Robert K. Clark

 I will present a Commissioner’s overview of the PRR process. ◦ Methods of preparation and evaluation of the report will be covered in later sessions.

 Regional accreditation is a basic feature of the U.S. Higher Educational System.

◦ Here, it consists of:  A decennial Self-Study and Site visit, and

 Regional accreditation is a basic feature of the U.S. Higher Educational System. ◦ Here, it consists of:  A decennial Self-Study and Site visit, and  Periodic Review Report at intervening five year time points (also at ten year intervals).

 Regional accreditation is a basic feature of the U.S. Higher Educational System. ◦ Here, it consists of:  A decennial Self-Study and Site visit, and  Periodic Review Report at intervening five year time points (also at ten year intervals).  Additional Follow-up as needed.

 The easy answer is that Title IV funds require accreditation. ◦ Regional accreditation is the accepted form of accreditation for most institutions.

 The easy answer is that Title IV funds require accreditation. ◦ Regional accreditation is the accepted form of accreditation for most institutions.  The right answer is that it leads to institutional improvement. ◦ This is the heart of accreditation by peer-review.

 Peer-review is the process through which institutions are evaluated by education professionals from institutions similar to the one being evaluated.

◦ They are your peers

 Peer-review is the process through which institutions are evaluated by education professionals from institutions similar to the one being evaluated. ◦ They are your peers ◦ They understand your institution because they live with similar challenges and opportunities.

 Peer-review is the process through which institutions are evaluated by education professionals from institutions similar to the one being evaluated. ◦ They are your peers ◦ They understand your institution because they live with similar challenges and opportunities. ◦ This is the basis for institutional improvement.

 You are (or may be in the future).

 In this room today we have representatives from institutions starting the PRR process. ◦ PRRs due in 2015

 You are (or may be in the future).  In this room today we have representatives from institutions starting the PRR process. ◦ PRRs due in 2015  We also have reviewers in-training. ◦ Will review PRRs this year.

 You are (or may be in the future).  In this room today we have representatives from institutions starting the PRR process. ◦ PRRs due in 2015  We also have reviewers in-training. ◦ Will review PRRs this year.  I sincerely hope that some of those preparing PRRs now will be reviewers in the future!

 You are (or may be in the future).  In this room today we have representatives from institutions starting the PRR process. ◦ PRRs due in 2015  We also have reviewers in-training. ◦ Will review PRRs this year.  I sincerely hope that some of those preparing PRRs now will be reviewers in the future! “Resistance is futile, you will be assimilated.” The Borg

 PRR and Self-Study/Site Visit reviews involve a three-tiered system. ◦ Peer-Reviewers ◦ PRR Committee/ Evaluation Reports Committee ◦ Full Commission

 Once an institution submits its PRR, it is reviewed by two reviewers. ◦ First and Second Readers.  Plus a special finance associate and a Commission VP.

 Once an institution submits its PRR, it is reviewed by two reviewers. ◦ First and Second Readers.  Plus a special finance associate and a Commission VP.  They present their report and recommendations at the PRR Committee meeting. ◦ They are Committee members for that meeting. ◦ Recommendations are voted on and passed to the Commission.

 Once an institution submits its PRR, it is reviewed by two reviewers. ◦ First and Second Readers. ◦ Plus a special finance associate and a Commission VP.  They present their report and recommendations at the PRR Committee meeting. ◦ They are Committee members for that meeting. ◦ Recommendations are voted on and passed to the Commission.  Their recommendations move on to the full Commission. ◦ Leads to a vote by the full Commission  May be on the consent agenda or the discussion agenda.

 The Commission accredits approximately 530 institutions. ◦ Range from small, specialty institutions with few students and programs, to large comprehensive Universities with thousands of students.

 The Commission accredits approximately 530 institutions. ◦ Range from small, specialty institutions with few students and programs, to large comprehensive Universities with thousands of students.  For this reason, MSCHE standards are highly adaptable.

 The Commission accredits approximately 540 institutions. ◦ Range from small, specialty institutions with few students and programs, to large comprehensive Universities with thousands of students.  For this reason, MSCHE standards are highly adaptable.  We strive to make decisions that are equitable to all institutions. ◦ This requires a careful, deliberative process.

 Multiple choice question (think Star Trek):

a. Members of the Tal Shiar

 Multiple choice question (think Star Trek): a. Members of the Tal Shiar b. The Kingon High Council

 Multiple choice question (think Star Trek): a. Members of the Tal Shiar b. The Kingon High Council c. The Q Continuum

 Multiple choice question (think Star Trek): a. Members of the Tal Shiar b. The Kingon High Council c. The Q Continuum d. The Founders

 Multiple choice question (think Star Trek): a. Members of the Tal Shiar b. The Kingon High Council c. The Q Continuum d. The Founders e. None of the above

 Answer: e. None of the above ◦ They are your peers.

 Answer: e. None of the above ◦ They are your peers.  Twenty-six elected representatives from member institutions throughout the region.

 Answer: e. None of the above ◦ They are your peers.  Twenty-six elected representatives from member institutions throughout the region. ◦ Chancellors

 Answer: e. None of the above ◦ They are your peers.  Twenty-six elected representatives from member institutions throughout the region. ◦ Chancellors ◦ Presidents

 Answer: e. None of the above ◦ They are your peers.  Twenty-six elected representatives from member institutions throughout the region. ◦ Chancellors ◦ Presidents ◦ Provosts and other administrators

 Answer: e. None of the above ◦ They are your peers.  Twenty-six elected representatives from member institutions throughout the region. ◦ Chancellors ◦ Presidents ◦ Provosts and other administrators ◦ Faculty

 Answer: e. None of the above ◦ They are your peers.  Twenty-six elected representatives from member institutions throughout the region. ◦ Chancellors ◦ Presidents ◦ Provosts and other administrators ◦ Faculty ◦ Public Representatives

 “ Boring for the uninitiated, mystifying for the non-participant, a secular religion for those who have felt its spell…” Thomas C. Mendenhall

 “ Boring for the uninitiated, mystifying for the non-participant, a secular religion for those who have felt its spell…” Thomas C. Mendenhall The Characteristics of Excellence

 The 14 Standards in Characteristics are applied to all institutions through the three- tiered approach to review. ◦ In the context of the institution’s mission

 The 14 Standards in Characteristics are applied to all institutions through the three- tiered approach to review. ◦ In the context of the institution’s mission ◦ Keep this in mind as you prepare your PRRs

 The 14 Standards in Characteristics are applied to all institutions through the three-tiered approach to review. ◦ In the context of the institution’s mission ◦ Keep this in mind as you prepare your PRRs ◦ Keep this in mind as you review PRRs

 The 14 Standards in Characteristics are applied to all institutions through the three- tiered approach to review. ◦ In the context of the institution’s mission ◦ Keep this in mind as you prepare your PRRs ◦ Keep this in mind as you review PRRs ◦ Also be sure to use the Handbook for Periodic Review Reports  Institutions starting PRR should use the current edition

 In a way, yes.

 Stakeholders are demanding more accountability.

 In a way, yes.  Stakeholders are demanding more accountability. ◦ Government

 In a way, yes.  Stakeholders are demanding more accountability. ◦ Government ◦ Tax payers

 In a way, yes.  Stakeholders are demanding more accountability. ◦ Government ◦ Tax payers ◦ Students

 In a way, yes.  Stakeholders are demanding more accountability. ◦ Government ◦ Tax payers ◦ Students ◦ Student’s families

 In a way, yes.  Stakeholders are demanding more accountability. ◦ Government ◦ Tax payers ◦ Students ◦ Student’s families ◦ Private Foundations

 Starting in 2002, the current standards have, been phased in. ◦ Require a higher level of accountability than in the past.  They are currently undergoing complete review.

 Starting in 2002, the current standards have been phased in. ◦ Require a higher level of accountability than in the past.  They are currently undergoing complete review. Especially true of “ That great provoker of midnight melancholy…” Robertson Davies

 Starting in 2002, the current standards have been phased in. ◦ Require a higher level of accountability than in the past.  They are currently undergoing complete review. Especially true of “ That great provoker of midnight melancholy…” Outcomes Assessment Robertson Davies

 Starting in 2002, the current standards have been phased in. ◦ Require a higher level of accountability than in the past.  They are currently undergoing complete review. Especially true of “ That great provoker of midnight melancholy…” Outcomes Assessment Robertson Davies  Standards 7 and 14.

 The current standards have been phased in. ◦ Require a higher level of accountability than in the past.  Standards 7 and 14.  We are in the era ofcompassionate rigor.

 See the explanatory notes in the appendix to the current edition of Handbook for Periodic Review Reports.

◦ This will be very helpful to institutions undergoing PRR and to Reviewers.

 Tell us of your institution’s accomplishments and successes.

◦ Come on, it’s OK to brag a little.

 Tell us of your institution’s accomplishments and successes. ◦ Come on, it’s OK to brag a little. “If you think yourself a poor specimen, you will probably always remain one, or most likely become one, but if you think of yourself as having possibilities of greatness in you, there is a chance for you.” Theodor Leschetizsky

 But above all, keep it accurate.

 But above all, keep it accurate. “All mothers think their children oaks, but the world never lacks for cabbages.” Robertson Davies

 Keep in mind that the PRR does not involve a site visit.

◦ In some ways, accuracy in the PRR is even more necessary than in the Self-Study.

 Keep in mind that the PRR does not involve a site visit. ◦ In some ways, accuracy in the PRR is even more necessary than in the Self-Study.  We don’t want your institution, now or in the future, to …“suffer the disorientation of revised perspective.” Hazard Adams

 That said,“Winning by the accumulation of small efforts works miracles.” Craig Lambert

 That said,“Winning by the accumulation of small efforts works miracles.” Craig Lambert  Tell us about these small efforts and the miracles they result in.

 Reviewers please remember, these are your peers, colleagues from institutions similar to yours.

◦ Don’t forget the compassion in compassionate rigor.

 Reviewers please remember, these are your peers, colleagues from institutions similar to yours. ◦ Don’t forget the compassion in compassionate rigor. “Those who enjoy kicking dogs will find dogs to kick.” Sue Harrison

 Try to come to know the institution you are reviewing.

◦ Remember… “daring judgments often spare us the effort of deeper insights.” Jean Paul

 Try to come to know the institution you are reviewing. ◦ Remember… “daring judgments often spare us the effort of deeper insights.” Jean Paul  It’s the deeper insights we are after.

 Try to come to know the institution you are reviewing. ◦ Remember… “daring judgments often spare us the effort of deeper insights.” Jean Paul  It’s the deeper insights we are after. ◦ Never compare them to your own institution or your idealized institution.

 It’s the deeper insights we are after. ◦ Never compare them to your own institution or your idealized institution. ◦ Always compare them to the standards presented in the Characteristics of Excellence

 It’s the deeper insights we are after. ◦ Never compare them to your own institution or your idealized institution. ◦ Always compare them to the standards presented in the Characteristics of Excellence ◦ In any accreditation evaluation, these standards need to be your touchstone.

 It’s the deeper insights we are after. ◦ Never compare them to your own institution or your idealized institution. ◦ Always compare them to the standards presented in the Characteristics of Excellence ◦ In any accreditation evaluation, these standards need to be your touchstone.  Run through the filter of the institution’s mission statement.

Institutional Improvement

Institutional Improvement “We are what we repeatedly do. Excellence then, is not an act, but a habit.” Aristotle

Institutional Improvement “We are what we repeatedly do. Excellence then, is not an act, but a habit.” Aristotle ◦ Accreditation by peer review should help to develop in our institutions the habits that lead to excellence.

 Thank you for your attendance today and for all your efforts in accreditation by peer review!