Accreditation and Self Study Process

Accreditation Accreditation and Self Study and Self Study

ProcessProcessA presentation by:A presentation by:

Joseph SaimonJoseph SaimonAccreditation Liaison Officer Accreditation Liaison Officer

(ALO)(ALO)(Director for Development and Community (Director for Development and Community

Relations)Relations)

What is AccreditationWhat is Accreditation

Process for evaluating and assuring the Process for evaluating and assuring the quality of educationquality of education

Used by the American higher education Used by the American higher education community. community.

This process involves institutions to:This process involves institutions to: Collectively set standards for good practiceCollectively set standards for good practice Conduct peer-based evaluations of institutions Conduct peer-based evaluations of institutions

on a regular basison a regular basis Confer accredited status on institutions, andConfer accredited status on institutions, and Make the results of accreditation review of Make the results of accreditation review of

institutions known to the publicinstitutions known to the public

What is Accreditation… What is Accreditation… contcont

Through accreditation, the higher education Through accreditation, the higher education community shoulders the responsibility for community shoulders the responsibility for monitoring the quality of the programs and monitoring the quality of the programs and services of member institutions.services of member institutions.

Agencies that develop and apply standards are Agencies that develop and apply standards are often called often called accrediting commissionsaccrediting commissions..

Accrediting commissions were created by the Accrediting commissions were created by the collective group of institutions that wished to collective group of institutions that wished to engage in the quality review and assurance engage in the quality review and assurance processprocess

Institutions under an accrediting commission Institutions under an accrediting commission are called are called member institutionsmember institutions of a commission. of a commission.

?? What is the name of our What is the name of our accrediting accrediting commissioncommission??

What would be call ourselves in What would be call ourselves in relation to our relation to our accrediting accrediting commissioncommission??

Different kinds of Different kinds of AccreditationsAccreditations

There are three types of accrediting There are three types of accrediting agencies or commissions used in the agencies or commissions used in the United States. United States. Regional AccreditationRegional Accreditation Programmatic AccreditationProgrammatic Accreditation National AccreditationNational Accreditation

Different kinds of Different kinds of Accreditations… contAccreditations… cont

Regional AccreditationRegional Accreditation The most highly regarded form of institutional The most highly regarded form of institutional

accreditationaccreditation Sought by most academic institutions with Sought by most academic institutions with

comprehensive missionscomprehensive missions Conducted by accrediting agencies that have Conducted by accrediting agencies that have

chosen to organize themselves into six broad chosen to organize themselves into six broad geographic regions of the countrygeographic regions of the country

The geographic regions include New England The geographic regions include New England states, the mid-Atlantic states, the southern states, states, the mid-Atlantic states, the southern states, the middle or north central states, the the middle or north central states, the northwestern states, and the western states and northwestern states, and the western states and U.S. territories of the Pacific (FAS, Hawaii, Guam, U.S. territories of the Pacific (FAS, Hawaii, Guam, American Samoa)American Samoa)


Regional AccreditationRegional Accreditation The commissions in these six regions, which have The commissions in these six regions, which have

standards that cover the entire institution, require standards that cover the entire institution, require that a component of general education be included that a component of general education be included in all degree programsin all degree programs

These commissions issue a periodic report on the These commissions issue a periodic report on the quality of the entire institution according to quality of the entire institution according to processes and procedures established by each processes and procedures established by each commissioncommission

The The regionalregional accrediting commissions set a very high accrediting commissions set a very high standard for the performance of the entire institutionstandard for the performance of the entire institution

(Note: Not all higher education institutions can meet (Note: Not all higher education institutions can meet these standards)these standards)


Programmatic AccreditationProgrammatic Accreditation ProgrammaticProgrammatic accrediting agencies provide quality accrediting agencies provide quality

assurance for individual degree programs that may assurance for individual degree programs that may be offered within accredited institutions but that be offered within accredited institutions but that require special review because their graduates require special review because their graduates become licensed practitioners (for example, become licensed practitioners (for example, nursing, medical, or culinary programs, or law nursing, medical, or culinary programs, or law schools)schools)

The programmatic accrediting agencies assure The programmatic accrediting agencies assure that the quality of the educational program meets that the quality of the educational program meets the national and state standards and that the national and state standards and that graduates are prepared to pass licensure graduates are prepared to pass licensure examinationsexaminations


National AccreditationNational Accreditation NationalNational accrediting agencies accredit accrediting agencies accredit

institutions with specialized missions institutions with specialized missions (for example, businesses colleges or (for example, businesses colleges or colleges of art and design)colleges of art and design)

Often referred to as the Often referred to as the specialized specialized or or national national accrediting commissions. accrediting commissions.

What kind of accreditation do we What kind of accreditation do we have?have?

What is the name of our What is the name of our accrediting commission?accrediting commission?

??


Regional Accrediting Commissions:Regional Accrediting Commissions: Middle States Association of Schools andMiddle States Association of Schools and

Colleges Commission on Higher EducationColleges Commission on Higher Education New England Association of Schools and New England Association of Schools and

CollegesColleges Southern Association of Colleges and Southern Association of Colleges and

Schools Schools Commission on CollegesCommission on Colleges

Western Association of Schools and Colleges Western Association of Schools and Colleges Accrediting Commission for Community and Accrediting Commission for Community and Junior CollegesJunior Colleges

What is WASCWhat is WASC Consists of three separately organized Consists of three separately organized

commissions within the western regioncommissions within the western region Only accrediting body that separates the two Only accrediting body that separates the two

kinds of higher education institutions (two-kinds of higher education institutions (two-year and four-year) into separate commissionsyear and four-year) into separate commissions

The three commissions that make up WASC The three commissions that make up WASC are: are: The Accrediting Commission for Senior Colleges The Accrediting Commission for Senior Colleges

and Universities and Universities (ACSCU)(ACSCU) The Accrediting Commission for Community and The Accrediting Commission for Community and

Junior CollegesJunior Colleges (ACCJC) (ACCJC) The Accrediting Commission for SchoolsThe Accrediting Commission for Schools (ACS) (ACS)

Which WASC commission Which WASC commission accredits the College of accredits the College of Micronesia-FSM?Micronesia-FSM?

??

Purposes of ACCJCPurposes of ACCJC

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

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

The ACCJC does the The ACCJC does the following:following:

The Commission determines the The Commission determines the accredited status of a member accredited status of a member institution.institution.

The Commission communicates the The Commission communicates the accreditation decision to the accreditation decision to the institution.institution.

The Commission communicates the The Commission communicates the accreditation decision to the public.accreditation decision to the public.

What accreditation report will the What accreditation report will the college submit in 2010?college submit in 2010?

??

Self StudySelf Study

Takes place after every six yearsTakes place after every six years The reports contains:The reports contains:

Certification of the Self Study Report Eligibility Requirements Responses to prior team recommendations Descriptive Summary Self Evaluation (citing the standards in the text)

and resulting in… Planning Agenda (for institutional improvement

with references to institutional plans)

Self StudySelf Study The RecommendationsThe Recommendations

Recommendation 1: Improve Communication Recommendation 1: Improve Communication The college must develop and implement a collaborative The college must develop and implement a collaborative

process that:process that: (I) Includes faculty, staff, students, and administrators at (I) Includes faculty, staff, students, and administrators at

the college’s six sites.the college’s six sites. (II) Identifies the roles and scope of authority of the (II) Identifies the roles and scope of authority of the

faculty, staff, students, and administrators in the decision-faculty, staff, students, and administrators in the decision-making processes.making processes.

(III) Identifies the roles and scope of authority of college (III) Identifies the roles and scope of authority of college committees in the decision-making processes.committees in the decision-making processes.

(IV) Includes dialogue as a means to develop, document, (IV) Includes dialogue as a means to develop, document, implement, and evaluate assessment plans for student implement, and evaluate assessment plans for student learning outcomes in both instruction and student learning outcomes in both instruction and student services.services.

(V) Includes formal pathways for effective communication (V) Includes formal pathways for effective communication and recommendations are distributed across the college’s and recommendations are distributed across the college’s six sites six sites


The RecommendationsThe Recommendations Recommendation 2: Improve CommunicationRecommendation 2: Improve Communication

The college must develop, document, and implement an The college must develop, document, and implement an organization of administrative responsibilities across the organization of administrative responsibilities across the six sites that ensures continuity in student support and six sites that ensures continuity in student support and instruction and gives a clear, consistent line of instruction and gives a clear, consistent line of administrative authority such as,administrative authority such as,

For all instructional programs cross all sites to the Vice For all instructional programs cross all sites to the Vice President for Instructional AffairsPresident for Instructional Affairs

For all student service programs across the sites to the For all student service programs across the sites to the Vice President for Support and Student AffairsVice President for Support and Student Affairs

For all learning resources programs across the sites to For all learning resources programs across the sites to the Director of Learning Resources Center.the Director of Learning Resources Center.


The RecommendationsThe Recommendations Recommendation 3: Improve Recommendation 3: Improve

CommunicationCommunication Once the collaborative processes Once the collaborative processes

(Recommendation 1) and the organization (Recommendation 1) and the organization of administrative responsibilities of administrative responsibilities (Recommendation 2) are developed, (Recommendation 2) are developed, documented, and implemented, they must documented, and implemented, they must be periodically and systematically evaluated be periodically and systematically evaluated to facilitate a cycle of continued to facilitate a cycle of continued improvement.improvement.


Recommendation 4: Integrate PlanningRecommendation 4: Integrate Planning The college must develop and implement college-wide planning The college must develop and implement college-wide planning

thatthat (I) Includes all sites(I) Includes all sites (II) Integrates all aspects of planning, evaluation, and resource (II) Integrates all aspects of planning, evaluation, and resource

allocationallocation (III) Includes a technology plan and evaluates, supports, and (III) Includes a technology plan and evaluates, supports, and

plans for the future of instructional student services and plans for the future of instructional student services and administrative functions across the college’s six sites.administrative functions across the college’s six sites.

(IV) Is driven by the college mission and goals(IV) Is driven by the college mission and goals (V) Relies on involvement of faculty and staff across the college’s (V) Relies on involvement of faculty and staff across the college’s

sitessites (VI) Incorporates research and data in a strategic plan that (VI) Incorporates research and data in a strategic plan that

contains measurable outcomescontains measurable outcomes (VII) Guides decision-making for both short-term and long-term (VII) Guides decision-making for both short-term and long-term

planningplanning (VIII) Is well-documented and widely disseminated(VIII) Is well-documented and widely disseminated (IX) Is periodically reviewed to assess the validity of the process.(IX) Is periodically reviewed to assess the validity of the process.


Recommendation 5: Identify and Assess Recommendation 5: Identify and Assess Student Learning OutcomesStudent Learning Outcomes

The college must develop and implement student The college must develop and implement student learning outcomes across the six sites in order to learning outcomes across the six sites in order to determine the effectiveness of college programs and determine the effectiveness of college programs and services on student learning including:services on student learning including:

(I) Instructional programs at course, program, degree (I) Instructional programs at course, program, degree and certificate levelsand certificate levels

(II) Student services throughout the students’ (II) Student services throughout the students’ matriculation at the College of Micronesia-FSM Links matriculation at the College of Micronesia-FSM Links between student learning outcomes and the planning between student learning outcomes and the planning processprocess

(III) Mechanisms for measuring student learning (III) Mechanisms for measuring student learning outcomesoutcomes

(IV) Mechanisms for using those measurements to (IV) Mechanisms for using those measurements to improve courses, programs, and servicesimprove courses, programs, and services


Recommendation 6: Create ContinuityRecommendation 6: Create Continuity The college needs to standardize instruction, student The college needs to standardize instruction, student

services, learning environment, and quality instruction services, learning environment, and quality instruction across the college’s six sites. Specifically areas that across the college’s six sites. Specifically areas that require greater continuity at this time are:require greater continuity at this time are:

(I) A written policy manual for the Board of Regents(I) A written policy manual for the Board of Regents (II) Full-time and part-time faculty and staff hiring (II) Full-time and part-time faculty and staff hiring

procedures, assignments appropriate to qualifications, procedures, assignments appropriate to qualifications, and performance evaluationand performance evaluation

(III) The delivery of comprehensive and consistent (III) The delivery of comprehensive and consistent student services at each of the college’s sitesstudent services at each of the college’s sites

(IV) The provision of adequate facilities for instruction at (IV) The provision of adequate facilities for instruction at all sites; at this time, the college must immediately all sites; at this time, the college must immediately provide an adequate facility for student learning at the provide an adequate facility for student learning at the Chuuk siteChuuk site


The RecommendationsThe Recommendations Recommendation 7: Diversity Board Recommendation 7: Diversity Board

MembershipMembership Membership of the college’s Board of Membership of the college’s Board of

Regents must have the diversity of Regents must have the diversity of viewpoint that is required by its own policy, viewpoint that is required by its own policy, national law and accrediting standards national law and accrediting standards (Standard IV 1.a, IV 1.e).(Standard IV 1.a, IV 1.e).


The RecommendationsThe Recommendations Recommendation 8: Securing Recommendation 8: Securing

Permanent Campus for ChuukPermanent Campus for Chuuk The college must make significant progress The college must make significant progress

in securing the Chuuk High School campus in securing the Chuuk High School campus as the site for COM-FSM’s permanent as the site for COM-FSM’s permanent Chuuk state campus or, if it unable to Chuuk state campus or, if it unable to within its deadline of 2008, find another within its deadline of 2008, find another acceptable site. acceptable site.


The RecommendationsThe Recommendations Recommendation 9: Develop Recommendation 9: Develop

Physical Master PlansPhysical Master Plans The college must develop physical master The college must develop physical master

plans, with the appropriate financial plans plans, with the appropriate financial plans for each state campus to ensure facilities for each state campus to ensure facilities equity with the national campus, and allow equity with the national campus, and allow the state campuses to provide instructional the state campuses to provide instructional and student services that are consistent and student services that are consistent [with] the strategic and educational master [with] the strategic and educational master plans of the college. plans of the college.


Planning AgendasPlanning Agendas College to rate itself against the details College to rate itself against the details

of the four standards and sets plans for of the four standards and sets plans for improvements:improvements: Standard I: Institutional Mission and Standard I: Institutional Mission and

EffectivenessEffectiveness Standard II: Student Learning Programs Standard II: Student Learning Programs

and Servicesand Services Standard III: ResourcesStandard III: Resources Standard IV: Leadership and Governance Standard IV: Leadership and Governance

ACCJC “accreditation”ACCJC “accreditation”

The ACCJC has its “accreditation” The ACCJC has its “accreditation” renewed by the US Department of renewed by the US Department of Education for the maximum term of five Education for the maximum term of five yearsyears

The ACCJC was found to be not fully The ACCJC was found to be not fully meeting the so called two-year rulemeeting the so called two-year rule

Rule requires accreditors to terminate Rule requires accreditors to terminate accreditation if two-year time limit is not accreditation if two-year time limit is not metmet

Rule requires member institutionsRule requires member institutions

Two-Year RuleTwo-Year Rule

Requires member institutions found to be not Requires member institutions found to be not complying with ACCJC standards and eligibility complying with ACCJC standards and eligibility requirements to “comply” within tworequirements to “comply” within two

Most citations issued by the commission to Most citations issued by the commission to member institutions fall in the areas of program member institutions fall in the areas of program review and evaluationreview and evaluation

Out goes the days of “significant improvement” Out goes the days of “significant improvement” and in comes the days of “compliance”and in comes the days of “compliance” Progress Report is now changed to Follow-up ReportProgress Report is now changed to Follow-up Report

2010 Expectations2010 Expectations

Program Review:Program Review: Program review processes are ongoing, Program review processes are ongoing,

systematic and used to assess and improve systematic and used to assess and improve student learning and achievementstudent learning and achievement

The institution reviews and refines its program The institution reviews and refines its program review processes to improve institutional review processes to improve institutional effectivenesseffectiveness

The results of program review are used to The results of program review are used to continually refine and improve program continually refine and improve program practices resulting in appropriate improvements practices resulting in appropriate improvements in student achievement and learning. in student achievement and learning.

2010 Expectations2010 Expectations PlanningPlanning::

The institution uses ongoing and systematic evaluation The institution uses ongoing and systematic evaluation and planning to refine its key processes and improve and planning to refine its key processes and improve student learningstudent learning

There is dialogue about institutional effectiveness that There is dialogue about institutional effectiveness that is ongoing, robust and pervasive; data and analyses are is ongoing, robust and pervasive; data and analyses are widely distributed and used throughout the institutionwidely distributed and used throughout the institution

There is ongoing review and adaptation of evaluation There is ongoing review and adaptation of evaluation and planning processesand planning processes

There is consistent and continuous commitment to There is consistent and continuous commitment to improving student learning; and educational improving student learning; and educational effectiveness is a demonstrable priority in all planning effectiveness is a demonstrable priority in all planning structures and processes. structures and processes.

Accreditation and Self Study Process

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