interpreting & applying the standards october 4, 2006 dr. luis j. pedraja, vice president middle...
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Interpreting & Applying the Standards
October 4, 2006
Dr. Luis J. Pedraja, Vice President
Middle States Commission on Higher Education
OVERVIEW
Guiding Principles Role of Mission Eligibility Requirements, Standards, and
the Fundamental Elements How the standards are connected Planning, Resource Allocation, &
Assessment Team Reports & Range of Action
Guiding Principles
Greater flexibility More attention to important functions and
less to specific structures Broadened definitions:
governance/governing body, faculty, related educational activities
Focus on assessment/results rather than inputs/processes
Clearer format
Institutional MISSION and Accreditation STANDARDS
Eligibility Certification & Other Matters
Institutions seeking candidacy, initial accreditation, or reaffirmation of accreditation must meet eligibility requirements
Eligibility Certification Statement Third party comments
Overview of the Standards
14 Standards, in 2 sections:
– Institutional Context (Standards 1 – 7)
– Educational Effectiveness (Standards 8 – 14)
Each section concludes with an assessment standard (7 & 14)
Institutional Context Standards 1-7
1. Mission, Goals, and Objectives
2. Planning, Resource Allocation, and Institutional Renewal
3. Institutional Resources
4. Leadership and Governance
5. Administration
6. Integrity
7. Institutional Assessment
Educational Effectiveness Standards 8-14
8. Student Admissions
9. Student Support Services
10. Faculty
11. Educational Offerings
12. General Education
13. Related Educational Activities
14. Assessment of Student Learning
Format: Each Standard
StandardContextFundamental
ElementsOptional
Analysis and Evidence
Applying the Fundamental Elements
> within the institutional self-study
> during the evaluation team visit
Fundamental Elements & the Self-Study
In conjunction with institutional mission & goals, fundamental elements help to frame self-study questions
Elements guide institutions in demonstrating how they comply with the standards
Elements help frame the self-study analysis and recommendations
Fundamental Elements & the Team Visit
Help to frame the team’s questionsMust be viewed in the context of the
institution’s mission and its self-study design and report
Together (not individually) the Fundamental Elements constitute and encompass the standard
Elements are not a checklist
Fundamental Elements & the Team Visit, continued
Fundamental elements are subordinate to the accreditation standard
Elements are likely reference points for commendations, suggestions, recommendations, and/or requirements
Optional Analysis & Evidence
Used by institution as part of its own self-study
Not intended for use by the team for evaluation
Information is optional for the institution and not required
The Standards: How is it all related?
Impact on Self-Study?
Accreditation standards cannot be totally separated/isolated
Need for collaboration and communication among work groups
Likely overlap in analysis, findings, and recommendations
Impact on Evaluation Team?
Need for collaboration among team members (key questions, interviews, document review)
Need to assure consistency (& absence of unintended redundancy) in team findings, suggestions, and recommendations
Planning, Resource Allocation,
and Assessment
What is the relationship among these?
How does the relationship
affect the institutional self-study
and the work of the evaluation team?
ASSESSMENT
Q: What does Middle States expect/require?
A: See Standard 7 & Standard 14
Applying the Standards & the Team Report
Report Templates & Self-Study
Self-Study structure will affect how standards are covered in the report
Comprehensive models– Structured according to standards– Grouping of Standards – Topical Approach
Selected Topics modelCollaborative model
Team Member Reports
Significant accomplishments Suggestions Recommendations:
– Addressed in PRR– Requiring follow-up (need more immediate attention)
Requirements Additional Information:
– General observations– Documents cited as justification for
observations/recommendations– List of people interviewed
Team Report TEMPLATES
Context & nature of visit Compliance w/ eligibility requirements Compliance w/ federal & other
requirements Evaluation overview Compliance w/ accreditation standards Summary of
recommendations/requirements
TEAM REPORT: Suggestions, Recommendations, or Requirements
Suggestions = optional consultative advice
Recommendations = actions needed to continue improvement or to assure continuing compliance
Requirements = actions needed to achieve compliance
Levels of FOLLOW-UP
Suggestions -> no follow-up Recommendations -> routinely addressed
through PRR; team may request earlier follow-up through progress letter or monitoring report
Requirements -> warning, probation, show cause (monitoring report) OR postponement (supplemental information report)
Standardized Language
Allows for consistency in the actions Helps you formulate language They are guidelines
Questions?