1. CEPA Programs – Accrediting Concerns Presenters: Dr. Deborah Loper, Assistant Vice President of Institutional Effectiveness at Colorado Mountain College Dr. Sandy Veltri, Vice President of Academic and Student Services at Front Range Community College February 4, 2015, CACTA Conference

2. A little about ourselves and the “Peer Review Process” Our service with the Higher Learning Commission What is a “Peer Reviewer” and why are there so many new rules concerning dual enrollment? What does a partnership between a college and school district involve and who is responsible for filing the appropriate paperwork?

3. Objectives Inform participants of accreditation requirements Discuss opportunities for high schools and community colleges to partner in providing opportunities to secondary students

4. Colorado is part of the North Central Association regional accrediting body known as the Higher Learning Commission

5. New Criteria – New Process Effective January 1, 2013, the Criteria for Accreditation changed and so did processes, i.e., the Program to Evaluate and Advance Quality (PEAQ) started to phase out and “Pathways” was implemented. The Guidelines for Dual Credit for Institutions and Peer Reviewers was published in January 2014. http://policy.ncahlc.org/Policies/criteria-for-accreditation.html http://www.ncahlc.org/Peer-Review/peer-review-team-resources.html

6. Myth or Fact A college can offer as many credits as it wants at a high school site without prior approval from HLC. If 50% or more of a certificate or degree is offered at a high school site, the college must obtain prior approval by filing a “substantive change form.” High school teachers do not have to have the same credentials as postsecondary instructors. HLC will review credentials of ALL faculty/ instructors who teach dually enrolled courses. Myth Fact Myth Fact

7. Areas Peer Reviewers will seek Evidence of Criterion Compliance Criterion Three: Teaching and Learning: Quality, Resources and Support, specifically Core Component 3.A. The institution’s degree programs are appropriate to higher education and 3.C. The institution has the faculty and staff needed for effective, high-quality programs and student services. Criterion Four. Teaching and Learning: Evaluation and Improvement, specifically Core Component 4.A. The institution demonstrates responsibility for the quality of its educational programs.

8. Evidence that will be reviewed Inputs: Student eligibility, faculty credentials, funding and curriculum standards. Processes: General oversight, faculty orientation and training, institutional review and monitoring and state review and monitoring. Outputs: Learning outcomes, transferability, and program and course outcomes.

9. College’s Responsibilities Review your Institutional Status and Requirements Report to make sure that all sites are listed. If the college is offering 50%+ of a certificate or degree at a high school site, file the “Request for access to the Notification Program for additional locations” – especially if you expect to be adding multiple high school sites.

10. Talk with the individual at your college who is the HLC liaison and he/she will help fill out and send the proper paperwork to the HLC staff liaison.

11. The Need for a Strong Partnership To assist secondary students in: Enrolling in college Being “college ready” at enrollment Persisting in college http://www2.ed.gov/PDFDocs/college-completion/09-community- college-and-high-school-partnerships.pdf

12. What Makes a Strong Partnership? Goals and activities to undertake: Design initiatives that provide access to existing & regular college resources Develop programs specific to the high school partner’s needs, i.e., CTE pathways, summer bridge programs and Early and Middle College high schools

13. Questions/Contact Information Deborah Loper dloper@coloradomtn.edu Sandy Veltri Sandy.Veltri@frontrange.edu