1. MODULE 5 On-site Interviews 1 CAPTE: On-site Reviewer Training This module will discuss some of the specific issues related to one of the most important activities of the reviewers - the interviews conducted during the on-site visit. Basic points are provided here. The face-to-face training you will attend will focus on the interview in more depth. 6/9/2016

2. Objectives 2 1.Explain the purpose of the on-site interviews. 2.Describe the preparation, process and structure for the on-site interviews. 3.Identify the general rules for interviewing techniques. 4.Explain the special considerations for interviews with different constituents. Please take a moment to review the objectives of this module. Further information will also be provided in the face to face training sessions. 6/9/2016

3. Purpose of Interviews Verify information provided in the Self-study Report Clarify information in the Self-study Report Identify new issues not seen through the Self-study Report 1 2 3 4 Add the ‘human’ dimension to the process 5 Provide data for the Visit Report that address the quality of the program On-site interviews facilitate writing a Visit Report that will compliment the Self- study Report and provide CAPTE with a sense of the quality of the program. This need for face-to-face review is the justification for having an on-site visit. Utilizing the Person’s Interviewed Form, the program provides a list at the start of the visit with the names of those who are scheduled to meet with the team. It is the responsibility of the team to update this list as needed. After the visit, this form is emailed with the Visit Report. The Accreditation staff will insert this form into your report so that there is an official record of who the team met with. 3 6/9/2016

4. Balancing On-site Reviewer Roles On-site Reviewers are: – Fact finders – The most visible representatives of CAPTE to the institution – Consultants – Guests of the institution The reviewers have many roles during their visit. The best approach to managing all of them and their potential conflicts is to always behave in the courteous fashion of a welcomed guest. By maintaining this approach, even the most difficult topics can be approached in an even-handed and non-judgmental manner. It is important to keep in mind that your job will be to report on what you find and not to evaluate compliance with the Standards and Required Elements. 4 6/9/2016

5. Preparing for Interviews 5 Focus questions on the Required Elements Plan questions for interviews based on – Concerns arising from reading the Self-study Report – Thorough discussion by team about issues of concern – Identification of who can best verify or clarify the Self-study Report By preparing for the interviews the team can identify strategies to successfully verify and clarify even the most difficult issues. It is very important to keep all questions within the purview of the Require Elements. Other topics, no matter how interesting to the reviewers or participants MUST be deferred until the consultative session. A thorough review of the Self-study Report by each team member will facilitate preparing for interviews. 6/9/2016

6. Structure of the Interview With each new participant interviewed, the team should: Allow time at the end for questions Set ground rules Take time for introductions 6 Even though the program director has most likely explained the process to all of those invited to meet with the reviewers, it is still important to be sure that all participants have this vital information. At the beginning of each interview, participants should be told that the role of the team is to clarify areas of the Self-study Report and to confirm that the document is an accurate reflection of the program. It should be emphasized that the on-site review team neither makes accreditation decisions nor does it offer recommendations relative to the accreditation decision. Reiterating that it is the team ’ s responsibility to confirm information through multiple sources can help to decrease false assumptions that are often made by faculty when they hear that the same question has been asked of multiple individuals. Participants should be assured that comments are confidential and that their contributions are valuable to the process. Let them know that you might take notes during the meeting to assist in writing the report later and that they should not assume that note taking reflects problem areas. 6/9/2016

7. Interviewing Techniques Plan ahead Refer to the Self-study Report Manage time carefully Maintain eye contact Remain polite and calm 7 These are good general rules to follow at all times. Planning for the interviews will allow issues to be prioritized and help the team manage the time. It is imperative that the team follow the schedule as those being interviewed will have other time commitments. Questions for each group should be prioritized to ensure that issues are covered. Keeping on schedule is often facilitated by doing the interviews in same room, with the interviewees coming to the team. The exception to this is the interview with institutional administrators, especially the president and provost, which is usually held in the individual's office. Keep in mind that in order to verify the information in the Self-study Report, teams often ask questions that could infer that the Self-study Report was not carefully reviewed. Therefore, it is helpful to frame questions in a manner that refers to specific information found in the Self-study Report. For example: I read in the Self-study Report that courses within a semester are carefully coordinated, can you tell me more about the process used to do this. On-site reviewers should remain respectful during the interview; non-verbal cues should indicate an interest in what the person has to say. 6/9/2016

8. Encourage Participation Avoid questions that can be answered with yes or no Avoid the urge to break the silence Ask open ended questions Questions should encourage the participants to talk Triangulate information 8 Questions should encourage the participants to talk and to respond openly and fully. Ask who, what, when, where, why and how questions rather than questions that can be answered with yes or no responses. If responses are not forthcoming, encourage participants to take time and think about it, rather than jumping in with a different question. Confirm information by asking the same questions to different groups. 6/9/2016

9. Special Considerations Institutional administrators Students Special considerations need to be given to different individuals or groups being interviewed. IMPORTANT! 9 Special considerations for different groups or individuals will be addressed in the next few slides. 6/9/2016

10. Administrators Interviewed Group with the least regular contact with CAPTE All team members should attend these interviews if possible Dean Vice President for Academic Affairs Provost President Others as well depending on size of institution NOTE: PD should NOT be present at any of these interviews Individuals InvolvedOther ConsiderationsSpecial Considerations Interviews with administrators allow the team to gain a better understanding of the institutional context in which the program is offered. During these sessions administrators have the opportunity to describe how the program contributes to the achievement of the mission of the institution, and to explain their vision of the future for the institution and the physical therapy program. The team can also use this time to raise questions relative to clarifying the opportunities for development of physical therapy faculty and staff or ascertaining the role of core faculty in institutional policy decisions. Keep in mind that titles and positions may vary across institutions. In the event the President is unavailable, an interview should be scheduled with the President’s designee (e.g. Executive Assistant to the President, Provost, etc.). The team is expected to meet with an institutional representative beyond the Dean. Depending on the size of the institution and items requiring clarification in the self- study, the team may schedule interviews with other vice-presidents/directors (e.g. finance, student personnel, etc.). The Program Director should not be present during interviews with administrative officials. 10 6/9/2016

11. Special Considerations for Administrator Interviews 11 Remember That: Administrators may not know CAPTE policies and procedures Special Considerations for Administrator Interviews Team needs to balance fact- finding with role of campus guest Administrators may have some concerns that accreditation, conflict with other choices These are some issues that should be kept in mind during meetings with administrators. Remember that administrators tend to be more focused on larger issues than specific program details. Since administrators meet with many accrediting groups, they may not be familiar with CAPTE’s expectations. An administrator may express concern that in its role of protecting quality, programmatic accreditation may conflict with institutional priorities. 6/9/2016

12. Preparation for Interviews with Administrators Letters from the institutional accrediting agency confirming current status Faculty and staff handbooks Time is limited so develop questions prior to each interview REMEMBER! Physical therapy program budgets, facility plans, and enrollment projections 12 The institutional strategic plan The time for interviews with administrators is generally limited to 30 minutes, thus it is very important to develop and prioritize the questions the team plans to ask prior to each interview. Interviews with administrators generally occur on the second day of the visit to give the team time to examine documents on site that will guide the development of questions for these individuals. However, this may depend on the availability of the individual. Documents to be reviewed prior to these interviews include: 1.Correspondence from the agency that accredits the institution. Teams should only ask to look at institutional accreditation reports if the institution has been placed on probation by the institutional accreditor. If this is the case, the review of the report should only be used to determine the factors that lead to probation so as to confirm with administrators what, if any, impact this has on the program. 2.Faculty and staff handbooks. If there are discrepancies between policies and practice, administrators may be able to clarify. Particular attention should be given to work-load policies, grievance procedures, faculty and staff development opportunities, and faculty and staff governance policies. 3.Physical therapy program budgets, facility plans, and enrollment projections may provide insight into planned changes. 4.The institutional strategic plan should also reviewed. This provides insight as to whether there is congruence between anticipated outcomes in the strategic plan and institutional and program mission statements and goals. 6/9/2016

13. Interviews with Administrators Introductory Comments Clarify purpose of visit Clarify fact finding role of team Opportunity for response to report Team available to faculty for consultation 13 At the beginning of each interview, administrators should be told that the role of the team is verify and clarify the Self-study Report. It should be emphasized that the team neither makes accreditation decisions nor does it offer recommendations relative to the accreditation decision. Administrators should be told that once the team files its report, the institution will have the opportunity to provide a response to that document before it is placed on the CAPTE agenda. Team members should also explain that while their primary role is to serve as fact-finders, they will be available to meet with core faculty and the director to provide consultation following the oral report (if requested by the program). 6/9/2016

14. Sample Interview Questions for Administrators GeneralFacultyFinances Do you feel the self- study is an accurate reflection of the program? What opportunities are available for faculty participation in shared governance at school/college and institutional levels? What do you see as the current challenges (or institutional priorities)? 14 What opportunities are available for faculty/staff development? What are your perceptions of the effectiveness of core faculty and director How do workload requirements take into account the responsibilities of the core faculty? How are the program director and faculty involved in budget review, revision and strategic planning? What kind of institutional support is provided for faculty scholarship? (PT Programs) Questions to be asked will vary as a consequence of information presented in the self- study, other materials reviewed, and the role of the administrator to be interviewed. All of the questions listed here are pertinent for discussions with the Dean, but many are also appropriate for central administrators. 6/9/2016

15. Ending Interviews with Administrators Concluding Comments Thank hosts for their hospitality Invite them to the Oral Report Reminder of opportunity to respond to Visit Report Provide date of CAPTE review 15 Here are the items that should be included at the end of each administrator interview. Each of these activities emphasizes the positive role of accreditors. The date that CAPTE will review the program can be found in the letter assigning you to this team. 6/9/2016

16. Reassure that questions asked or notes taken are not indicative of a problem 16 Aim to: Emphasize confidentiality and need for constructive comments Special Considerations for Student Interviews Reassure that process allows program opportunity to correct problems, if any are identified Get specificity regarding perceived issues Students are often anxious that they might be responsible for affecting their program’s accreditation status and they will not graduate from an accredited program. Therefore, it is important to start student interviews by setting ground rules and providing information about the process and to reinforce that comments will not be attributed to specific individuals. 6/9/2016

17. Typical Areas for Student Questions Student services; library and learning resources Curricular strengths and weaknesses Program policies Remember to ask open ended questions Clinical education 17 The areas that students can provide information are listed here. Sometimes students provide information that is not related to the Required Elements. Keep in mind that your questions, and ultimately your comments in the Visit Report, must directly relate to the Standards and Required Elements. For example, students may comment on insufficient financial aid. However, CAPTE does not have an expectation for how much financial aid an institution must provide. On the other hand, comments related to the financial aid office being open only when they are in classes is relevant, as it relates to students having access to student services. 6/9/2016

18. Ending Student Interviews Concluding Comments Thank them for their openness Reinforce confidentiality Reiterate process Allow time for questions 18 Here are the items that should be included at the end of interviews with student groups. The team must allow time for students to ask questions. 6/9/2016

19. Follow Up on Curricular Concerns Triangulate information Follow up questions with faculty Review outcome data Review course materials 19 Questions about strengths and weakness posed to students, graduates, clinical instructors and employers often result in curricular content being identified in the Visit Report as a problem. It is imperative that the team gather additional information on any area identified as a ‘weakness’ in order to assist CAPTE in determining if it is a compliance issue. Students sometimes identify curricular areas that they feel unprepared for despite the content being adequately covered. Instead of just reporting on interview responses, it is much more helpful to CAPTE to also identify what is covered and how it is covered so that the Commission can determine compliance. Additional follow up might include: What specifically were they not able to do?Do others in the class feel the same way? What types of learning experiences did they have? Did they have sufficient time to practice in lab? Did the clinical education faculty identify the same areas of weaknesses? If so, was it an isolated experience or do they see a pattern? Do core faculty agree? If not, why not? If yes, what do they see as the specific issues that need to be rectified? After further discussion with core faculty and review of course materials, what is the team’s assessment – does the content appear to be adequately covered? If not, what specifically is not included? Are learning experiences appropriate for the expected outcomes? Do students have sufficient time to practice the skill? Does the outcome data (for example, CPI results, breakdown of performance on the licensure test; and employer and grad surveys) support the claim? Providing your assessment in the Visit Report will help the Commission determine compliance. 6/9/2016

20. Summary Purpose Structure and process of meetings Interview techniques Special groups 20 This module has reviewed basic issues related to on-site interviews. You are now ready to proceed to the next module. 6/9/2016