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ACCREDITATION 101 Sam Foster, ASCCC South Representative ACCREDITATION 101 Sam Foster, ASCCC South Representative

ACCREDITATION 101 Sam Foster, ASCCC South Representative - PowerPoint Presentation

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ACCREDITATION 101 Sam Foster, ASCCC South Representative - PPT Presentation

Zaida OConnor ASCCC Accreditation Committee College of the Canyons Fabiola Torres ASCCC Accreditation Committee Glendale College What is your view of accreditation 2017 ASCCC Accreditation Institute Napa CA ID: 778588

asccc accreditation napa institute accreditation asccc institute napa 2017 faculty education standard standards resources distance colleges iii academic accjc

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Slide1

ACCREDITATION 101

Sam Foster, ASCCC South Representative

Zaida O’Connor, ASCCC Accreditation Committee, College of the Canyons

Fabiola Torres, ASCCC Accreditation Committee, Glendale College

Slide2

What is your view of accreditation?

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Slide3

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Slide4

Temperature Check

What brings you to this breakout?

What is your role on your local campus?

What is your prior experience with accreditation?

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Slide5

Objectives

This presentation is designed to provide an overview of the ACCJC Accreditation Standards and a basic understanding of the accreditation process

We also will discuss how distance education is integrated through all four standards

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Slide6

Which of the following is true of accreditation

?

It compares colleges to best practices in education.

It punishes colleges based upon audits.

It grades and ranks colleges based on standards.

It is a means of monitoring colleges.

It guarantees the quality of education to the federal government and the public.

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Slide7

Who participates in accreditation processes?

Faculty

Administration

Classified Staff

Students

All of the above

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Slide8

What is accreditation?

Accreditation is the process for evaluating and assuring the quality of education used by the American higher education community.

Accreditation is a peer driven process where a team of fellow educators come to your campus to evaluate the performance of your college based on established standards.

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Slide9

Accreditation can be considered quality assurance.

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Slide10

Role of Local Academic Senates

in

Accreditation

Providing and ensuring faculty leadership and involvement in accreditation

Faculty involvement in accreditation is an academic and professional matter From Title 5 §53200(c)(7): Faculty roles and involvement in accreditation processes, including self- study and annual reports

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Slide11

What roles do faculty play in the accreditation process?

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Slide12

What roles do faculty play in the accreditation process?

Representation on committees

Writing the Institutional Self Evaluation

Serving as the Accreditation Liaison Officer (ALO)

Validating the accuracy of the report to the student perspective

Meeting with Accreditation team visitors

All of the above

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Slide13

Another Definition

Accreditation

is a voluntary system of self regulation developed to evaluate overall educational quality and institutional effectiveness and assures

the public that accredited colleges meet the standardseducation earned is of value to the student

employers, trade or profession-related licensing agencies, and other colleges and universities can accept a student’s credentials as legitimate

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Slide14

Accrediting Commission

The California community colleges are accredited by the Accrediting Commission for Community and Junior Colleges (ACCJC)

Each of our colleges is a member of ACCJC and has a role in electing the members of the commission.

The commissioners are administrators, faculty, and members of the public, not only from our system but from Hawai’i and the Pacific as well.

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Slide15

The Role of the ACCJC

ACCJC assures the educational community, the general public, and other organizations and agencies that an institution…

has clearly defined objectives appropriate to higher education

has established conditions under which their achievement can reasonably be expected

appears in fact to be accomplishing them substantially

is so organized, staffed, and supported that it can be expected to continue to do so; and demonstrates that it meets Accreditation Standards

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Slide16

Standard I: Mission, Academic Quality and Institutional Effectiveness, and Integrity

Standard

Description

I.A

Mission

I.B.1-4

Assuring Academic Quality and Institutional Effectiveness: Academic Quality

I.B.5-9

Assuring Academic Quality and Institutional Effectiveness: Institutional

Effectiveness

I.C

Institutional

Integrity

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Slide17

Standard II: Student Learning Programs and

Support Services

Standard

Description

II.A

Instructional Programs

II.B

Library and Learning Support Services

II.C

Student Support Services

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Slide18

Standard III: Resources

Standard

Description

III.A

Human Resources

III.B

Physical Resources

III.C

Technology Resources

III.D.1-3

Fiscal Resources: Planning

III.D.4-10

Fiscal

Resources: Fiscal Responsibility and Stability

III.D.11-15

Fiscal Resources: Liabilities

III.D.16

Fiscal Resources: Contractual

Agreements

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Slide19

Standard IV: Leadership and Governance

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Slide20

Standard IV: Leadership and Governance

Standard

Description

IV.A

Decision-Making Roles and Processes

IV.B

Chief Executive Officer (College President)

IV.C

Governing Board (Board of Trustees)

IV.D

Multi-College Districts or Systems

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Slide21

Accreditation Focuses On

Institutional commitments

Evaluation planning and improvement

Student learning outcomesOrganizationDialogueInstitutional integrity

Your college must provide clear evidence for anything that is claimed. Claims without evidence won’t work!

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Slide22

Things That Need to be Documented

Program Review

Planning

Resource Allocation

Decision-MakingAssessmentEvaluation of the processesImprovement

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Slide23

What about Distance Education (DE) and Correspondence Education(CE)?

Distance Education (and CE) courses and programs must be addressed in the same way as face-to-face offerings

DE/CE must be addressed in all of the accreditation standards

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Slide24

Integrating Distance Education

into the Standards

Standard

I:

Institution

Clear mission statement with language that aligns with the college mission statement

Present in the Org Chart

Clear faculty contract language on load, faculty development, and scheduling.

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Slide25

Integrating Distance Education

into the Standards

Standard

I:

Institution (Cont’d

)

Certification and faculty development

Authentication policies & procedures (in class and institutionally)

C&I & DE relationship

DSPS & Academic Integrity

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Slide26

Integrating Distance Education

into the Standards

Standard II:

Learning

Double check DE programs are still aligned with the Substantive Change Report

Triple Check faculty on online programs are designing courses that are aligned with the your local Regular and Effective Contact Policies

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Slide27

Integrating Distance Education

into the Standards

Standard II: Learning (Cont’d

)

Demonstrate the practice and intent to further grow student access and services for the DE student

Describe how is DATA USED to improve growth and support for programs?

Make sure there is a relationship between DE course design & DSPS

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Slide28

Integrating Distance Education

into the Standards

Standard III: Resources

Who gets to teach DE?  Make it clear in the HR section.

Boast about your Faculty Learning/Development opportunities (physical space or online)

Clarify any FLEX language that is DIFFERENT for DE faculty.

Include academic integrity resources (licenses and training)

Describe DSPS Services for students

**Make sure folks are using the campus selected LMS!

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Slide29

Integrating Distance Education

into the Standards

Standard

IV: Leadership

Make sure the ORG Chart includes DE

Apply DE language on the following

:

Senate participation/contribution with DE

DE Committee Minutes and Agendas

DE Coordinator Job Description

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Slide30

Integrating Distance Education

into the Standards

Standard IV: Leadership (Cont’d)

C&I Jurisdiction to Course Approval and/or record keeping

IT and Instruction - How is IT working with instruction with DE?

Faculty Development focused on DE

DSPS Contribution to DE

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Slide31

Preparing for Accreditation Locally

Traditionally, colleges bring together a steering committee 18 – 24 months prior to the submission of a self evaluation to prepare the report.

As the documentation requirements have increased, this method has become very difficult to sustain.

Your may choose to consider incorporating evidence collection, documentation, and even some writing into the work of your existing structures. The accreditation committee then won’t be starting from scratch!

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Slide32

Getting People Involved

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Slide33

Getting People Involved

How do you recruit faculty?

How do you structure your accreditation committee?

Will there be an internal or external editor for the self evaluation?

What do you do when people miss deadlines?Is there reassign time available?How can you leverage existing processes and structures?

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Slide34

The Accreditation Liaison Officer vs the Faculty Accreditation Chair

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Slide35

The Accreditation Liaison Officer vs the Faculty Accreditation Chair

ALO is the conduit to the ACCJC and is responsible for informing administration and campus about accreditation efforts

Faculty chair is responsible for faculty participation, involvement, and role within the accreditation efforts

The relationship between the ALO and the faculty chair is essential; both should attend training sessions, participate in ACCJC sponsored events, and the like.

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Slide36

Summary

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What is next?

Slide37

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Slide38

Available Resources from ACCJC

Accreditation Reference Handbook

Checklist for Evaluating Compliance with Federal Regulations and Related Commission Policies

Eligibility, Candidacy, and Initial Accreditation Manual

Guide to Evaluating & Improving Institutions

Guide to Evaluating Distance Education and Correspondence Education

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Slide39

Available Resources from ASCCC

Effective Practices in Accreditation

ASCCC Accreditation Committee web page

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Slide40

Questions?

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Slide41

Contact us….

Sam Foster (

SFoster@fullcoll.edu

)

Zaida O’Connor (zaida_ocon@yahoo.com )Fabiola Torres (

ftorres@glendale.edu

)

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