Linfield College Accreditation Overview Steering Committee Meeting August 22, 2006.

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Presentation transcript:

Linfield College Accreditation Overview Steering Committee Meeting August 22, 2006

Accreditation Regional accreditation is a voluntary non- governmental peer review mission-driven process that assures educational quality and encourages purposeful institutional improvement through regular analytic examination of intentions, actions, and achievements in light of institutional characteristics, standards of the academic community, and expectations of the public. Regional accreditation is a voluntary non- governmental peer review mission-driven process that assures educational quality and encourages purposeful institutional improvement through regular analytic examination of intentions, actions, and achievements in light of institutional characteristics, standards of the academic community, and expectations of the public.

“Assessment is not a pretty word… it sounds a little like a snake living in the basement of your home.” Mary Brau, Lane Community College

What does accreditation seek to assure? Intentions: The institution has clearly defined and appropriate educational objectives. Intentions: The institution has clearly defined and appropriate educational objectives. Capacity: The institution has conditions under which its objectives can reasonably be achieved. Capacity: The institution has conditions under which its objectives can reasonably be achieved. Fulfillment: The institution is substantially achieving its mission and objectives. Fulfillment: The institution is substantially achieving its mission and objectives. Sustainability: The institution is organized, staffed, and supported to continue to do so. Sustainability: The institution is organized, staffed, and supported to continue to do so.

Determinations Judgments of quality and effectiveness are based on the accreditation criteria and evaluated in terms of: Institutional mission and characteristics; Achievement of intended outcomes; and Expectations of peers and the public.

Criteria Agreed upon by member institutions Framework of qualitative non-prescriptive conditions and principles Honor diversity of institutions Require evidence to support claims Encourage institutional improvement

Standards OneInstitutional Mission and Goals, Planning and Effectiveness TwoEducational Program and Its Effectiveness ThreeStudents FourFaculty FiveLibrary and Information Resources SixGovernance and Administration SevenFinance EightPhysical Resources NineInstitutional Integrity

To be most effective during the process Culture-sensitive design Inclusive Internally motivated Integrated with institutional initiatives Evaluates intentions and achievements Analytic, data driven, evidence based Results inform and improve practice

Data you need (part 1) For each Commission standard: Do we comply? Do we comply? What evidence do we have to show compliance? What evidence do we have to show compliance? If we don’t have evidence, how will we get it? If we don’t have evidence, how will we get it? If we don’t comply, what is our plan to comply? If we don’t comply, what is our plan to comply?

Data you need (part 2) Institutional level performance Institutional level performance College/department level performance College/department level performance Program level outcomes Program level outcomes Course level outcomes Course level outcomes

Control Triangle Quality CostTime You can control any two, the other will adjust.

An accredited institution... Has a clearly stated mission, goals Has a clearly stated mission, goals Appears to be achieving its goals Appears to be achieving its goals Studies itself systematically Studies itself systematically Appears to meet the Commission’s standards Appears to meet the Commission’s standards Appears to have necessary resources Appears to have necessary resources

Guiding Questions Who are we? (Values) Who are we? (Values) What do we claim to do? (Mission) What do we claim to do? (Mission) How are we going to do it? (Planning) How are we going to do it? (Planning) Are we doing it? (Integrity) Are we doing it? (Integrity) How well are we doing it? (Effectiveness) How well are we doing it? (Effectiveness) How do we know? (Assessment) How do we know? (Assessment) What data do we collect? (Evidence) What data do we collect? (Evidence) What do the data tell us? (Analysis) What do the data tell us? (Analysis) How do we use the results? (Improvement) How do we use the results? (Improvement)

“Mountains of data that never get digested or used to improve programs represent a monumental waste of faculty/staff energy and good will.” Task Force on Assessment, Willamette U.