Principles of Accreditation Dr. Claude Pressnell TICUA, Nashville, Tennessee

Overview May Conference in Budapest, HU Presenters –Marjorie Lenn Peace –Stephen Spangehl Focus on broad aspects of institutional accreditation

Overview Next Steps –Focus on the institution level –Understanding the principles of accreditation –Accreditation is a collaborative process

Introduction Bologna Declaration of 1999 –Easily readable and comparable degrees –Two main cycles Undergraduate – three years Graduate – five years –Masters – two years –Doctorate – three years –System of credits (ECTS) –Student mobility –International cooperation in quality assurance

Introduction United States Model of Accreditation –Higher Learning Commission –Southern Association of Colleges and Secondary Schools Regional Accreditation concept

Introduction Participation in the United States is voluntary Member institutions of the regional bodies develop, amend, and approve accreditation policies The process of accreditation is representative, responsive, and appropriate to the types of institutions accredited.

Introduction Accreditation is self- regulation Requires institutional commitment and engagement Based upon the peer- review process Requires commitment to student learning and achievement

Introduction Acknowledges an institution’s prerogative to articulate its mission within the recognized context of higher education and its responsibility to show that it is accomplishing its mission.

Introduction Expects an institution to develop a balanced governing structure designed to promote institutional autonomy and flexibility of operation. Expects an institution to ensure that its programs are complemented by support structures and resources that allow total growth and development of its students.

Fundamentals of Accreditation Institutional Mission Governance and Administration Educational Programs Faculty Library and Other Learning Resources Financial and Physical Resources

What to Expect? Tuesday and Wednesday –Cover the basic principles of accreditation and gain a working understanding of how those principles are measured Thursday and Friday –Workshops using the working understanding of the principles you will begin to grapple with how to measure these issues on your campus

Tuesday Morning Sessions –Overview and Introduction –Mission, Purpose, Goals – Basis for Institution Evaluation Afternoon Sessions –University Governance and Administration –Begin Discussions on Education Programs

Wednesday Morning Sessions –Finish session on Education Programs –Faculty Afternoon Sessions –Library and Other Learning Resources –Student Affairs and Services –Financial and Physical Resources

Thursday and Friday Workshops will parallel the sessions from Tuesday and Wednesday Each session will begin with a 10 to 15 minute briefing and then there will be one hour planning sessions followed by a 15 minute group debriefing.

Final Word When you leave you should: –Have a working knowledge of the core principles of accreditation and institutional self studies –Have a cursory understanding of where your institution matches up to these principles –Begin the framework of a game plan on how to implement a self-study at your university –Begin to identify key stakeholders for the process

Principles of Accreditation Dr. Claude Pressnell TICUA, Nashville, Tennessee