1. Northwest Regional Accreditation:
Principles, Practices, and Products
Ronald L. Baker
Executive Vice President
Northwest Commission on Colleges and Universities

2. Purpose Highlight accreditation principles;
Articulate the evaluation process; and
Provoke thought and promote dialogue on effective self-study practices.

3. Types of Accreditation
Regional (Institutional)
Diverse characteristics and missions
Comprehensive institutional review
Mission-based criteria
National (Institutional)
Single-purpose or thematic mission
Purpose-based criteria
Specialized (Programmatic)
Specific program or school
Program-centered review
Discipline-based criteria

4. Definition
Regional accreditation is a voluntary, non-governmental, catalytic process of analytic self reflection and peer review that assures educational quality and encourages purposeful improvement through evaluations based on institutional mission, accepted standards of quality, and expectations of the public.

5. Scope
Regional accreditation applies to the institution as a whole; not units or individual educational programs
Is not partial
Is not for a fixed period of time

6. Evaluations Comprehensive decennial evaluation
Regular interim evaluation at midpoint between comprehensive evaluations
*Written Progress Report to address one or more issue
*Written Focused Interim Report and onsite visit to address one or more issue
*discretionary

7. Expectations Accredited institutions are expected to:
Engage in ongoing planning that leads to accomplishment of identified outcomes;
Evaluate how and how well outcomes are achieved; and
Use assessment results for improvement.

8. Accreditation Assurances
Intentions: The institution has clearly defined and appropriate educational objectives consistent with its mission and characteristics.
Capacity: The institution has conditions and resources to achieve its objectives.
Achievement: The institution is substantially accomplishing its mission and purpose.
Sustainability: The institution is organized, staffed, and supported to continue to do so.

9. Nutshell
What?
With What?
So What?
Now What?

10. Recognition
NWCCU is recognized as a reliable authority on educational quality by:
U.S. Department of Education
CHEA (Council for Higher Education Accreditation)
Institutions of higher education
State agencies
Public

11. Benefits of Accreditation
Eligibility for HEA programs
Eligibility for federal funds for categorical programs and services
Fosters transfer of credit
Continuous improvement from regular, systematic, and purposeful assessment

12. Regional Accrediting AgenciesAK
District of Columbia
Canal Zone
Puerto Rico
Virgin Islands
Guam
American Samoa
Micronesia
Other Pacific Basin
Countries in Asia
Mexico

13. Accredited Institutions
Native/
Degree* Public Tribal Private Total A
B ** 2** ** M ** **
D ** **
98** 9** ** 154
*Highest Degree Offered
**Includes Institutions Accredited at Lower Degree Level and Candidate at This Degree Level

14. Candidate Institutions
Native/
Degree* Public Tribal Private Total A
B ** ** M D
2** **
*Highest Degree Offered
**Includes International Institution

15. Geographic Distribution*
A** B** M** D** Total
Alaska
Idaho
Montana
Nevada
Oregon
Utah
Washington
International
*Accredited and Candidate Institutions
**Highest Degree Offered

16. Board of Commissioners
Baccalaureate/Graduate Institutions*
Associate Institutions*
General Public
Institutions from Other Regions
Chair
NWCCU President
* Minimum of Seven

17. Accreditation Criteria
Eligibility Requirements - characteristics and conditions required for accreditation.
Standards - criteria by which quality and effectiveness are evaluated.
Related Policies - part of the Standards; provide further definition to the Standard.

18. Framework
The criteria form a flexible framework of qualitative, catalytic, non-prescriptive statements that enables institutions with divergent missions, philosophies, and characteristics to exhibit essential principles of quality and effectiveness.

19. Characteristics
Accreditation criteria are not prescriptive. They do not:
Stipulate planning or evaluation methods;
Specify the nature of assessment data;
Define "adequate”, “appropriate”, or “sufficient” since they are influenced by institutional characteristics/mission.

20. Mission-Centered Standards

21. Key Areas Of Interest Institutional Planning and Effectiveness
(Standard Element 1.B)
Educational Program Planning & Assessment
(Standard Element 2.B; Policy 2.2)
General Education/Related Instruction
(Policy 2.1)
Distance Education
(Policy 2.6)
Advertising, Recruitment, and Representation of Accredited Status
(Policy 3.1)

22. Key Areas Of Interest (continued)
Faculty Evaluation
(Policy 4.1)
Governance System, Board, and Administration
(Standard Elements 6.A, 6.B, 6.C)
Financial Planning, Adequacy, and Management
(Standard Elements 7.A, 7.B, 7.C)
Contractual Agreements with External Organizations
(Policy A-6)
Teach-Out Responsibilities
(Including Policy A-13 Teach-Out Agreements)

23. Institutional Planning/Effectiveness
Each institution is expected to:
Engage in ongoing planning to achieve its mission and goals;
Evaluate how and how well it is accomplishing its mission and goals; and
Use results for broad-based, continuous planning and evaluation.

24. Educational Assessment
The institution's processes for assessing its educational programs are clearly defined, encompass all of its offerings, are conducted on a regular basis, and are integrated into the overall planning and evaluation plan. Expected learning outcomes are identified and published for each degree and certificate program.

25. Educational Assessment
Regular and systematic assessment documents that students who complete programs, no matter where or how offered, have achieved these outcomes.
The institution provides evidence that its assessment activities lead to the improvement of teaching and learning.

26. Student Information and Practices
All candidate and accredited institutions, or individuals acting on their behalf, must exhibit integrity and responsibility in advertising, student recruitment, and representation of accredited status.

27. General Education
Baccalaureate and transfer associate degree programs must include a substantial core of collegiate level General Education with identifiable outcomes in:
Written and oral communication;
Quantitative reasoning;
Critical analysis and logical thinking; and
Literacy in the discourse or technology appropriate to the program of study.
Outcomes should be stated in relationship to institutional mission and goals.

28. Related Instruction
Programs of study for applied or specialized associate degrees or for certificate programs of 45 (q) / 30 (s) credits or more in length require recognizable a body of instruction in program-related areas of:
Communication
Computation
Human Relations
Additional topics as appropriate

29. Related Instruction Related instruction content may be :
Embedded within program curricula; or
Taught in block units of instruction.
Regardless of approach, it must be:
Clearly identified;
Pertinent to the program of study; and
Taught by faculty who are clearly and appropriately qualified.

30. Distance Education
This policy is intended to apply to the broadest possible definition of distance delivery of instruction.
Degree programs and credit courses may or may not be delivered exclusively via telecommunications.

31. Faculty Evaluation
Institutions are expected to conduct some form of substantive performance evaluation of all faculty members at least once within each five-years of service. The evaluation should be collegial, participatory, and use multiple indices of assessment.

32. Contractual Agreements
An accredited or candidate institution may not lend the prestige or authority of its accreditation to authenticate courses or programs offered under contract with other organizations unless it demonstrates oversight and responsibility for those offerings in compliance with Commission standards, principles, and practices.

33. Teach-Out Requirements
An institution is required to provide equitable treatment of students if it closes or discontinues an educational program before all students enrolled in the discontinued program complete it.
It may offer the remaining portion of the program for enrolled students or enter into a teach-out agreement for completion of the program through another institution.

34. How does this talk grow corn?
Query
How does this talk grow corn?
Hopi Saying

35. Barometer Of Change
You can judge your age by the amount of pain you feel when you come in contact with a new idea.
Pearl Buck

36. Shift in Expectations Outcomes Implied  Explicit What does that mean?
Achievements
Assumed  Assessed
How do you know?
Evidence
Anecdotal  Verifiable
Show me the data!

37. Homo Academicus
When the center of the universe is discovered, a lot of people will be disappointed to find they aren’t it.
Bernard Bailey

38. Challenge
The challenge is for us to see beyond the innumerable fragments to the whole, stepping back far enough to appreciate how things move and change as a coherent entity.
Margaret Wheatley

39. Methodology
Method consists of two correlative and complementary processes: 1) analysis of complex totalities into their parts; and 2) synthesis of parts into their totality.
However, the two processes by themselves are imperfect and require each other for the full development of knowledge and understanding.
Joseph L. Esposito

40. Processes
Analysis - Systematic detailed examination of elements to achieve knowledge of their properties.
Synthesis - Integration of relationships among elements to understand their roles and the purpose of the whole in which they exist.

41. Translation An effective self study evaluates: How units work; and
How they work together.

42. Understanding of Purpose
Characteristics
Analysis
Reductionistic
Take Apart
Isolate
Answer Questions
Knowledge of Function
Synthesis
Holistic
Put Together
Correlate
Ask Questions
Understanding of Purpose

43. Knowledge
By their structure the Standards foster analyses of major institutional functions, rather than a synthesis of those functions.

44. Assessment Intentions Mission Goals Strategies Plans Processes
Capacity
Resources
Infrastructure
Achievements
Institutional
Student Learning

45. Understanding of the whole is not possible from analysis of its parts.
Understanding is derived by synthesis of the roles or functions of the parts in the system in which they are contained.
Russell Ackoff

46. Synthesis Quality Educational Institutional Stability Resources
Operations
Effectiveness
Achievements
Practices
Sustainability
Outcomes
Existence

47. Quality and Accountability
Does the institution fulfill its mission?
Are institutional goals achieved?
Are intended outcomes realized?
Do achievements match intentions?
Are the achievements sustainable?
How do you know?
What is your evidence?

48. Steering Committee Responsibility
Accreditation is a joint responsibility.
You are not personally responsible for the accreditation status of your institution.

49. Self-Study Goals
Assess, analyze, evaluate, and improve planning and effectiveness in fulfilling institutional and educational missions;
Evaluate and document educational quality and student achievement of outcomes;
Document compliance with accreditation criteria;
Accurately, candidly, directly identify strengths, challenges, and achievements.

50. Model Self-Study Characteristics
Design is appropriate to the institution
Process is inclusive; internally motivated with leaders committed to the process
Critical review of mission, goals, practices
Assesses and evaluates effectiveness in achieving mission & goals
Report is data driven and analytic with a minimum of description
Self-study outcomes inform planning

51. Power of Leverage
At cruising speed it is impossible to turn a large ship by applying direct pressure on the rudder. Placing a small movable extension on the rudder’s trailing edge compresses the water flowing past it to create a partial vacuum that pulls the rudder in the desired direction. Thus, a trimtab, small but strategically placed, determines the course of the vessel.

52. Role Of The Steering Committee
Identify the “right” questions
Motivate, encourage, support colleagues
Design and translate the study into clearly defined structures, roles, and tasks
Set and enforce a realistic schedule
Establish clear communication channels
Coordinate data collection

53. Commendable Practice Culture-sensitive design Inclusive
Internally motivated
Integrated with institutional initiatives
Evaluates intentions and achievements
Analytic, data driven, evidence based
Results inform and improve practice

54. Design Strategies Outcomes-based strategy planning:
Identify outcomes for the study
Develop guiding framework
Develop models for components
Develop templates for data gathering
Develop style sheets
Reactionary strategy consequences:
Move quickly to data collection
Cope with inconsistent unwieldy data
Wade through layers of ambiguity
Focus on parts, rather than whole

55. Conservation of Momentum
Issue
Synthesis might omit some input which may alienate some constituents
Suggestions
Provide many input/feedback opportunities
Use final report as overarching framework
Keep input intact at department level
Use final report to reengage participants to advance efforts at the departmental level

56. Self-Study Calendar
The importance of the calendar with specific completion dates cannot be over emphasized.
Tasks will generally take all the time given, so assign reasonable amounts of time to each task and closely monitor progress in completing them.

57. Self-Study Report
Thorough, comprehensive, and analytic appraisal of the institution.
Clear, concise, and accurate high-definition snapshot of the institution including its history, current situation, and vision for the future.
Evidence that results of the self evaluation are used to enhance its ability to achieve its mission and goals.

58. Report Attributes Scholarly, readable, useful treatment
Candid and direct disclosure of reality
Clearly addresses accreditation criteria
Analytic assessment of achievements
Identifies strengths
Identifies areas for improvement
Draws evidence-based conclusions and judgments (not a walk in the woods with words)
Articulates plans for improvement

59. Suggestions For Practice
Provide a glossary
Be concise! ( pages + appendices)
Get to the point!
Be direct and candid
“Speak” in a common voice
Flow should be smooth and logical
Synthesize across units
Proof final copy for errors

60. Structure and Contents
Preface
Glossary of Terms
Summary of institutional characteristics
Major changes since last evaluation
BRIEF! description of self-study process
Scope of inclusion in the self study
Goals of self study
Address Eligibility Requirements

61. Structure and Contents
Executive Summary
Succinct comprehensive evaluation
Institutional context
Summary of major findings
Commendations and Recommendations
Plans for improvement
Progress to date

62. Structure and Contents
Standard Chapters
Do not repeat support documents
Be brief on intentions and descriptions
Assess achievements and analyze data
Supply evidence to support judgments
Provide a summary, including:
Major findings
Commendations and Recommendations
Plans for improvement
Progress to date

63. Structure and Contents
Summary Chapter
Institutional synthesis across Standards
Major findings
Commendations and Recommendations
Plans for improvement
Progress to date

64. Third Party Comment Notice
US DOE regulations require an opportunity for third-party comment concerning an institution’s qualifications for accreditation or preaccreditation.
The institution is expected to provide notification to its publics regarding the impending visit and send a verification copy of that public notice to the office of the Northwest Commission on Colleges and Universities.
34 CFR Section (b)

65. Preparing for the Visit
Identify an institutional liaison for each member of the visiting committee.
Publish Third Party Comment Notice.
45 days prior to the visit, mail self-study documents to the Commission office and each Committee member.
Organize exhibits in the Committee room.
Gather computers and support resources in the Committee room.

66. Role of Evaluation Committee
Review the self-study report
Conduct an onsite visit to validate information in the self-study report
Evaluate the institution against the Commission’s accreditation criteria
Analyze findings
Prepare a written report
Submit a confidential recommendation to the Commission

67. Evaluator Characteristics
An evaluator:
Represents the Commission
Volunteers his/her time
Is from an out-of-state institution with similar characteristics
Has specific area(s) of responsibility
Has knowledge of the assigned area(s)
Has completed Commission training

68. Anatomy of the Visit Day 0 4:00 p.m. pre-visit meeting Day 1
Introductory Meeting
Evaluation Activities
Private Committee Meeting
Day 2
Day 3
Final Private Committee Meeting
Chair Meets with President
Exit Meeting

69. Following the Visit The institution may:
Review a draft of the evaluation report to correct factual errors.
Provide a written response to the evaluation report.
Send individuals to represent it when its accreditation is considered

70. Use of Results
Institutions are expected to use their own self-study findings and findings by evaluators to implement actions that lead to improvements in institutional effectiveness and educational quality.

71. Considerations In taking action the Commission considers:
Institutional report;
Evaluation report;
Institution’s written response to the evaluation report (if provided);
Committee chair’s comments;
Institutional representatives’ comments;
Third-party comments;
Confidential Recommendation.

72. Commendations
Commendations recognize noteworthy achievements of the institution.

73. Recommendations
Recommendations identify areas for immediate action by the institution because it:
Does not comply with a standard for accreditation
Complies with a standard, but improvement is required

74. Enforcement Of Standards (US DOE Recognition Criterion 34 CFR 602.20)
If an institution is found to be out of compliance with any standard for accreditation, the agency must immediately initiate *adverse action against the institution or require it to take appropriate action to bring itself into compliance with the standard within two years, if the longest program it offers is at least two years in length.
*Denial or withdrawal of accreditation or candidate status

75. Commission Actions Reaffirm Accreditation Request Progress Report
Request Focused Interim Report/Visit
Remove Sanction
Defer Action
Impose Sanction
Terminate Accreditation or Candidacy

76. Typical Weaknesses Incongruent mission, goals, & activities
Lack of assessment and analysis
No consequences from the self study
Little, if any, use of external data
Data not clearly tied to planning, assessment, or institutional effectiveness
Unsupported statements of apparent fact
Lack of synthesis across Standards

77. Reflective Questions What do we believe? (Principles and Values)
What are our intentions? (Mission and Purpose)
What are our aspirations? (Vision)
What do we expect to achieve? (Outcomes)
What does success look like? (Indicators)
How will we proceed? (Planning)

78. Reflective Questions What do we do? (Actions)
How do actions link to planning? (Alignment)
How well are intentions fulfilled? (Integrity)
How do we know? (Assessment)
How do we document findings? (Evidence)
What do we do with results? (Improvement)

79. Concluding Thoughts Good intentions don’t excuse poor results.
Dirk Zeller
Actions speak louder than words.
Fran Lebowitz
Never mistake motion for action.
Ernest Hemingway
If you’re going through hell, keep going.
Winston Churchill

80. Questions?