1. Using Accreditation to Support Your Goals Fall Institute for Academic Deans and Department Chair Charleston, SC October 18, 2004

2. National Contexts Major Reports on Accountability Business-Higher Education Forum: “Public Accountability for Student Learning in Higher Education” SHEEO National Commission on Accountability in Higher Education: “Accountability in Higher Education” Broadly defined national goals set by global competition: educate more students better and more efficiently Accreditation a key player

3. National Contexts Reauthorization of the Higher Education Act HR 4283: focus on consumer information— government site, institutional and accreditation reporting for it CHEA Recognition Requirements Proposed requirements will make it necessary for institutions to publish “performance” measures Accreditation a key player

4. Transformations in Higher Learning No longer confined to academy Demographic shifts Collaboration driven by eLearning For-profit competition Shift in nature of academic work force New funding strategies Rethinking shared governance Profession-driven degrees Growth of certificates Autonomy vs. integrity

5. Regional Contexts Major round of revision of standards and processes WASC, Sr. now implementing four large criteria; two visit evaluation cycle. SACS now implementing revised criteria and process with emphasis on quality improvement. MSA now implementing new criteria, studying new processes Drafts circulating for NWCCU and NEASC

6. The Higher Learning Commission Academic Quality Improvement Program, 2000 Alternative process structures around quality improvement principles New Criteria for Accreditation, adopted June, 2003; effective January, 2005 Current project to review effectiveness of our traditional program: Program to Evaluate and Advance Quality (PEAQ)

7. Common Ground On-going transition from measuring inputs to evaluating outcomes Renewed emphasis on quality improvement Focus on student learning Assessment Expectations about quality/rigor of student learning Engagement of institution/students

8. Issues to be Resolved Will there be an effort to establish a national “qualifications framework?” Who defines learning outcomes for the baccalaureate degree(s)? Will there be any progress on creating a new measure of student learning (credit unit vs credit hour)? Will transfer of credit become an matter of national policy? What will serve as the measures for accountability? Is institutional autonomy a necessary condition for academic freedom?

9. Using Accreditation Process to Engage the Campus Work with the leadership that sets the agenda for self-study Propose that the institution consider a customized (special emphasis) self study Ensure that the self-study steering committee structures a process to further your agenda Place your program in the appropriate institutional context in the self-study Ensure that the team will understand, support, and evaluate your efforts

10. Using Accreditation Standards as Lever Use new criteria/standards to gain community engagement in discussions central to your efforts (Criteria Four and Five, for example) Make the most of all standards directly related to your goals (ties to mission, vision, goals) Provide leadership on assessment—create and use tools to evaluate the impact of your program on student learning Illustrate how your program contributes to broader expected performance expectations

11. Placing Focus on First Year through Accreditation Participate in peer reviewer corps Make presentations at Annual Meetings Participate in standards revisions/process reconfigurations Help to think through policy implications of such things as dual enrollment and transfer (what is the first year any more?) Push and prod the agency if standards/processes fail to serve you

12. Contact Information Steven Crow Executive Director The Higher Learning Commission 30 N. LaSalle, Suite 2400 Chicago, IL 60602 scrow@hlcommission.org 800-621-7440 x 102 www.ncahigherlearningcommission.org