Wood Science and Technology Program Accreditation in the United States- History, Guidelines, Processes and Changing Demand.

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1 Wood Science and Technology Program Accreditation in the United States- History, Guidelines, Processes and Changing Demand. Robert W. Rice, Ph.D University of Maine Orono, Maine

2 Types of Accreditation in the US University-wide Discipline or Program

3 University Wide Accreditation The goal of accreditation is to ensure that education provided by institutions of higher education meets acceptable levels of quality * * US Department of Education, 2010

4 University-Wide Accrediting Bodies New England Association of Schools and Colleges (NEASC) Established: 1885, Location: Massachusetts, Web: North Central Association of Colleges and Schools (NCACS) Established: 1895, Location: Illinois, Web: Northwest Commission on Colleges and Universities (NWCCU) Established: 1917, Location: Washington, Web: ww.nwccu.org Southern Association of Colleges and Schools (SACS) Established: 1912, Location: Georgia, Web: Western Association of Schools and Colleges (WASC) Established: 1962, Location: California, Web: Middle States Association of Colleges and Schools (MSACS) Established: 1919, Location: Pennsylvania, Web:

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6 Brief History of Accreditation Started before WWII Real impetus was GI Bill and funding for students

7 Adequacy of personnel and student services offered by the institution. University-Wide Accreditation Focus- US Dept. of Education Guidelines- to ~1992 Appropriateness of the institutional mission and objectives Effectiveness of the institution in meeting its mission and objectives Adequacy of financial and physical resources library, classrooms, labs, offices Quality of faculty Effectiveness of management, administrative structure and function

8 1992 Changes to Accreditation Assessment Criteria* academic calendars, catalogs, publications, grading, and advertising curricula faculty facilities, equipment, and supplies student support services recruiting and admissions practices fiscal and administrative capacity as appropriate for the scale of the institution program length and tuition and fees and the objectives of the degree measures of program length in clock hours or credit hours student outcome measures default rate record of student complaints received by the accrediting association or state agency compliance with program responsibilities under Title IV of the Higher Education Act *Adapted from 1992 Higher Education Act

9 Programmatic Accreditation The initial accreditations in the United States were for specific programs, not University-wide

10 History of Programmatic Education in the US Council on Medical Education and Hospitals in (AMA) Dental education standards 1923-Legal education Engineering education Pharmaceutical education Etc, etc

11 The US Government Does Not Approve Program Specific Accrediting Bodies, They Recognize Them Government recognition is not mandatory for an association to accredit a discipline or program. Over 100 agencies or associations are recognized as accreditors. Certain accreditations have legal underpinnings. Example: Medicine

12 Program specific accreditation defines the profession to a large extent.

13 The Purposes of Program Accreditation Quality assurance/quality control Recognition by the profession Certain level of professionalism Credibility Recognition within the University

14 SWST Program Specific Focus Standard I Program Mission, Goals and Objectives Standard II Curriculum and Student Competencies Standard III Organization and Administration of the Teaching Program Standard IV Faculty Standard V Students Standard VI-Parent Institution Support

15 Training in Basic Wood Sciences Anatomy and Biology of Wood Formation; Wood Identification Physical Properties Mechanical Properties Chemical Characteristics and Properties Wood Degradation and Deterioration Composite Materials

16 Wood Processing and Manufacturing Mechanical Reduction and Attrition Drying Processes Manufacture of Solid Wood Products Manufacture of Composite Materials Chemical Wood Processing Wood Protection and Enhancement

17 Contemporary Issues of Wood Use Understanding the demand and use of wood-based products as well as the impact on society and the environment. Understanding the principal applications of wood and woodbased materials by choosing and specifying appropriate wood-based products for a variety of uses. Understanding the major policy, regulation, environmental and other societal issues that impact the discipline. Understanding professional ethics, including the SWST Code of Conduct, and recognition of ethical responsibility to adhere to those standards. Understanding the health, safety, and security issues that impact manufacturing and use of wood-based products.

18 Major Shift ~2005 Course/Credit hour based Outcomes-Based

19 Problems Interest is waning in Wood Science and Technology programs Wood science related grant funding has decreased. Industry support fluctuates University administrators increasingly sensitive to low-enrollment programs

20 Wood Science and Technology programs are not alone: University Programs Eliminated or Changed Undergraduate majors in Italian studies and Hebrew languages and Brandeis U literature; master's-degree programs in cultural production and theater design Undergraduate degrees in anthropology, recreation and leisure management, physical education, art education, mathematics education, Florida State U. science education, apparel design, textiles, human geography, and management information systems; master's-level degrees in scenic design and lighting; doctoral degrees in anthropology Louisiana State U. at Baton Rouge Undergraduate programs in food science and technology; eight doctoral programs, including linguistics and comparative literature McNeese State U. Meredith College Mississippi State U. U. of Wisconsin at Madison Undergraduate majors in environmental science and wildlife management Undergraduate majors in French, women's studies, and public history Three undergraduate majors, including agriculture-pest management; six master's, including architecture; seven doctoral, including biomedical engineering and elementary education Undergraduate program in clinical laboratory science, and master's and doctoral programs in environmental monitoring

21 A Few More: University Programs Eliminated or Changed Undergraduate majors in manufacturing engineering Nicholls State U. technology and French Five undergraduate majors, including American studies and computational physics; 16 master's-level programs, eight of Oregon State U. which were specialized teaching degrees; and two doctoral programs Seven undergraduate majors, including geology and St. Cloud State U. information media; five master's-level programs, all of which were specialized education degrees Undergraduate programs in cardiopulmonary sciences, U. of Central Florida engineering technology, management information systems, radiologic sciences, and actuarial sciences 11 undergraduate programs, including American studies, Asian U. of Northern Iowa studies, and computer information systems. Three master'slevel programs, including art with a studio emphasis U. of Wisconsin Undergraduate program in clinical laboratory science, and at Madison master's and doctoral programs in environmental monitoring

22 Solution? Reinvent Repackage Promote

23 Initiatives Program Traditional Emphasis New Emphasis Basic biology/chemistry of Basic biology/chemistry of wood and wood fibers renewable materials Wood and wood structure Green building materials mechanics Wood Science and Technology Program Sporadic emphasis in most cases Environmental and ecological concerns related to renewable materials Renewable or Sustainable Materials Program Wood and wood fiber processing Wood and fiber drying, physical properties Forest products marketing and management Renewable materials processing and environmental effects. Physical properties of renewable materials, bioenergy, bioenergy systems Business, entrepreneurship and management in renewable materials companies.

24 Thank You