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2	ACCJC/WASC Workshop February 4, 2005 Gavilan Community College Dr. Celia Barberena Dr. Romero Jalomo Ms. Theresa Carbajal Mr. Gary Hughes Mr. José Luis Fernandez Mr. Mike Foudy Dr. Charlene Frontiera Dr. Chris Myers Dr. Allan Hoffman
3	Today’s discussion What accreditation is about The themes in these new standards The importance of evidence Resources for doing a self study Organizing for the self study Producing a Self Study Report Special Commission concerns Some special issues Practical matters: the report, the visit, and follow-up
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5	"Its purpose is to provide..." Its purpose is to provide quality assurance to the public and to promote institutional improvement. It is accomplished through a process of institutional self study, peer review, and a Commission review, all set against standards of good practice defined by the ACCJC---a unique characteristic of American education.
6	"The accredited status of an..." The accredited status of an institution is determined by the 19 members of the Commission. The ACCJC is authorized by the United States Department of Education and recognized by the Council on Higher Education Accreditation.
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8	"Standards" Standards written to apply broadly to diverse institutions. reflect best practice in higher education, not common practice. must be necessary conditions for high quality education.
9	Evolution of the Standards
10	"Beginning in the 1990’s" Beginning in the 1990’s, accreditation added a requirement that colleges provide student achievement data (course completion, persistence semester to semester, degree and certificate completion, graduation rates, transfer, employment, licensure information) and evidence of program review and development/ implementation of plans to improve education.
11	"The 2002 Standards add the..." The 2002 Standards add the focus on what students have learned as a result of attending college---student learning outcomes. (SLO’s)
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13	"Standard I" Standard I: Institutional Mission and Effectiveness Standard II: Student Learning Programs and Services Standard III: Resources Standard IV: Leadership and Governance
14	Standard I: Institutional Mission and Effectiveness
15	Standard I: Institutional Mission and Effectiveness Purposes Intended population Commitment to student learning Provide evidence of student learning Provide evidence of program review and ongoing systematic evaluation and improvement Provide evidence of cyclical and linked planning
16	Standard II: Student Learning Programs and Services
17	Standard II: Student Learning Programs and Services Expects high quality instructional programs Addresses student support services Access, progress, learning success, Requires library and learning support services Addresses issues of diversity Encourages personal and civic responsibility Encourages personal development
18	Standard III: Resources
19	Standard III: Resources Human resources Support student learning Qualified personnel Evaluation of personnel Professional development activities Diversity in hiring Integrated with institutional planning
20	Resources Physical Resources Support for student learning Facilities Equipment Land Integrated with institutional planning
21	Resources Technology Resources Support student learning programs and services Support facilities, research, college-wide communication Provide training to students and personnel Integrate with institutional planning
22	Resources Financial Resources Support student learning programs and services Integrity and stability in financial management Short-term and long-term financial solvency Integrated with institutional planning
23	Standard IV: Leadership and Governance
24	Standard IV: Leadership and Governance Supports student learning programs and services Leadership throughout the organization Policies on participation in decision-making Compliance with Commission standards, policies, guidelines, etc. Regular evaluation of governance processes
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26	Themes in the 2002 Commission Standards Dialogue Student Learning Outcomes Institutional Commitments Evaluation, Planning, and Improvement Organization Institutional Integrity
27	What is Dialogue? Dialogue –a group discussion among colleagues, often facilitated, that is designed to explore complex issues, create greater group intelligence and facilitate group learning. The goal of dialogue is mutual understanding and respect. Dialogue can help build self-awareness, improve communication skills, strengthen teams and stimulate innovation that fosters effective change .
28	Dialogue The College should engage in inclusive, informed, and intentional dialogue about institutional quality and improvement. As many members of the college community as is feasible should participate in this reflection and exchange. Dialogue should be based on reliable information about the college’s programs and services and evidence on how well the institution is meeting student needs. Continued…
29	Dialogue Information should be quantitative and qualitative, responsive to a clear inquiry, meaningfully interpreted, and broadly communicated. The result should be ongoing self-reflection and conscious improvement.
30	Student Learning Outcomes The standards place student learning outcomes (SLO’s) at center of accreditation review process. Hartnell College must identify SLO’s at course, program and degree level, and measure their achievement, and These standards build on the continued requirement of good processes, resources and institutional goals.
31	What are Student Learning Outcomes? Knowledge Skills Abilities Understanding Attitudes Beliefs Opinions Values
32	The bottom line… What should students learn? How well are they learning it? What evidence exists that student are learning? How can the evidence gathered best be analyzed and then used to improve learning and teaching?
33	Institutional Commitments Delivery of high quality education congruent with mission Student learning as primary mission Participation of entire institution in review of performance and plans for improvement Periodic review of mission statement
34	Evaluation, Planning, and Improvement
35	Organization Have in place the organizational means to identify and make public the learning outcomes, to evaluate the effectiveness of programs in producing those outcomes, and to make improvements Have adequate staff, resources and organizational structure (communication and decision making structures) oriented to produce and support student learning
36	Institutional Integrity Institutional concern with honesty, truthfulness, and the manner it which it represents itself to all stakeholders, internal and external Integrity of its policies, practices, and procedures and to how it treats students, employees, and its publics Clarity, understandability, accessibility, and appropriateness of publications Open inquiry in classes as well as student grades that reflect an honest appraisal of student performance against faculty standards
37	"The Importance of" The Importance of Evidence
38	Emphasis on evidence Developing patterns of evidence Identifying research Identifying information needs Identifying existing data Determining how/where evidence will be presented
39	Characteristics of Good Evidence Relevant Verifiable Representative Intentional Purposeful Interpreted and reflected upon Both qualitative and quantitative
40	Resources for Conducting a Self Study
41	ACCJC Documents Guide to Evaluating Institutions Self Study Manual Accreditation Reference Handbook Distance Learning Manual Past Accreditation Reports