university accreditation process trainers: dr. gregory maffet,dr. noelle branch, dr. roland yoshid,...
TRANSCRIPT
University Accreditation Process
Trainers: Dr. Gregory Maffet,Dr. Noelle Branch , Dr. Roland Yoshid, Aladdin Zaglol, M.S., Mohamed Mahdi, M.S., Waheeda Said, M.Ed
Kingdom of Saudi Arabia
Goals: Answer the following
1. What is accreditation?
2. How does it benefit the university?
3. What is an internal self-study process?
4. How is the Strategic Improvement Plan developed?
5. How does the institution prepare for an accreditation review visit?
6. What is does the external quality assurance team do?
Accreditation.…
Quality Assurance
Institutional Improvement
Program Improvement
4
Opening Thought
“When you cease getting better, you stop being good”!
Vince Lombardi
Accreditation means.…
TRUST It means that we can trust that the
institution
It means the university Is doing what it says it is doing.
Accreditation means.… Is providing quality education.
Meets international standards for leadership, facilities, programs, assessments,…
Has established an internal system of self evaluation.
Is committed to peer evaluation
Is committed to continuous improvement
Foundations of Accreditation
TrustworthinessVoluntary CommitmentQuality StandardsCommon Protocol Self EvaluationPeer ReviewsContinuous Improvement
What is accreditation?
Educational accreditation is a type of quality assurance process under which an educational institution is evaluated by an external agency to determine if applicable standards are met. (Wikipedia 2009)
The process also consists of an internal
self-evaluation of the institution to build a framework of continuous improvement
Both INTERNAL and EXTERNAL
EVALUATIONS
Institutions pursue accreditation for the following reasons:
1.Self-evaluation based on the institution’s mission
2.Improvement of instruction and services
3.Evaluation of effective leadership
Why accreditation?
Why Accreditation???
4. Development of a strategic improvement plan
5. Demonstration of quality, assessed by objective educational professionals not personally involved in the institution.
6. Public recognition institutions that complete the process successfully
Types of Accreditation
There are broadly two types of accreditation Institutional accreditation:
This accreditation applies to the university as a whole.
Professional accreditation: This accreditation exists only in fields where professional competence is of broad concern such as engineering, nursing, and business of accreditation.
EXAMPLES: Institutional
NCAAANational Commission for Academic
Accreditation and Assessment
CITACommission on International and Trans-
regional Accreditation
Middle States Commission on Higher Education
EXAMPLES: Professional
ABETAccreditation Board for Engineering and Technology
ACPEAccreditation Council for Pharmacy Education
CAACouncil on Aviation Accreditation
AACSB American Association of Colleges and Schools of
Business
Benefits of Accreditation
Continuous improvement of university based on standards
Helps students, employers, and others in identifying those university that meet the standards for educational quality.
Transferability of credits from one university to another.
PROCESS
“Accreditation is an activity, not a status. Schools are accredited because of the way they move, not the way they stand.”
John A. Stoops
First Executive Director, CITA
Accreditation Process
Recommendationfor
AccreditationConducting
Internal Evaluation(Self-Study)
Addressing Improvement
Plan/Monitoring Visits
Establishing a continuous system
of internal evaluation
Steps to Accreditation
Step 1
Step 2
Step 3
Step 4
Preparation and Self-ExaminationBased on StandardsINTERNAL EVALUATION
Peer Review Visit EXTERNAL EVALUATION
Judgment on Accreditation
Continuous Review
Saudi University
Steps of Accreditation
Preparation and Self-Examination: INTERNAL EVALUATION
The college, university, or other institution seeking accreditation status prepares materials that effectively display the institution's accomplishments.
The institution must also create a written report of its performance according to the standards set by the accreditation association
Step 1
INTERNAL EVALUATION: Gathering and Analyzing Information
For each standard: Identify strengths, areas
needing improvement and improvement interventions
The institution will be evaluated holistically, the decision of recommending accreditation does not rest on one particular standard or section, but on the quality of the institution as a whole
INTERNAL EVALUATION: Gathering and Analyzing Information
The required details of this report are designed to stimulate in-depth analysis of institutional effectiveness and to assist a thorough self-study and self-improvement process.
It is also designed to give enough evidence to the Visitation Team to determine whether or not the institution is eligible for accreditation.
Steps of Accreditation
Peer review visit: EXTERNAL EVALUATION
Teams of peer reviewers visit the institution. Most accreditation boards consist of faculty and administrative peers in the field.
Administrative and faculty peers conduct an intensive review of the written report, the materials that provide evidence for statements made in the written report, and the general workings of the college, university, or other institution seeking accreditation status.
Step 2
Steps of Accreditation
Judgment action made by accreditation organization:
After the review team submits its report, the accreditation association grants or denies accreditation status.
Step 3
Steps of Accreditation
Continuous review:
• The accreditation association conducts a re-accreditation periodically.
• The purpose of the continuous review is to ensure that the accredited institution maintains the required accreditation standards and addresses items from its improvement plan.
Step 4
Accreditation Process
School with proper license
CITA Applicationto start
Accreditationprocess
On-site inspection, if needed
Candidacy Preparation
Meet CITA requirements
Candidacy On-site Team Review
and Report
Accreditation Preparation
· Self-Study
· Improvement Plan
· Meet CITA Standards
Accredited School· Annual Reports· On-site
Reviews· Inspections
· Monitoring · Improvement
Plan Results· Training
CITA Accreditation Board approves school to
be a Candidate School
Recommends Candidacy
CITA Accreditation Board approves school to be an
Accredited School
RecommendsAccreditation
Every 5 years -new Self–Study and On-site
Team Evaluation
Accreditation On-site Team
Evaluation and Report
RecommendsCorrections
CITA Accreditation Board approves school to start Accreditation
Process
Accreditation Time Line
CITA Applicant to Candidate CITA Candidate to Accredited CITA Accreditation
3 months to 1 year 1 to 3 years Continue to meet standards
and follow protocol
RecommendsCorrections
Commission on International and Trans-Regional Accreditation (CITA)Kingdom of Saudi Arabia - CITA Accreditation Protocol
Warn or Revoke
SAMPLE TIM
ELINE
OF C
ITA A
CCREDITATIO
N
Leigh University Time Table
Phase 1. Preliminary preparation: Fall 2004-Summer 2005, 12 monthsPhase 2. Preparing the self-study proposal: Fall 2005-July 2006, 12 monthsPhase 3. Preparing the Self-Study: Summer 2006-January 2008, 18 monthsPhase 4. Evaluations March 2007-March 2008, 12 months
Goals for Accreditation Self Study
• A powerful systems approach to
improving student performance
and system effectiveness results over time
– University accreditation recognizes that increasing student achievement involves more than improving instruction
– University accreditation is a measure of how well all the parts of the education system - the university, program, and classroom - work together to meet the needs of students
Goals of the Self-Study
By conducting a data-driven Self-Study of its own strengths and opportunities for change, the university will
involve the campus community to evaluate its mission, educational programs, activities, ongoing processes of planning, resource allocation, and institutional renewal; involvement = investment
provide a framework for continuous improvement of the university’s educational and administrative effectiveness; initiates an attitude or culture of growth and improvement
Goals of the Self-Study
enhance the shared understanding of its mission as an educational institution; UNITY and team play
Ensure that the institution’s programs and activities strive towards a common vision; all on the same spacecraft
provide comprehensive and coherent recommendations for the university’s future plans—recommendations that have been developed, evaluated, and committed to by the entire community; are comprehensive VS personal agenda
Faculty Involvement
Since faculty members are KEY individuals in the self-study process. They should be…..
aware of the process and requirements of a self-study before that decision is made.
involved in the decision to conduct a self-study
continuously involved throughout the self-study process.
Key is University Faculty
Accreditation and the sum total of university success is directly aligned to the faculty.
Self-Study Steering Committee
The Steering Committee consists of key individuals that will drive the Self-Study process (Accreditation Leadership Team).
. Its primary task is to plan, guide and coordinate the Self-Study responsibilities include:
1. Appointing necessary subcommittees, 2. Preparing the Self-Study report, 3. Setting the agenda for the site visit. 4. Participating as hosts and resources to the visiting
team and to fellow faculty members and administrators. 5. Reviewing the report of the Visitation Team, and6. Making recommendations for continued improvement.
Steering Committee Chair Role
1. Keep everyone on task
2. Ensure the subcommittees are functioning and carrying out their tasks
3. Encourage and motivate those working with the accreditation process
4. Work closely with the university’s administrator
5. Attend the pre-visit of the Visitation Team Chairperson
6. Chair the Steering Committee meetings
7. Ensure that the work of the committee stays on the task timeline.
Qualifications of the Steering Committee Chairperson
• Dedication to the mission of the university
• Trusted member of the university
• Familiarity with the university
• No employment, either personally or of a family member, within the university
• Strategic planning, technological, and
organizational skills
• Strong interpersonal skills
• TEAM BUILDER
• Conflict of interest policy and ethics policy
What will each sub-committee for
writing the self-study do? Decide what questions will be asked in order to
demonstrate meeting an accreditation standard.
Determine whether data exist for answering these questions.
Collect new data if necessary.
Assess the University’s current effectiveness in meeting the standards assigned to it;
Write a report including tables, charts and appendices, responding to focus questions, submitted to the chair
Make a clear set of recommendations next steps to address topics the sub-committee considers necessary.
Self-Study in Three Steps
Step One – StudyStep Two – AnalyzeStep Three - Show
Evidence
3 Steps to Self-Study
Step One: Study In this step, the institution determines what
questions will be answered in the self study; Identify TOPICS converted to questions
The institution gathers and reviews information pertinent to each standard; What data? + Collect data + Assess Data + Show EVIDENCE.
Standards1) Mission and Objectives2) Governance and Administration3) Quality Assurance and
Improvement4) Learning and Teaching5) Student Administration and
Support Services6) Learning Resources7) Facilities and Equipment
Standards8) Financial Planning and Management
9) Faculty, Staff and Employment Processes
10) Research
11) Institutional Relationships with the Community
System Elements
3838
Transportation
Technology MIS
Executive StaffPrograms
Accounting Finance
ClassifiedStaff
LocalBusiness
Community
Students
Parents
Teachers
Colleges & Universities
Facilities & Maintenance
Food Service
Three Pillars of Accreditation
39
AdvancED Accreditation Standards
Commitmentto ContinuousImprovement
Documenting &Using Results
Vision & Purpose
Governance& Leadership
Teaching & Learning
Resources &SupportSystems
StakeholderCommunications
andRelationships
Commitment to Continuous Improvement40
University
Program
Program
Program
Classroom
Classroom
Classroom
Students
ClassroomStudents
Classroom
Students
Classroom
Systemic Thinking
System of Systems
Systemic University Improvement:Alignment at ALL Levels
University
College Program
DEPARTMENT
CLASSROOM
STUDENTs
IMP
RO
VE
ME
NT
S
© 2008AdvancED
Activity: Knowing the Standards
• Study your standard, its indicators, and impact statement.
• Choose a word or develop a phrase that “captures the essence” of your standard.
• Using chart paper, draw a graphical representation of how your standard interacts with the other ten standards.
44
3 Steps to Self-Study
Step Two: Analyze Quality Indicators In this step, the institution does a self-rating
on the standard and quality indicators and analyzes the information.
The analysis helps identify findings, strengths, and recommendations (weaknesses and needs).
After the analysis, intervention actions will address the needs that were suggested.
Quality IndicatorsWhat quality indicators support or verify that a Standard is met? (ie., Research)
What questions should be answered to indicate that the Standard is met? (What evidence and for what reason?)
3 Steps to Self-Study
Step Three: Show Evidence In this step, the institution collects documents and
artifacts that provide the proof that the standards are met.
This information is either included in the self-study notebook or available for the visiting team to review during the visit.
Schedules of interviews and observations that will take place during the accreditation review visit are also prepared.
Support EvidenceWhat evidence supports that a quality indicator is evaluated
accurately?
What evidence documents that the answers to the questions
are accurate?
Reason: What rational?
What is the thinking that is behind the assessment?
How are the statistics, graphs, or tables interpreted in order to
establish the evidence?
What is the logic behind the evaluation?
What is the Profile?A picture of the institution using data
• Institutional Description
• School Accomplishments
• Enrollment Data – trends over time
Using data to improve what you are doing!
University of Colorado
Profile and Self Study Example
Executive Summary
Background
Accreditation Summary
Monitoring Student Progress
Enrollment and Quality
Desired Program Outcomes, p 15
Passing Rates, p 20-21
University of Colorado
Self Study
Results, p 71
Faculty, p 72-74
Facilities, p 75
Institutional Support, p 77
What is the Profile?A picture of the institution using data
Academic Achievement and Performance
Assessment data Failures/Drop-out rates Acceptance rates, profile of accepted
students Follow-up on alumni
Satisfaction in university at various credit levels
Using data to improve what you are doing!
How do you organize for data analysis?
WHO HOW WHEN
Collect Data
Organize/Display Data
Analyze Data
Share Results
Other Comments
Question and outcome to be studied:
What Students
What Levels
Time Of Year
PurposesWhat does it
measure?Assessment Name: Standardized Criterion-referenced Instructor-made
Assessment Name: Standardized Criterion-referenced Instructor-made
What is your assessment system?
Enrollment
0
10
20
30
40
50
60
70
80
2002 2003 2004 2005
Sophomore
Junior
Senior
Strength:• Senior enrollment
Weakness:• Enrollment
fluctuation• Revenue instability• Class size change
Profile Sample
Findings:•3rd enrollment decreases every year
•3rd decline causes future enrollment problems
•Senior enrollment has steady increase
• Junior enrollment is up and down
Standards are expectations that.…
1) Function as an indicator of educational quality and effectiveness by which institutions are evaluated; and (100 + years, research based; best practices; cross local, regional, national, international, cultural, and religious boundaries).
2) Provide guidance for continuous improvement.
Standards
1) Mission and Objectives2) Governance and Administration3) Quality Assurance and Improvement4) Learning and Teaching5) Student Administration and Support
Services6) Learning Resources7) Facilities and Equipment
Standards
8) Faculty, Staff and Employment Processes
9) Research
10)Institutional Relationships with the Community
11)Financial Planning and Management
Activity: Knowing the Standards
1. In your “standard” group, discuss: – Write a phrase that describes the standard in
your own words– Explain how the standard applies to or affects the
university, classroom, and learner– Graphically depict how the standard impacts
other standards and how other standards may impact this standard
– Identify and list data or potential evidence that could illustrate the degree to which the standard is met
Standard__#
Descriptive Phrase:
Effect on:University:Classroom:
Learner:
Evidence:
Activity: Knowing the Standards
.2Record your work
on chart paper and post
.3Be prepared to present or discuss your work
Standard 1Mission and Objectives
The mission of the institution clearly and appropriately defines its principal purposes and priorities, and is influential in guiding planning and
action within the institution .
Sample Standard: Mission
Are Mission documents clear and articulated publicly?
1. What evidence is there that the institution has a well-developed statement of mission, vision, goals, values and institutional priorities?
Well written Signage Strategic Plan Document Board Minutes Faculty Minutes Publications
In its Mission documents, the organization recognizes the diversity of its learners, other constituencies, and the greater society it serves.
2. What evidence is there that the institution has a diversity plan and that the plan addresses the diversity of all its constituents?
Diversity Plan brochure Student Handbook Employee Handbook International programs P & P document Print & website(intra) Website (intra) Board Minutes Bulletin
Understanding of and support for the Mission pervade the organization.
3. How well is the mission understood?
Freshmen & Senior Exit Interviews Strategic Plan Orientation For Employees Forums Faculty and Staff Surveys
Standard 2Governance and Administration
• The governing body provides effective leadership through policy development and processes for accountability.
• The governance structure, within a framework of sound policies and regulations, ensure financial and administrative accountability, and coordinated planning
The organization’s governance and administrative structures promote effective leadership and support collaborative processes that enable the organization to fulfill its Mission.
4. How is governance structured to share responsibilities among administration, faculty, staff, students?
Board by-laws/policies Employee handbook Organizational chart List of student organizations Advisory Council Minutes/Budgets of Student Activities
Standard 3Management of Quality Assurance & Improvement
• Quality assurance processes involve all departments and offices of the institution and are effectively integrated into normal planning and administrative processes.
• Quality is assessed by reference to evidence based on indicators of performance and challenging external standards.
• Criteria have a particular focus on outcomes.
• Administrators, faculty, staff and students are committed to improvement and regularly evaluate their own performance.
Developing clearly articulated written statements, expressed in observable terms, of key institutional and unit-level goals.
1. Designing performance objectives and strategies to achieve those goals
2. Assessing achievement of those key goals
3. Using the results of those assessments to improve programs and services
Institutional Assessment
Standard 4 Learning and Teaching
• Faculty are qualified and experienced • Student learning outcomes are clearly specified and
aligned with employment or professional practice.
• Benchmark outcome variables, assessment process, and results from assessments
• Instructional strategies address various learning outcomes
Standard 4 Learning and Teaching
• Standards for learning are assessed through valid and reliable processes.
• Standards of learning are assessed through appropriate processes and benchmarked
• Program effectiveness is evaluated through student assessments and surveys. Data is used for improvement planning
Assessment of Student Learning1. Develop clearly articulated written
statements, expressed in observable terms, of key learning outcomes
2. Design courses, programs, and experience that provide intentional opportunities for students to achieve those learning outcomes
3. Assess student achievement of those key learning outcomes
4. Use the results of those assessments
5. Benchmark learning outcomes, assessment processes, and results from assessments
Standard 5 Student Administration & Support Services
• Admission policies and student record systems are reliable, responsive to client needs, and confidential
• Students’ rights and responsibilities are clearly defined and understood
• Academic advice, counseling and support services are accessible and address student needs.
• Support services for students include: formal academic requirements, religious, cultural, sporting and other activities relevant to the needs of the student body.
Standard 6 Learning Resources
• Learning resource include libraries and access to electronic and other reference material that meet program goals and are provided at an adequate level.
• Library and associated IT facilities are accessible to support independent learning, with assistance provided.
• Facilities are provided for individual and group study in an environment conducive to effective investigations and research.
• The services are evaluated and improved in response to systematic feedback from faculty and students.
Standard 7Facilities and Equipment
• Facilities are designed or adapted to meet requirements for teaching and learning
• Facilities offer a safe and healthy environment for high quality education.
• Use of facilities is monitored and data from user satisfaction surveys assist in planning for improvement.
Standard 8Financial Planning and Management
• Financial resources are adequate for the programs and services offered
• Financial resources are efficiently managed in keeping with program requirements and institutional priorities.
• Effective systems are used for budgeting and for delegation and accountability of financial decisions that provide local flexibility, institutional oversight, and effective risk management.
Standard 9Faculty, Staff and Employment Processes
• Faculty and staff have the qualifications and experience for effective exercise of their responsibilities
• Professional development opportunities ensure continuing improvement in expertise.
Standard 9Faculty, Staff and Employment Processes
• Performance of all faculty and staff is evaluated, with outstanding performance recognized and support provided for improvement where required.
• Effective, fair, and transparent processes are available for the resolution of conflicts and disputes involving faculty or staff.
Standard 10Research
• Faculty are encouraged to pursue research interests and to publish their results .
• Necessary facilities for conducting research are provided within the limits of available resources.
• Research output is monitored and benchmarked against that of similar institutions.
• Clear and equitable policies are established for ownership and commercialization of intellectual property.
Standard 11 Institutional Relationships with the Community
• Contributions to the community are recognized as an important institutional responsibility.
• Faculty and staff are encouraged to be involved in the community
• Facilities and services are made available to assist with community developments
Standard 11 Institutional Relationships with the Community
• Information about the institution and its activities are made known
• Community perceptions of the institution are monitored and appropriate strategies adopted to improve understanding and enhance its reputation.
The Site Visit Team
Team member can be selected from the following:
1. An administrator
2. An instructor
3. A faculty member
4. A member of a particular profession
From this group, a chairperson with experience and
recognized status will be assigned as chairperson.
In order to be eligible to serve on a team, team
members have prior training and orientation to
the accreditation process or have served on
other accreditation teams
Key Tasks for the Team
Determine if the data and materials in place are adequate and reliable
Key Tasks for the Team
Assess data as whether it meets the standards
Key Tasks for the Team
Ask for additional data if necessary Conduct interviews
Key Tasks for the Team
Chair assigns writing tasks for the team evaluation report
Chair reviews site visit team members written reports
Team agrees upon the overall recommendation about accreditation
What to Do With This Information?
Answer:
Develop a Strategic Plan
Strategic Improvement Planning
Targeted improvement
Data-driven (Data should be analyzed to guide improvement decisions)
Prioritized (Based on importance
and available resources)
Aligned to Mission
Moving from Random Acts of Improvement
Why do you need a
Strategic Improvement Plan?
To Focused Continuous Improvement
Why do you need a
Strategic Improvement Plan?
Continuous ImprovementFour Core Elements
Vision What is our future?
Profile Where are we today?
Plan How will we improve?
Results What have we accomplished?
Improvement Process Components
92
Plan andImplementation
What future are you
pursuing ?Vision
Profile
What is your current reality?
What actions will you take to improve?
What have you accomplished?
Results
Monitoring
Write the Goal:
Support Data: Three sources used to select the goal1.2.3.
Standardized Assessments Criterion-Referenced and/or Instructor-Made
Strategy:Objective:
Research Supporting This Intervention:
Activities to Implement theStrategy
PersonsAccountable
TimelineStart End
Needed Resources
Needed Faculty Development
An Action Plan for Strategic Improvement
What does a Strategic Improvement Plan look like?
Data Analysis Worksheet
Title of Assessment:
What does this data show?Factual information
Why?Hypotheses
How should we respond?Plan for action or next steps
How can you organize your evaluation data?
Case Studies: Grading Policy
Goal: Develop clearly articulated written statements, expressed in observable terms, of key institutional and unit-level goals
Sample from Community College of Alleghany County
Articulated Written Statement
MeasurementTools
Case Studies: Grading Policy
Goal:
Sample from Community College of Alleghany County
Supportive Data
Case Studies: Grading PolicyGoal:
Sample from Community College of Alleghany County
What were the results?• Success rates in subsequent courses
increased by 4%
• Students who initially earned a D had a 58% success rate in repeated course
• Data on success of repeaters in college level courses pending
Case Studies: Grading PolicyGoal:
Sample from Community College of Alleghany County
UsingResults for
Improvement Planning
Group Activity As a group, analyze the case study
for student or library or budget assessment
Identify the following:
Fill-in the grid
Present your findings
Articulated
Statements
Measurement
Tools
Results How to Use Results for
Improvement Planning
How can the Self-Study process contribute to institutional improvement?
Articulated
Statements
Measurement
Tools
Results How to Use Results to Direct Improvement Planning
Statements are measured using tools
Tools provide resultsof evaluation
Results are usedto direct
improvements
Group Activity: Case Study Analysis
AssessmentArticulated
Statements
Measurement
Tools
Results
How to Use Results for
Improvement Planning