Northwest Regional Accreditation:

1
Northwest Regional Accreditation

• Preparation for a Visit for Candidacy
• Ronald L. Baker
• Executive Vice President
• Northwest Commission on Colleges and Universities

2
Purpose
Highlight accreditation principles Articulate
the evaluation process and Provoke thought and
promote dialogue on effective self-study
practices.
3
Advice

• To conduct an effective self study, you are
  strongly encouraged to . . .
• do the right thing!

4
Anticipation

• Chaos is come again.
• Othello in The Tragedy of Othello, the Moor of
  Venice (William Shakespeare)

5
Types of Accreditation

• Regional (Institutional)
• Diverse characteristics and missions
• Comprehensive institutional review
• Mission-based criteria
• National (Institutional)
• Single-purpose or thematic mission
• Comprehensive institutional review
• Purpose-based criteria
• Specialized (Programmatic)
• Specific program or school
• Program-centered review
• Discipline-based criteria

6
Definition

• Regional accreditation is a voluntary,
  non-governmental process of self analysis and
  peer review that assures educational quality and
  encourages purposeful improvement through
  evaluations based on institutional mission,
  accepted academic standards, and expectations of
  the public.

7
Scope

• Regional accreditation applies to the institution
  as a whole not units or individual educational
  programs
• Is not partial
• Is not for a fixed period of time

8
Evaluations

• Comprehensive decennial evaluation
• Regular interim evaluation at midpoint between
  comprehensive evaluations
• Written Progress Report to address one or more
  issue
• Written Focused Interim Report and onsite visit
  to address one or more issue
• discretionary

9
Expectations

• Accredited institutions are expected to
• Engage in ongoing planning that leads to
  accomplishment of identified outcomes
• Evaluate how and how well outcomes are achieved
  and
• Use assessment results for improvement.

10
Accreditation Assurances

• Intentions The institution has clearly defined
  and appropriate educational objectives consistent
  with its mission and characteristics.
• Capacity The institution has conditions and
  resources to achieve its objectives.
• Achievement The institution is substantially
  accomplishing its mission and purpose.
• Sustainability The institution is organized,
  staffed, and supported to continue to do so.

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Nutshell

• What?
• With What?
• So What?
• Now What?

12
Recognition

• NWCCU is recognized as a reliable authority on
  educational quality by
• U.S. Department of Education
• CHEA (Council for Higher Education
  Accreditation)
• Institutions of higher education
• State agencies
• Public

13
Benefits of Accreditation

• Eligibility for HEA programs
• Eligibility for federal funds for categorical
  programs and services
• Fosters transfer of credit
• Continuous improvement from regular, systematic,
  and purposeful assessment

14
Regional Accrediting Agencies
AK
District of Columbia Canal Zone Puerto
Rico Virgin Islands
Guam American Samoa Micronesia Other Pacific
Basin Countries in Asia
Mexico
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NWCCU Accredited Institutions
Degree Public Private Total A
69 2 71 B 5 13 18 M
13 24 37 D 17 11 28
104 50 154 Highest Degree Offered
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NWCCU Candidate Institutions
Degree Public Private Total A
1 0 1 B 1 1 2 M
0 0 0 D 0 2 2
2 3 5 Highest Degree Offered
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Distribution by State
Accredited and Candidate Institutions
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Board of Commissioners

• Baccalaureate/Graduate Institutions
• Associate Institutions
• General Public
• Institutions from Other Regions
• Chair
• NWCCU President
• Minimum of Seven

19
Accreditation Process

• Application for Consideration
• Candidacy
• Initial Accreditation
• Reaffirmation of Accreditation

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Application for Consideration

• Letter of Application
• Response to Eligibility Requirements
• Plans for Institutional Development
• Catalog, other Documentation
• Audited Financial Statement
• Authorization/Charter
• Application Fee

21
Candidacy

• Comprehensive Evaluation for Candidacy
• If granted, Candidacy is limited to 5 years.
• Interim Candidacy Evaluation 18 months
  following receipt of Candidacy.
• Interim Candidacy Evaluation 36 months
  following receipt of Candidacy.
• Evaluation for Initial Accreditation must be
  approved by the Executive Director.

22
Initial Accreditation

• Following receipt of accreditation, the following
  evaluations are conducted
• Progress Report 3 years following receipt of
  accreditation.
• Comprehensive Evaluation 5 years following
  receipt of accreditation.
• Other evaluations may be requested
• Progress Report
• Focused Interim Report and Visit

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Reaffirmation of Accreditation

• Scheduled Evaluations
• Comprehensive every 10 years
• Regular Interim every 5 years between
  comprehensive evaluations
• Optional Evaluations (as requested)
• Progress Report
• Focused Interim Report and Visit

24
Accreditation Criteria

• Eligibility Requirements - characteristics and
  conditions required for accreditation.
• Standards - criteria by which quality and
  effectiveness are evaluated.
• Related Policies - part of the Standards provide
  further definition to the Standard.

25
Framework

• The criteria form a flexible framework of
  qualitative, catalytic, non-prescriptive
  statements that enables institutions with
  divergent missions, philosophies, and
  characteristics to exhibit essential principles
  of quality and effectiveness.

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Characteristics

• Accreditation criteria are not prescriptive.
  They do not
• Stipulate planning or evaluation methods
• Specify the nature of assessment data
• Define "adequate, appropriate, or sufficient
  since they are influenced by institutional
  characteristics/mission.

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Mission-Centered Standards
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Taxonomy of a Standard

• Standard Number and Title
• Standard Element Identifier and Title
• (Conceptual Framework)
• Standard Element Narrative (Philosophy)
• Standard Indicator (Declarative Statement of
  Quality Indicators)

29
Key Areas Of Interest

• Institutional Planning and Effectiveness
• (Standard Element 1.B)
• Educational Program Planning Assessment
• (Standard Element 2.B Policy 2.2)
• General Education/Related Instruction
• (Policy 2.1)
• Distance Education
• (Policy 2.6)
• Advertising, Recruitment, and Representation of
  Accredited Status
• (Policy 3.1)

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Key Areas Of Interest (continued)

• Faculty Evaluation
• (Policy 4.1)
• Governance System, Board, and Administration
• (Standard Elements 6.A, 6.B, 6.C)
• Financial Planning, Adequacy, and Management
• (Standard Elements 7.A, 7.B, 7.C)
• Contractual Agreements with External
  Organizations
• (Policy A-6)
• Teach-Out Responsibilities
• (Including Policy A-13 Teach-Out Agreements)

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Institutional Planning/Effectiveness

• Each institution is expected to
• Engage in ongoing planning to achieve its mission
  and goals
• Evaluate how and how well it is accomplishing its
  mission and goals and
• Use results for broad-based, continuous planning
  and evaluation.

32
Educational Assessment

• The institution's processes for assessing its
  educational programs are clearly defined,
  encompass all of its offerings, are conducted on
  a regular basis, and are integrated into the
  overall planning and evaluation plan. Expected
  learning outcomes are identified and published
  for each degree and certificate program.

33
Educational Assessment

• Regular and systematic assessment documents that
  students who complete programs, no matter where
  or how offered, have achieved these outcomes.
• The institution provides evidence that its
  assessment activities lead to the improvement of
  teaching and learning.

34
Student Information and Practices

• All candidate and accredited institutions, or
  individuals acting on their behalf, must exhibit
  integrity and responsibility in advertising,
  student recruitment, and representation of
  accredited status.

35
General Education

• Baccalaureate and transfer associate degree
  programs must include a substantial core of
  collegiate level General Education with
  identifiable outcomes in
• Written and oral communication
• Quantitative reasoning
• Critical analysis and logical thinking and
• Literacy in the discourse or technology
  appropriate to the program of study.
• Outcomes should be stated in relationship to
  institutional mission and goals.

36
Related Instruction

• Programs of study for applied or specialized
  associate degrees or for certificate programs of
  45 (q) / 30 (s) credits or more in length require
  recognizable a body of instruction in
  program-related areas of
• Communication
• Computation
• Human Relations
• Additional topics as appropriate

37
Related Instruction

• Related instruction content may be
• Embedded within program curricula or
• Taught in block units of instruction.
• Regardless of approach, it must be
• Clearly identified
• Pertinent to the program of study and
• Taught by faculty who are clearly and
  appropriately qualified.

38
Distance Education

• This policy is intended to apply to the broadest
  possible definition of distance delivery of
  instruction.
• Degree programs and credit courses may or may not
  be delivered exclusively via telecommunications.

39
Faculty Evaluation

• Institutions are expected to conduct some form of
  substantive performance evaluation of all
  faculty members at least once within each
  five-years of service. The evaluation should be
  collegial, participatory, and use multiple
  indices of assessment.

40
Contractual Agreements

• An accredited or candidate institution may not
  lend the prestige or authority of its
  accreditation to authenticate courses or programs
  offered under contract with other organizations
  unless it demonstrates oversight and
  responsibility for those offerings in compliance
  with Commission standards, principles, and
  practices.

41
Teach-Out Requirements

• An institution is required to provide equitable
  treatment of students if it closes or
  discontinues an educational program before all
  students enrolled in the discontinued program
  complete it.
• It may offer the remaining portion of the program
  for enrolled students or enter into a teach-out
  agreement for completion of the program through
  another institution.

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Query
How does this talk grow corn? Hopi Saying
43
Barometer Of Change

• You can judge your age by the amount of pain you
  feel when you come in contact with a new idea.
• Pearl Buck

44
Shift In Expectations
Outcomes Implied ? Explicit Achievements Assum
ed ? Assessed Effectiveness Inferred ? Evidenced
45
Reaction

• I believe in looking reality straight in the eye
  and denying it.
• Garrison Keeler

46
Attendant Tenet
The secret of success is sincerity Once you can
fake that youve got it made. Jean Giraudoux
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Anthem

• It doesnt matter what I say,
• So long as I sing with inflection
• That makes you feel that Ill convey
• Some inner truth of vast reflection.
• But Ive said nothing so far
• And I can keep it up for as long as it takes
• And it dont matter who you are
• If Im doing my job its your resolve that
  breaks.
• Hook (Blues Traveler)

48
Culture Of Evidence
Are outcomes explicitly stated? Is there general
agreement on characteristics of achievement? Are
assessment data regularly and purposefully
collected and analyzed? Are results used
systematically to enhance quality and
effectiveness? Is hope your improvement plan?
49
Copernican Déjà Vu

• When the center of the universe is discovered, a
  lot of people will be disappointed to find they
  arent it.
• Bernard Bailey

50
Impediments
Lack of experience? Lack of knowledge? Lack of
ability? Lack of tools? Lack of interest? Lack of
relevance? Lack of resources? Lack of time? Lack
of will? TRADITION!
51
Self Reflection

• The way to gain a reputation is to endeavor to be
  what you desire to appear.
• Socrates

52
Methodology

• Method consists of two correlative and
  complementary processes 1) analysis of complex
  totalities into their parts and 2) synthesis of
  parts into their totality.
• However, the two processes by themselves are
  imperfect and require each other for the full
  development of knowledge and understanding.
• Joseph L. Esposito

53
Processes

• Analysis - Systematic detailed examination of
  elements to achieve knowledge of their
  properties.
• Synthesis - Integration of relationships among
  elements to understand their roles and the
  purpose of the whole in which they exist.

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Translation
An effective self study evaluates How units
work and How they work together.
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Characteristics

• Analysis
• Reductionistic
• Take Apart
• Individual Units
• Concepts/Definitions
• Induction
• Effects to Causes
• Answer Questions
• Knowledge of Function

Synthesis Holistic Put Together Interrelationships
Judgments/Propositions Deduction Causes to
Effects Ask Questions Understanding of Purpose
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Knowledge

• By their structure the Standards foster analyses
  of major institutional functions, rather than a
  synthesis of those functions.

57
Assessment

• Intentions
• Mission
• Goals
• Strategies
• Plans
• Processes

Capacity Resources Infrastructure Achievements In
stitutional Student Learning
58
Self Evident
We need elucidation of the obvious more than
investigation of the obscure. Oliver Wendell
Holmes
59
Understanding

• Understanding of the whole is not possible from
  analysis of its parts.
• Understanding is derived by synthesis of the
  roles or functions of the parts in the system in
  which they are contained.
• Russell Ackoff

60
Synthesis

• Quality
• Educational
• Institutional
• Stability
• Resources
• Operations

Effectiveness Achievements Practices Sustainabili
ty Outcomes Existence
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Challenge

• The challenge is for us to see beyond the
  innumerable fragments to the whole, stepping back
  far enough to appreciate how things move and
  change as a coherent entity.
• Margaret Wheatley

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Scope of Responsibility
Accreditation is a joint responsibility. You
are not personally responsible for the
accreditation status of your institution.
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Quality and Accountability

• Does the institution fulfill its mission?
• Are institutional goals achieved?
• Are intended outcomes realized?
• Do achievements match intentions?
• Are the achievements sustainable?
• How do you know?
• What is your evidence?

64
Self-Study Goals

• Assess, analyze, evaluate, and improve planning
  and effectiveness in fulfilling institutional and
  educational missions
• Evaluate and document educational quality and
  student achievement of outcomes
• Document compliance with accreditation criteria
• Accurately, candidly, directly identify
  strengths, challenges, and achievements.

65
Model Self-Study Characteristics

• Design is appropriate to the institution
• Process is inclusive internally motivated with
  leaders committed to the process
• Critical review of mission, goals, practices
• Assesses and evaluates effectiveness in achieving
  mission goals
• Report is data driven and analytic with a minimum
  of description
• Self-study outcomes inform planning

66
Power of Leverage
At cruising speed it is impossible to turn a
large ship by applying direct pressure on the
rudder. Placing a small movable extension on the
rudders trailing edge compresses the water
flowing past it to create a partial vacuum that
pulls the rudder in the desired direction. Thus,
a trimtab, small but strategically placed,
determines the course of the vessel.
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Role Of The Steering Committee

• Identify the right questions
• Motivate, encourage, support colleagues
• Design and translate the study into clearly
  defined structures, roles, and tasks
• Set and enforce a realistic schedule
• Establish clear communication channels
• Coordinate data collection

68
Commendable Practice

• Culture-sensitive design
• Inclusive
• Internally motivated
• Integrated with institutional initiatives
• Evaluates intentions and achievements
• Analytic, data driven, evidence based
• Results inform and improve practice

69
Design Strategies

• Outcomes-based strategy planning
• Identify outcomes for the study
• Develop guiding framework
• Develop models for components
• Develop templates for data gathering
• Develop style sheets
• Reactionary strategy consequences
• Move quickly to data collection
• Cope with inconsistent unwieldy data
• Wade through layers of ambiguity
• Focus on parts, rather than whole

70
Conservation of Momentum

• Issue
• Synthesis might omit some input which may
  alienate some constituents
• Suggestions
• Provide many input/feedback opportunities
• Use final report as overarching framework
• Keep input intact at department level
• Use final report to reengage participants to
  advance efforts at the departmental level

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Self-Study Calendar

• The importance of the calendar with specific
  completion dates cannot be over emphasized.
• Tasks will generally take all the time given, so
  assign reasonable amounts of time to each task
  and closely monitor progress in completing them.

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Self-Study Report

• Thorough, comprehensive, and analytic appraisal
  of the institution.
• Clear, concise, and accurate high-definition
  snapshot of the institution including its
  history, current situation, and vision for the
  future.
• Evidence that results of the self evaluation are
  used to enhance its ability to achieve its
  mission and goals.

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Report Attributes

• Scholarly, readable, useful treatment
• Candid and direct disclosure of reality
• Clearly addresses accreditation criteria
• Analytic assessment of achievements
• Identifies strengths
• Identifies areas for improvement
• Draws evidence-based conclusions and judgments
  (not a walk in the woods with words)
• Articulates plans for improvement

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Suggestions For Practice

• Provide a glossary
• Be concise! (200-250 pages appendices)
• Get to the point!
• Be direct and candid
• Speak in a common voice
• Flow should be smooth and logical
• Synthesize across units
• Proof final copy for errors

75
Structure and Contents

• Preface
• Glossary of Terms
• Summary of institutional characteristics
• Major changes since last evaluation
• BRIEF! description of self-study process
• Scope of inclusion in the self study
• Goals of self study
• Address Eligibility Requirements

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Structure and Contents

• Executive Summary
• Succinct comprehensive evaluation
• Institutional context
• Summary of major findings
• Commendations and Recommendations
• Plans for improvement
• Progress to date

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Structure and Contents

• Standard Chapters
• Do not repeat support documents
• Be brief on intentions and descriptions
• Assess achievements and analyze data
• Supply evidence to support judgments
• Provide a summary, including
• Major findings
• Commendations and Recommendations
• Plans for improvement
• Progress to date

78
Structure and Contents

• Summary Chapter
• Institutional synthesis across Standards
• Major findings
• Commendations and Recommendations
• Plans for improvement
• Progress to date

79
Third Party Comment Notice

• US DOE regulations require an opportunity for
  third-party comment concerning an institutions
  qualifications for accreditation or
  preaccreditation.
• The institution is expected to provide
  notification to its publics regarding the
  impending visit and send a verification copy of
  that public notice to the office of the Northwest
  Commission on Colleges and Universities.
• 34 CFR Section 602.23 (b)

80
Preparing for the Visit

• Identify an institutional liaison for each member
  of the visiting committee.
• Publish Third Party Comment Notice.
• 45 days prior to the visit, mail self-study
  documents to the Commission office and each
  Committee member.
• Organize exhibits in the Committee room.
• Gather computers and support resources in the
  Committee room.

81
Role of Evaluation Committee

• Review the self-study report
• Conduct an onsite visit to validate information
  in the self-study report
• Evaluate the institution against the Commissions
  accreditation criteria
• Analyze findings
• Prepare a written report
• Submit a confidential recommendation to the
  Commission

82
Evaluator Characteristics

• An evaluator
• Represents the Commission
• Volunteers his/her time
• Is from an out-of-state institution with similar
  characteristics
• Has specific area(s) of responsibility
• Has knowledge of the assigned area(s)
• Has completed Commission training

83
Anatomy of the Visit

• Day 0
• 400 p.m. pre-visit meeting
• Day 1
• Introductory Meeting
• Evaluation Activities
• Private Committee Meeting
• Day 2
• Evaluation Activities
• Private Committee Meeting
• Day 3
• Final Private Committee Meeting
• Chair Meets with President
• Exit Meeting

84
Following the Visit

• The institution may
• Review a draft of the evaluation report to
  correct factual errors.
• Provide a written response to the evaluation
  report.
• Send individuals to represent it when its
  accreditation is considered

85
Use of Results

• Institutions are expected to use their own
  self-study findings and findings by evaluators to
  implement actions that lead to improvements in
  institutional effectiveness and educational
  quality.

86
Considerations
In taking action the Commission
considers Institutional report Evaluation
report Institutions written response to the
evaluation report (if provided) Committee
chairs comments Institutional representatives
comments Third-party comments Confidential
Recommendation.
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Commendations

• Commendations recognize noteworthy achievements
  of the institution.

88
Recommendations

• Recommendations identify areas for immediate
  action by the institution because it
• Does not comply with a standard for accreditation
• Complies with a standard, but improvement is
  required

89
Enforcement Of Standards(US DOE Recognition
Criterion 34 CFR 602.20)

• If an institution is found to be out of
  compliance with any standard for accreditation,
  the agency must immediately initiate adverse
  action against the institution or require it to
  take appropriate action to bring itself into
  compliance with the standard within two years, if
  the longest program it offers is at least two
  years in length.
• Denial or withdrawal of accreditation or
  candidate status

90
Commission Actions

• Grant Candidacy
• Request Progress Report
• Request Focused Interim Report/Visit
• Defer Action
• Deny Candidacy

91
Typical Weaknesses

• Incongruent mission, goals, activities
• Lack of assessment and analysis
• No consequences from the self study
• Little, if any, use of external data
• Data not clearly tied to planning, assessment, or
  institutional effectiveness
• Unsupported statements of apparent fact
• Lack of synthesis across Standards

92
Reflective Questions
What do we believe? (Principles and Values) What
are our intentions? (Mission and Purpose) What
are our aspirations? (Vision) What do we expect
to achieve? (Outcomes) What does success look
like? (Indicators) How will we proceed? (Planning)
93
Reflective Questions
What do we do? (Actions) How do actions link to
planning? (Alignment) How well are intentions
fulfilled? (Integrity) How do we know?
(Assessment) How do we document findings?
(Evidence) What do we do with results?
(Improvement)
94
Final Thoughts
Good intentions do not excuse poor
results. Actions speak louder than words. Fran
Lebowitz Never mistake motion for action. Ernest
Hemingway Integrity is doing the right
thing, even when no one is watching. Anonymous
95
Summation

• We teach not what we know, but who we are. We
  cant hide who we are and what we believe.
• Mem Fox

96

• Questions?