.

AQIP Requires a AQIP Requires a Systems PerspectiveSystems Perspective

“ “In the new systems worldview, we In the new systems worldview, we move from the primacy of pieces to the move from the primacy of pieces to the primacy of the whole, from absolute primacy of the whole, from absolute truths to coherent interpretations, from truths to coherent interpretations, from self to community, from problem solving self to community, from problem solving to creating . . . It encompasses to creating . . . It encompasses commitment to changes needed in the commitment to changes needed in the larger world and to seeing our larger world and to seeing our organizations as vehicles for bringing organizations as vehicles for bringing about such changes" about such changes" (Kofman, 1993, p. 6-7).(Kofman, 1993, p. 6-7).

Benefits of Each ProcessBenefits of Each Process AQIPAQIP

Expert consultation Expert consultation throughoutthroughout

Engaged in a Engaged in a community of learnerscommunity of learners

Assistance with Assistance with building internal building internal capability to use data capability to use data and planand plan

Utilizes processes Utilizes processes similar to industrysimilar to industry

Creates focus on key Creates focus on key strategies: action strategies: action projectsprojects

PEAQPEAQ Frees institution to Frees institution to

concentrate on concentrate on primary goals for 7 primary goals for 7 of 10 yearsof 10 years

Requires a Requires a comprehensive look comprehensive look at conformance at conformance with criteria.with criteria.

Specifies Specifies expectations in all expectations in all aspects of the IHEaspects of the IHE

What you should have What you should have asked:asked:

Is Ferris ready?Is Ferris ready? Response:Response: There’s work to be done! There’s work to be done!

Learning outcomes are inadequately specified.Learning outcomes are inadequately specified. Data is unavailable and/or inconsistently used.Data is unavailable and/or inconsistently used. Collaboration is limitedCollaboration is limited Primary focus does not always appear to be on Primary focus does not always appear to be on

improving students’ and staff’s learningimproving students’ and staff’s learning Systems are inconsistent, and AQIP requires a Systems are inconsistent, and AQIP requires a

systems perspectivesystems perspective Many colleges and universities have already Many colleges and universities have already

been through a state quality processbeen through a state quality process

Could Ferris be Ready?Could Ferris be Ready? Need to specify learning outcomes (both in the Need to specify learning outcomes (both in the

curriculum and the co-curriculum)curriculum and the co-curriculum) Need to break down silos – view Ferris as a Need to break down silos – view Ferris as a

system, a whole, not a series of collegessystem, a whole, not a series of colleges Need to share assessment outcomes and engage Need to share assessment outcomes and engage

in meaningful conversations about those results in meaningful conversations about those results and strategize on how to improve themand strategize on how to improve them

Need to do Vital Focus or similar survey.Need to do Vital Focus or similar survey. Need to embrace the pillars of learning-centered, Need to embrace the pillars of learning-centered,

engaged, and working together.engaged, and working together. Need to be open to and learn from constructive Need to be open to and learn from constructive

criticism and avoid defensiveness. EVERYTHING criticism and avoid defensiveness. EVERYTHING can be improved.can be improved.