Criterion two. ASQ Higher Education Brief December 2011 (Vol. 4, No. 6)

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Criterion two. ASQ Higher Education Brief December 2011 (Vol. 4, No. 6) www.asq.org"

Transcription

1 Changes in the Higher Learning Commission Accreditation Requirements: An Overview By Julie Furst-Bowe, Provost, University of Wisconsin-Stout The Higher Learning Commission (HLC) is an independent corporation and one of two commission members of the North Central Association of Colleges and Schools (NCA). The NCA is one of six regional institutional accreditors in the United States. The HLC accredits degree-granting, post-secondary educational institutions in the north-central region of the country, a 19-state area that ranges from Michigan to New Mexico. In 2009, the HLC began a comprehensive review of its traditional accreditation criteria. In 2010, the U.S. Department of Education required the HLC to define minimum expectations relative to each of the criteria. In the spring of 2011, an alpha version of the new criteria was made available, along with the current minimum expectations within the criteria. Overall, although there are no significant changes in the nature of the accreditation requirements, the new documents provide greater clarity and direction for institutions, reviewers and others involved in the accreditation process. The revised criteria should also lead to improvements in assessment, accountability and transparency. Criterion one Criterion one continues to focus on institutional mission. The core components of the revised criterion one include: Understanding and support of the mission. Recognition of diversity. Service to constituencies. In today s fiscally challenged environment, it is essential that an institution fully comprehend its mission and align its programs, services, workforce and resources in fulfillment of its mission, goals and priorities. An institution s commitment to diversity and knowledge of its role in a multicultural society are also essential in the current global economy. An inclusive

2 campus enriches the educational experience by exposing students to a variety of cultures and perspectives, and by promoting student awareness, growth and development. It is also important for an institution to identify its key constituencies and stakeholder groups, and develop systematic methods for determining the needs of each group, engaging with and responding to each group in an appropriate manner. Few institutions, however, have developed truly systematic approaches to assessing constituent and community needs. Even institutions that conduct formal needs assessments are often slow to respond to emerging stakeholder and community needs due to several factors, from a lack of clarity in roles and responsibilities to competing priorities. This is an area where most institutions could benefit from additional assistance and training because they like all institutions need to demonstrate their value in this area not only for accreditation purposes, but also to garner and maintain community support. The final part of the third core component asks the institution to demonstrate that it serves society through the transmission, discovery, creation and application of knowledge, and that it recognizes the value of its publicly available resources. This appears to be an area of growth at most universities, as more faculty and students are engaging in research, creative and scholarly activities. However, it is important that this criterion be interpreted broadly to meet the needs of two-year colleges, technical colleges and other institutions whose missions do not include traditional research and scholarship. Criterion two Criterion two involves integrity and requires that the institutions endeavors be characterized by the highest ethical standards. The first core component states that institutions must present themselves including their programs, services, costs and accreditation relationships clearly and completely to the public. This appears to be a very straightforward requirement. But providing this required information in an accessible and understandable format is extremely important in a time of steadily increasing tuition, including additional tuition and fees for specific academic programs and online programs. The second core component states that an institution must establish and follow policies relative to carrying out its academic, financial and auxiliary functions in an ethical manner.

3 The third core component includes several characteristics of the governing board of the institution, including autonomy, a commitment to broad public interests, a commitment to longterm sustainability for the institution and an understanding of the needs of the institution s constituencies. Finally, there should be an appropriate separation of roles for the governing board and the administration. These characteristics all appear to be best practices for governing boards operating in any sector. The fourth core component states that an institution must provide clear information regarding its procedures for receiving and responding to complaints from students, employees and other stakeholder groups. Although most institutions would have this information available on its website or in its handbook, few institutions have implemented comprehensive complaint management systems. Many institutions continue to have difficulty distinguishing informal and formal complaints, documenting complaints in a consistent manner and demonstrating that complaints are resolved within a specific time period. Even more importantly, it is not clear that senior leaders review complaints on a regular basis to examine patterns, identify trends or develop campus wide solutions to common issues. Criterion three Criterion three deals with the institution s resources and its processes for planning, evaluation and continuous improvement. The first core component includes several direct statements about the resource base relative to financial resources, personnel (including faculty), and physical and technical infrastructure. The second core component deals with governance and the administrative structure with regard to leadership and collaborative processes, and calls for appropriate engagement of internal constituencies including administration, faculty, staff and students, in planning processes. The third core component requires the institution to review institutional performance measures as part of the improvement process. The fourth core component calls for the allocation of resources to align with the institution s mission. Finally, the fifth core component requires the institution to engage in long-range planning, including:

4 A shared understanding of institutional capacity. Planning that considers key factors, including demographics. Emerging technologies and globalization. Planning that addresses the impact of enrollment and economic fluctuations. Planning at all levels. Over the years, planning in higher education has evolved. Most institutions have developed campus wide strategic plans, IT plans and facilities plans. But these plans often are not integrated and fail to consider shortfalls in enrollment or funding that may result in modification of current plans. For example, deployment of IT plans and capital plans are currently on hold at many public institutions due to reductions in state funding. It is difficult to know how the lack of action plan deployment will affect an institution s ability to fulfill its mission. In addition, changes in top leadership positions tend to significantly affect plans and planning processes. Faculty, staff, students and other stakeholders often have token roles in these processes, and comprehensive planning tends to be much less common at levels below the institutional level at the college, school or academic department levels. Although most schools have developed some type of plan-do-check-act process for planning and assessment at the institutional level, it is rare to see consistent improvement in key performance measures. From the criteria, it s difficult to assess how much actual improvement is expected or required on an annual basis, or even from one decade to the next. An institution can have state-of-the art planning and assessment processes that address each of the core components, yet could remain average, or even below average in its performance outcomes. Criterion four Criterion four requires the institution to provide evidence of student learning and teaching effectiveness in fulfillment of its educational mission. The first core component requires the goals for student learning to be clearly stated and that processes for assessment to be implemented for all academic offerings. An institution must have the capacity to conduct assessment of student learning, solid assessment processes and methods, and accurate

5 reporting of assessment results, and must use the information gained from assessment methods to improve student learning. Similar to planning, the ability of institutions to meet these criteria has shown consistent improvement over the past decade. But the quality of assessment work often varies considerably between academic disciplines, department and programs. Academic programs that maintain specialized accreditations, such as teacher education and engineering, are often much more advanced than areas that lack specific accreditation standards. Another common issue across all academic disciplines is not using assessment data to make meaningful improvement in teaching and learning processes. Institutions are collecting more data than ever. Yet, using these data to make informed decisions relative to teaching and learning methods, course content, course sequencing or instructional delivery strategies appears to remain a challenge for many colleges and universities. Including a specific requirement to document improvements should help institutions become rigorous in their assessment efforts. The second core component requires institutions to state appropriate goals for student retention and graduation. Institutions must collect information on student retention and completion, analyze information and use the results of the analysis to address deficiencies and develop improvement actions. Improving retention rates and producing more college graduates has been named as a top priority in many states, and most institutions take this initiative very seriously. It is important to realize that retention and graduation rates will vary depending on the demographics of the student population and nature of the program. But institutions that serve primarily disadvantaged or part-time students may need to make significant changes from increasing financial support to providing opportunities for accelerated degree programs to graduate an acceptable percentage of students in a reasonable time period. The third core component deals with institutional support for effective teaching and requires faculty to have appropriate qualifications, current knowledge in their disciplines and regular processes for faculty evaluation. The fourth core component ensures effective learning

6 environments regardless of instructional delivery method, including processes for placing students in appropriate courses and programs, and student access to faculty members, advisement and other support services. Finally, the fifth core component requires the institution s academic resources to support student learning and effective teaching, regardless of instructional delivery method. Criterion five Criterion five requires the institution to offer programs of substance, rigor and relevance that are appropriate to its mission. There are five core components in this category. The first component requires the institution to demonstrate that it values a life of learning. This concept is demonstrated through the implementation of freedom of inquiry statements for faculty, staff and students; the creation of knowledge and production of scholarship; the use of research and scholarship for educational improvement; and the support of professional development opportunities for staff. The second core component requires that all courses and programs be rigorous, current and relevant, and that the content and rigor of programs are equal, regardless of instructional delivery method. Institutions must differentiate learning goals for undergraduate, graduate and post-baccalaureate programs, and institutional structures must reflect an appropriate balance of centralized and distributed academic coordination. It can, however, be challenging to assess the currency, rigor and relevancy of programs that lack discipline-specific accreditations. Without such program standards, these concepts can be somewhat subjective. General education is the focus of the third core component, and there are requirements for clear learning goals, as well as specific knowledge and skills requirements. The fourth component deals with program evaluation and includes statements on credit that appear on transcripts, including: Transfer credit and credit for prior learning. The need for regular reviews for academic programs. The need to demonstrate that students are prepared for employment or further study when they have completed their programs.

7 The core components in criterion five are straightforward, and much of this documentation is also essential to meet the U.S. Department of Education s program integrity requirements. Overall, the proposed criteria, along with the minimum expectations document, are a substantial improvement over the current criteria. While the majority of the requirements remain the same, they are organized in a more cohesive manner. There appears to be less repetition among the criteria, and the greater detail and specificity provided in many areas will be extremely beneficial to institutions. These changes should lead to greater transparency, accountability and consistency with federal reporting requirements. These documents provide the additional information needed to avoid confusion or misinterpretation of the criteria. Yet, the language and tone are not prescriptive, and these criteria can be used successfully with a wide range of higher education institutions. The beta version of the proposed criteria can be found at Julie Furst-Bowe is provost and vice chancellor for academic and student affairs at the University of Wisconsin-Stout in Menomonie, WI. She has a doctorate in education from the University of Minnesota and has served as a peer reviewer, presenter, facilitator and panelist for the Higher Learning Commission for more than a decade.

Policy Changes Adopted on Second Reading

Policy Changes Adopted on Second Reading Assumed Practices Policy Changes Adopted on Second Reading The Board of Trustees adopted these policies on second reading at its meeting on June 26, 2015. Background Adjustments to the Criteria for Accreditation

More information

Regional Accreditation of Oakland University April 6-8, 2009

Regional Accreditation of Oakland University April 6-8, 2009 1 Regional Accreditation of Oakland University April 6-8, 2009 Oakland University is accredited by: The Higher Learning Commission of the North Central Association of Colleges and Schools NCA accredits

More information

Assumed Practices. Policy Changes Proposed on First Reading

Assumed Practices. Policy Changes Proposed on First Reading Assumed Practices Policy Changes Proposed on First Reading Background Adjustments to the Criteria for Accreditation or Assumed Practices are considered by the Board annually, usually with first reading

More information

Quality STEMs from the Planning Process at the University of Wisconsin-Stout by Julie Furst-Bowe, University of Wisconsin-Stout

Quality STEMs from the Planning Process at the University of Wisconsin-Stout by Julie Furst-Bowe, University of Wisconsin-Stout Quality STEMs from the Planning Process at the University of Wisconsin-Stout by Julie Furst-Bowe, University of Wisconsin-Stout The University of Wisconsin-Stout, a campus of more than 9,000 students in

More information

Demonstrating Institutional Quality through Academic Accreditation

Demonstrating Institutional Quality through Academic Accreditation Demonstrating Institutional Quality through Academic Accreditation A Case Study of a Public University in the U.S December 3, 2014. Ritu Subramony, Ph.D., M.S. Director of Academic Accreditation Content

More information

Standards for Accreditation of Master s Programs in Library and Information Studies. Introduction

Standards for Accreditation of Master s Programs in Library and Information Studies. Introduction Standards for Accreditation of Master s Programs in Library and Information Studies Adopted by approval of the Council of the American Library Association, February 2, 2015 Purpose of Accreditation Introduction

More information

RE: Revised Standards for Accreditation of Master s Programs in Library and Information Studies

RE: Revised Standards for Accreditation of Master s Programs in Library and Information Studies EBD #10.9 2013-2014 TO: ALA Executive Board RE: Revised Standards for Accreditation of Master s Programs in Library and Information Studies ACTION REQUESTED/INFORMATION/REPORT: For information purposes.

More information

Academic Affairs Strategic Plan 2012

Academic Affairs Strategic Plan 2012 Academic Affairs Strategic Plan 2012 The Academic Affairs Strategic Plan is a continually evolving plan, building on the university s Strategic Plan and its three pillars: learner-centered, discovery driven,

More information

Delaware State University. Reflecting on our past while preparing for our future

Delaware State University. Reflecting on our past while preparing for our future Delaware State University Reflecting on our past while preparing for our future EXECUTIVE SUMMARY Delaware State University s foundation dates to May 15, 1891, when the 58 th General Assembly of the State

More information

The mission of the Graduate College is embodied in the following three components.

The mission of the Graduate College is embodied in the following three components. Action Plan for the Graduate College Feb. 2012 Western Michigan University Introduction The working premises of this plan are that graduate education at WMU is integral to the identity and mission of the

More information

SOBA. School of Business Administration. 2011-2015 Strategic Plan

SOBA. School of Business Administration. 2011-2015 Strategic Plan School of Business Administration 2011-2015 Strategic Plan Executive Summary The Strategic Planning Committee of the School of Business Administration () has reviewed past planning efforts, the University

More information

College of Health Professions Dean s Review of Undergraduate Programs August 15, 2011

College of Health Professions Dean s Review of Undergraduate Programs August 15, 2011 College of Health Professions Dean s Review of Undergraduate Programs August 15, 2011 The CHP Planning and Review Process: The WSU College of Health Professions has engaged in four iterations of strategic

More information

UNIVERSITY OF HAWAI I AT MĀNOA POSITION DESCRIPTION DEAN, COLLEGE OF NATURAL SCIENCES ~~~~~~~~~~~~~~~~~~~~~

UNIVERSITY OF HAWAI I AT MĀNOA POSITION DESCRIPTION DEAN, COLLEGE OF NATURAL SCIENCES ~~~~~~~~~~~~~~~~~~~~~ UNIVERSITY OF HAWAI I AT MĀNOA POSITION DESCRIPTION DEAN, COLLEGE OF NATURAL SCIENCES ~~~~~~~~~~~~~~~~~~~~~ Position No: 0089197 Title of Position: Dean Reports to: Vice Chancellor for Academic Affairs,

More information

Guidelines for Massachusetts Early Educator Preparation Programs Participating in the Early Childhood Educator Scholarships Program.

Guidelines for Massachusetts Early Educator Preparation Programs Participating in the Early Childhood Educator Scholarships Program. Guidelines for Massachusetts Early Educator Preparation Programs Participating in the Early Childhood Educator Scholarships Program Background The Departments of Higher Education and Early Education and

More information

Conclusion and Request for Continued Accreditation

Conclusion and Request for Continued Accreditation chapter 12 Conclusion and Request for Continued Accreditation Our thematic self-study was valuable for the university in a number of ways. We were able to analyze and appreciate the breadth and depth of

More information

ACS WASC Accreditation Status Determination Worksheet

ACS WASC Accreditation Status Determination Worksheet ACS WASC Accreditation Status Determination Worksheet How are students achieving? Is the school doing everything possible to support high achievement for all its students? Directions 1. Discuss the evidence

More information

NAAS - inacol Standards for Quality Online Programs

NAAS - inacol Standards for Quality Online Programs NAAS - inacol Standards for Quality Online Programs Institutional Standards Institutional standards address the organization's vision, mission, philosophy and beliefs. The institutional standards define

More information

SJSU WSCUC COMPLIANCE CHECKLIST 2014

SJSU WSCUC COMPLIANCE CHECKLIST 2014 SJSU WSCUC COMPLIANCE CHECKLIST 2014 CFRs CFR Wording Documents Required SJSU Source 1.1 1.2 1.3 1.4 1.5 1.6. The institution s formally approved statements of purpose are appropriate for an institution

More information

Standards for Accreditation of Master's Programs in Library & Information Studies

Standards for Accreditation of Master's Programs in Library & Information Studies Standards for Accreditation of Master's Programs in Library & Information Studies Adopted by the Council of the American Library Association January 15, 2008 Office for Accreditation American Library Association

More information

Determining Qualified Faculty through HLC s Criteria for Accreditation and Assumed Practices

Determining Qualified Faculty through HLC s Criteria for Accreditation and Assumed Practices GUIDELINES Determining Qualified Faculty through HLC s Criteria for Accreditation and Assumed Practices Guidelines for Institutions and Peer Reviewers These guidelines were updated October 1, 2015, due

More information

Translating Our Goals into Action Southeastern Illinois College. 2012-2017 Strategic Plan

Translating Our Goals into Action Southeastern Illinois College. 2012-2017 Strategic Plan Translating Our Goals into Action Southeastern Illinois College 2012-2017 Strategic Plan SOUTHEASTERN ILLINOIS COLLEGE TRANSLATING OUR GOALS INTO ACTION STRATEGIC PLAN 2012-2017 I n the Spring 2011 semester,

More information

GUIDELINES FOR GRADUATE COURSES OFFERED FOR PROFESSIONAL DEVELOPMENT OF SCHOOL PERSONNEL

GUIDELINES FOR GRADUATE COURSES OFFERED FOR PROFESSIONAL DEVELOPMENT OF SCHOOL PERSONNEL GUIDELINES FOR GRADUATE COURSES OFFERED FOR PROFESSIONAL DEVELOPMENT OF SCHOOL PERSONNEL Rationale: Professional development takes many forms, including such activities as workshops, courses, conferences,

More information

Educational Leadership Advising Handbook: Addendum to the Graduate Handbook

Educational Leadership Advising Handbook: Addendum to the Graduate Handbook Educational Leadership Advising Handbook: Addendum to the Graduate Handbook Educational Leadership Program Overview The program consists of ten (10) courses for thirty (30) credit hours. It is a licensure

More information

Strategic Plan 2020 revision 2013

Strategic Plan 2020 revision 2013 Strategic Plan 2020 REVISION 2013 Strategic Plan 2020 REVISION 2013 Table of Contents Mission, Vision and Core Values 4 Message from the Chancellor 5 Strategic Plan 2020 7 Strategic Goals 8 Strategic

More information

Teaching (Instructional) Faculty Credentials Certification Policy. Policy Title: Teaching (Instructional) Faculty Credentials Certification Policy

Teaching (Instructional) Faculty Credentials Certification Policy. Policy Title: Teaching (Instructional) Faculty Credentials Certification Policy Teaching (Instructional) Faculty Credentials Certification Policy Policy Title: Teaching (Instructional) Faculty Credentials Certification Policy Policy Type: Administrative Policy Number: Policy 30-11

More information

Staying on top of HLC accreditation at Bemidji State 2/9/15

Staying on top of HLC accreditation at Bemidji State 2/9/15 Staying on top of HLC accreditation at Bemidji State 2/9/15 To Recap HLC Open Pathway In year 5 (half-way through the cycle) Why does it matter? Accreditation is required in order for us to offer federal

More information

Towson University Strategic Academic Plan 2010-2016

Towson University Strategic Academic Plan 2010-2016 Towson University Strategic Academic Plan 2010-2016 University Summary Mission Statement Towson University, as the state s comprehensive Metropolitan University, offers a broad range of undergraduate and

More information

Becoming Bedfellows: Accreditation and Engagement. Engagement

Becoming Bedfellows: Accreditation and Engagement. Engagement Becoming Bedfellows: Accreditation and Engagement Lorilee R. Sandmann, Associate Professor, University of Georgia, Director, Clearinghouse for Scholarship of Engagement M. Edward Jones, Associate Vice

More information

UNIVERSITY OF MIAMI SCHOOL OF BUSINESS ADMINISTRATION MISSION, VISION & STRATEGIC PRIORITIES. Approved by SBA General Faculty (April 2012)

UNIVERSITY OF MIAMI SCHOOL OF BUSINESS ADMINISTRATION MISSION, VISION & STRATEGIC PRIORITIES. Approved by SBA General Faculty (April 2012) UNIVERSITY OF MIAMI SCHOOL OF BUSINESS ADMINISTRATION MISSION, VISION & STRATEGIC PRIORITIES Approved by SBA General Faculty (April 2012) Introduction In 1926, we embarked on a noble experiment the creation

More information

Policy on Accreditation of Baccalaureate Degrees (New, First Reading January 2016)

Policy on Accreditation of Baccalaureate Degrees (New, First Reading January 2016) General Requirements ACCREDITING COMMISSION FOR COMMUNITY AND JUNIOR COLLEGES, WESTERN ASSOCIATION OF SCHOOLS AND COLLEGES (ACCJC) Policy on Accreditation of Baccalaureate Degrees (New, First Reading January

More information

OAKLAND UNIVERSITY DEAN OF THE SCHOOL OF NURSING

OAKLAND UNIVERSITY DEAN OF THE SCHOOL OF NURSING OAKLAND UNIVERSITY DEAN OF THE SCHOOL OF NURSING Oakland University seeks an inspiring and visionary leader to serve as Dean of the School of Nursing. The Search Committee will begin reviewing applications

More information

Business Accreditation Eligibility Application

Business Accreditation Eligibility Application Business Accreditation Eligibility Application The purpose of this application is to determine if the school meets AACSB s eligibility criteria outlined in AACSB s Standards for Business Accreditation.

More information

DEAN OF THE SCHOOL OF HEALTH SCIENCES

DEAN OF THE SCHOOL OF HEALTH SCIENCES OAKLAND UNIVERSITY DEAN OF THE SCHOOL OF HEALTH SCIENCES Oakland University seeks an inspiring and visionary leader to serve as Dean of the School of Health Sciences. The Search Committee will begin reviewing

More information

COMMUNITY COLLEGE SYSTEM OF NEW HAMPSHIRE

COMMUNITY COLLEGE SYSTEM OF NEW HAMPSHIRE COMMUNITY COLLEGE SYSTEM OF NEW HAMPSHIRE Section: BOT 600 Academic Affairs Date Approved: December 20, 2007 Effective Date: January 1, 2008 Amended Date: February 5, 2015 610 Statutory Authority State

More information

Eligibility Procedures and Accreditation Standards for Business Accreditation

Eligibility Procedures and Accreditation Standards for Business Accreditation Adopted: April 8, 2013 Updated: January 31, 2015 Eligibility Procedures and Accreditation Standards for Business Accreditation Engagement Innovation Impact AACSB International The Association to Advance

More information

College of Arts and Sciences

College of Arts and Sciences College of Strategic Plan July, 2013 A Strategic Vision for the College of Mission The College of serves the public good by weaving the cultural, artistic, and intellectual fabric of the university experience

More information

Doctorate in Educational Leadership Morehead State University

Doctorate in Educational Leadership Morehead State University Council on Postsecondary Education February 11, 2010 Doctorate in Educational Leadership Morehead State University ACTION: The staff recommends the approval of the proposal from Morehead State University

More information

FISHER: Forward to the future.

FISHER: Forward to the future. FISHER: Forward to the future. The Strategic Plan for St. John Fisher College 2012-2017 Vision Statement St. John Fisher College Vision Statement By the end of the decade, we will be a widely recognized

More information

SCHOOL S. Standards for Quality Schools

SCHOOL S. Standards for Quality Schools SCHOOL S AdvancED 2011 1 SCHOOLS standards for quality SCHOOLs Commitment to continuous improvement is a dynamic effort, consistently requiring attention and revision. We expect this commitment from the

More information

Accreditation Standards

Accreditation Standards Introduction 1 ACCREDITING COMMISSION FOR COMMUNITY AND JUNIOR COLLEGES Western Association of Schools and Colleges Accreditation Standards (Adopted June 2014) The primary purpose of an ACCJC accredited

More information

AACSB Standards. from the Eligibility Procedures and Accreditation Standards for Business Accreditation Handbook, revised January 31, 2010

AACSB Standards. from the Eligibility Procedures and Accreditation Standards for Business Accreditation Handbook, revised January 31, 2010 AACSB Standards from the Eligibility Procedures and Accreditation Standards for Business Accreditation Handbook, revised January 31, 2010 Standard 1: The school publishes a mission statement or its equivalent

More information

ﻖــــــــــــــــــــــﺣﻼﻤﻟا

ﻖــــــــــــــــــــــﺣﻼﻤﻟا الملاحق - 171 - - 172 - ملحق 1) ( American University Accreditation: An Overview * The American accreditation system is different from most in other countries, in that it is highly decentralized. The United

More information

S TANDARDS R EQUIREMENTS. for Accreditation. of Affiliation. and. Middle States Commission on Higher Education THIRTEENTH EDITION

S TANDARDS R EQUIREMENTS. for Accreditation. of Affiliation. and. Middle States Commission on Higher Education THIRTEENTH EDITION S TANDARDS for Accreditation and R EQUIREMENTS of Affiliation THIRTEENTH EDITION Middle States Commission on Higher Education StandardS for accreditation and requirements of affiliation thirteenth edition

More information

Annual Accreditation Summary Report April 1, 2011-March 31, 2012

Annual Accreditation Summary Report April 1, 2011-March 31, 2012 Annual Accreditation Summary Report April 1, 2011-March 31, 2012 WYOMING COMMUNITY COLLEGE COMMISSION 2020 CAREY AVENUE, 8 TH FLOOR CHEYENNE, WYOMING 82002 (307) 777-7763 www.communitycolleges.wy.edu Casper

More information

AC 2011-109: ENGINEERING MANAGEMENT PROGRAM ACCREDI- TATION: COMPARING AACSB AND ABET

AC 2011-109: ENGINEERING MANAGEMENT PROGRAM ACCREDI- TATION: COMPARING AACSB AND ABET AC 2011-109: ENGINEERING MANAGEMENT PROGRAM ACCREDI- TATION: COMPARING AACSB AND ABET Amy K. Zander, Ph.D., P.E., Clarkson University Amy K. Zander is a professor and the Director of the Engineering &

More information

Approval of Annual Reauthorization of Degree- Granting Institutions. Salem International University

Approval of Annual Reauthorization of Degree- Granting Institutions. Salem International University West Virginia Higher Education Policy Commission Meeting of March 13, 2015 ITEM: INSTITUTION: RECOMMENDED RESOLUTION: Approval of Annual Reauthorization of Degree- Granting Institutions Salem International

More information

Overview. Regional and Specialized Accreditation: SACSCOC and AACSB SACSCOC 2014 Annual Meeting CS - 84. Caveats

Overview. Regional and Specialized Accreditation: SACSCOC and AACSB SACSCOC 2014 Annual Meeting CS - 84. Caveats Regional and Specialized Accreditation: SACSCOC and AACSB SACSCOC 2014 Annual Meeting CS - 84 Michael S. Johnson, Ph.D. Senior Vice President/Chief of Staff SACS Commission on Colleges Jerry Trapnell,

More information

ELIZABETH CITY STATE UNIVERSITY Graduate Faculty Policy

ELIZABETH CITY STATE UNIVERSITY Graduate Faculty Policy Page 1 of 6 ELIZABETH CITY STATE UNIVERSITY Graduate Faculty Policy Preamble This policy shall govern graduate faculty membership at Elizabeth City State University (ECSU). The provisions of this policy

More information

THE ASSESSMENT OF GRADUATE PROGRAMS IN ART AND DESIGN. National Association of Schools of Art and Design

THE ASSESSMENT OF GRADUATE PROGRAMS IN ART AND DESIGN. National Association of Schools of Art and Design THE ASSESSMENT OF GRADUATE PROGRAMS IN ART AND DESIGN National Association of Schools of Art and Design Copyright 2009, 1992, 1990 by the National Association of Schools of Art and Design Reston, Virginia

More information

Draft Policy on Graduate Education

Draft Policy on Graduate Education Draft Policy on Graduate Education Preface/Introduction Over the past two decades, the number and types of graduate programs have increased dramatically. In particular, the development of clinical master

More information

Previous Approvals: April 5, 2005; May 6, 2008; November 2, 2010; May 3, 2011, May 3, 2011, May 7, 2013

Previous Approvals: April 5, 2005; May 6, 2008; November 2, 2010; May 3, 2011, May 3, 2011, May 7, 2013 RYERSON UNIVERSITY POLICY OF SENATE PERIODIC PROGRAM REVIEW OF GRADUATE AND UNDERGRADUATE PROGRAMS Policy Number 126 Previous Approvals: April 5, 2005; May 6, 2008; November 2, 2010; May 3, 2011, May 3,

More information

Health Informatics 2010. Master s Degree. Standards and Interpretations for Accreditation of Master s Degree Programs in Health Informatics

Health Informatics 2010. Master s Degree. Standards and Interpretations for Accreditation of Master s Degree Programs in Health Informatics Health Informatics 2010 Master s Degree Standards and Interpretations for Accreditation of Master s Degree Programs in Health Informatics Who We Are The Commission on Accreditation for Health Informatics

More information

Self-Assessment Duval County School System. Level 3. Level 3. Level 3. Level 4

Self-Assessment Duval County School System. Level 3. Level 3. Level 3. Level 4 Standard 1: Purpose and Direction 1.1 The system engages in a systematic, inclusive, and comprehensive process to review, revise, and communicate a system-wide propose for the student success. The system

More information

STRATEGIC PLAN 2015-2020

STRATEGIC PLAN 2015-2020 STRATEGIC PLAN 2015-2020 EXECUTIVE SUMMARY Georgia Regents University Division of Enrollment & Student Affairs participates in annual strategic planning so that the division can clarify goals and focus

More information

Policy Abstract. for the. Handbook for Program Review: Cleveland State University s Self-Study Process for Growth and Change Spring 2005

Policy Abstract. for the. Handbook for Program Review: Cleveland State University s Self-Study Process for Growth and Change Spring 2005 Policy Abstract for the Handbook for Program Review: Cleveland State University s Self-Study Process for Growth and Change Spring 2005 Significant institutional resources are devoted to academic program

More information

National Commission for Academic Accreditation & Assessment. Handbook for Quality Assurance and Accreditation in Saudi Arabia PART 1

National Commission for Academic Accreditation & Assessment. Handbook for Quality Assurance and Accreditation in Saudi Arabia PART 1 National Commission for Academic Accreditation & Assessment Handbook for Quality Assurance and Accreditation in Saudi Arabia PART 1 THE SYSTEM FOR QUALITY ASSURANCE AND ACCREDITATION Ver. 2.0 THE SYSTEM

More information

Eligibility Procedures and Accreditation Standards for Accounting Accreditation. Innovation Impact Engagement

Eligibility Procedures and Accreditation Standards for Accounting Accreditation. Innovation Impact Engagement Exposure Draft Accounting Accreditation Standards (November 15, 2012) FOR AACSB MEMBER REVIEW NOT FOR PUBLIC DISTRIBUTION Eligibility Procedures and Accreditation Standards for Accounting Accreditation

More information

Goal #1 Learner Success Ensure a distinctive learning experience and foster the success of students.

Goal #1 Learner Success Ensure a distinctive learning experience and foster the success of students. Western Michigan University is committed to being learner centered, discovery driven, and globally engaged as it transitions into the next strategic planning cycle. In the first year of the University

More information

UNITED STATES DEPARTMENT OF EDUCATION OFFICE OF INSPECTOR GENERAL. May 24, 2010

UNITED STATES DEPARTMENT OF EDUCATION OFFICE OF INSPECTOR GENERAL. May 24, 2010 UNITED STATES DEPARTMENT OF EDUCATION OFFICE OF INSPECTOR GENERAL Evaluation and Inspection Services Dr. Sylvia Manning President The Higher Learning Commission 30 North LaSalle Street, Suite 2400 Chicago,

More information

DRAFT 1/4/12 Faculty Workload

DRAFT 1/4/12 Faculty Workload OHIO UNIVERSITY REGIONAL HIGHER EDUCATION FACULTY WORKLOAD POLICY and the Mission of RHE With a focus on serving their respective communities across a service region that extends through most of the southeastern

More information

Miami University Ohio. James Madison University

Miami University Ohio. James Madison University Miami University Ohio Mission Statement: Miami provides the opportunities of a major university while offering the personalized attention found in the best small colleges. It values teaching and intense

More information

The New Criteria for Accreditation

The New Criteria for Accreditation The HLC Board of Trustees, at its meeting on February 24, 2012, voted to adopt new Criteria for Accreditation, Assumed Practices, and Obligations of Affiliation. The final versions appear in this booklet.

More information

MINNESOTA STATE COLLEGES AND UNIVERSITIES BOARD OF TRUSTEES. Agenda Item Summary Sheet

MINNESOTA STATE COLLEGES AND UNIVERSITIES BOARD OF TRUSTEES. Agenda Item Summary Sheet MINNESOTA STATE COLLEGES AND UNIVERSITIES BOARD OF TRUSTEES Agenda Item Summary Sheet Committee: Academic and Student Affairs Date of Meeting: January, 0 Agenda Item: Century College Mission Approval Proposed

More information

ABHE Commission on Accreditation Manual

ABHE Commission on Accreditation Manual 2012 ABHE Commission on Accreditation Manual 2012, Ed.1 EXCERPT All rights reserved, no part of the Manual may be reproduced in any form or by any electronic or mechanical means, including information

More information

Site Visitor Report Template for Doctoral Programs

Site Visitor Report Template for Doctoral Programs Site Visitor Report Template for Doctoral Programs Instructions: This form should be used by a Site Visit Team to compile and submit their findings of their scheduled Site Visit (please note that answers

More information

Improving Board Engagement with Educational Quality. Institutional Case Report Templates

Improving Board Engagement with Educational Quality. Institutional Case Report Templates Improving Board Engagement with Educational Quality Institutional Case Report Templates As part of this AGB project, we will be compiling a set of case reports based on the experiences of the participants.

More information

ABHE Programmatic Accreditation Standards. Conditions of Eligibility

ABHE Programmatic Accreditation Standards. Conditions of Eligibility www.abhe.org ABHE Programmatic Accreditation Standards Adopted by the ABHE Delegate Assembly February 20, 2015 Conditions of Eligibility To be considered for programmatic accreditation, an institution

More information

Idaho State University Strategic Plan. Mapping Our Future: Leading in Opportunity and Innovation. 2012-2015 Executive Summary

Idaho State University Strategic Plan. Mapping Our Future: Leading in Opportunity and Innovation. 2012-2015 Executive Summary Idaho State University Strategic Plan Mapping Our Future: Leading in Opportunity and Innovation 2012-2015 Executive Summary 1 Idaho State University 2011-2015 Strategic Plan Vision Idaho State University

More information

University Of North Dakota SBHE Policy 403.1. & 404.1

University Of North Dakota SBHE Policy 403.1. & 404.1 University Of North Dakota SBHE Policy 403.1. & 404.1 In accordance with SBHE Policy 403.1, Program Approval; and 404.1, Distance Learning Credit activities, UND seeks on-going approval for on-campus and

More information

Our Mission To provide leadership, resources, and support for academically rigorous graduate study. *************

Our Mission To provide leadership, resources, and support for academically rigorous graduate study. ************* Our Vision To serve as a model unit of support, service, and stewardship of excellence in graduate education to meet the intellectual, academic, and vocational needs of students in the region and beyond.

More information

NLNAC STANDARDS AND CRITERIA BACCALAUREATE DEGREE PROGRAMS

NLNAC STANDARDS AND CRITERIA BACCALAUREATE DEGREE PROGRAMS NLNAC STANDARDS AND CRITERIA BACCALAUREATE DEGREE PROGRAMS I. Mission and Governance There are clear and publicly stated mission and/or philosophy and purposes appropriate to postsecondary or higher education

More information

NLNAC STANDARDS AND CRITERIA ASSOCIATE DEGREE PROGRAMS

NLNAC STANDARDS AND CRITERIA ASSOCIATE DEGREE PROGRAMS NLNAC STANDARDS AND CRITERIA ASSOCIATE DEGREE PROGRAMS I. Mission and Governance There are clear and publicly stated mission and/or philosophy and purposes appropriate to postsecondary or higher education

More information

Laney Graduate School Curricular Revision Guidelines. Updated September 2012

Laney Graduate School Curricular Revision Guidelines. Updated September 2012 Laney Graduate School Curricular Revision Guidelines Updated September 2012 Contents 1. Courses... 3 1.1. Credit Hour Determination... 3 1.2. Revisions to Existing Courses... 3 1.3. New Course Proposals...

More information

The Western Michigan University Strategic Plan

The Western Michigan University Strategic Plan The Western Michigan University Strategic Plan 2015 20 The Western Michigan University Commitment With adoption of its first strategic plan in 2012, the University embraced three basic tenets developed

More information

GRADUATE PROGRAM REVIEW POLICY. Texas Southern University

GRADUATE PROGRAM REVIEW POLICY. Texas Southern University GRADUATE PROGRAM REVIEW POLICY Texas Southern University The Purposes of Graduate Program Review Graduate program review at Texas Southern University exists to ensure that programs are functioning at the

More information

INDIANA UNIVERSITY SCHOOL OF EDUCATION. Long-Range Plan. An Evaluative Framework for Pursuing School Goals and Objectives

INDIANA UNIVERSITY SCHOOL OF EDUCATION. Long-Range Plan. An Evaluative Framework for Pursuing School Goals and Objectives INDIANA UNIVERSITY SCHOOL OF EDUCATION Long-Range Plan An Evaluative Framework for Pursuing School Goals and Submitted by the School of Education Long-Range Planning Committee 3/4/2013 Approved by Policy

More information

UNIVERSITY OF MASSACHUSETTS PROCEDURES FOR UNIVERSITY APPROVAL OF NEW ACADEMIC DEGREE PROGRAMS, PROGRAM CHANGES, AND PROGRAM TERMINATION

UNIVERSITY OF MASSACHUSETTS PROCEDURES FOR UNIVERSITY APPROVAL OF NEW ACADEMIC DEGREE PROGRAMS, PROGRAM CHANGES, AND PROGRAM TERMINATION Doc. T92-012, as amended Passed by the BoT 4/8/92 Revised 8/6/97 UNIVERSITY OF MASSACHUSETTS PROCEDURES FOR UNIVERSITY APPROVAL OF NEW ACADEMIC DEGREE PROGRAMS, PROGRAM CHANGES, AND PROGRAM TERMINATION

More information

Proposal to Change an Academic Program. Bachelor of Manufacturing Management for Online Delivery

Proposal to Change an Academic Program. Bachelor of Manufacturing Management for Online Delivery Proposal to Change an Academic Program Adding an Online Version of an Existing Program at The University of Minnesota, Crookston Bachelor of Manufacturing Management for Online Delivery Prepared and Submitted

More information

Date Submitted: October 1, 2013. Unit: The Office of Institutional Research, Planning, and Effectiveness I. MISSION STATEMENT

Date Submitted: October 1, 2013. Unit: The Office of Institutional Research, Planning, and Effectiveness I. MISSION STATEMENT 1 EMORY UNIVERSITY 2012 2013 Assessment Report for Administrative and Educational Support Units Assessment Period Covered: September 1, 2012 August 31, 2013 Unit: The Office of Institutional Research,

More information

Strategic Planning at Lane Community College

Strategic Planning at Lane Community College Strategic Planning at Lane Community College Lane Community College s 21-215 Strategic Plan was prepared by College Council through a year-long process of engagement with college stakeholders, study, data

More information

EXECUTIVE SEARCH PROFILE VICE PRESIDENT FOR ACADEMIC AFFAIRS

EXECUTIVE SEARCH PROFILE VICE PRESIDENT FOR ACADEMIC AFFAIRS EXECUTIVE SEARCH PROFILE VICE PRESIDENT FOR ACADEMIC AFFAIRS THE OPPORTUNITY The next chief academic officer of Antioch University New England (AUNE) will be a key player in advancing academic policies

More information

Business Maintenance Review Application

Business Maintenance Review Application Business Maintenance Review Application Please send the requested information to the Maintenance of Accreditation Committee (MAC). The MAC will forward the information to the Accreditation Coordinating

More information

Establishing Institutional Eligibility. Policies Required by Federal Regulation

Establishing Institutional Eligibility. Policies Required by Federal Regulation Policy Book February 2016 Table of Contents Section One: HLC Criteria and Requirements 10 Chapter A: CRRT.A.10.010 Establishing Institutional Eligibility Eligibility Requirements 10 10 Chapter B: CRRT.B.10.010

More information

UNIVERSITY OF COLORADO DENVER GRADUATE SCHOOL STRATEGIC PLAN 2009-2015

UNIVERSITY OF COLORADO DENVER GRADUATE SCHOOL STRATEGIC PLAN 2009-2015 UNIVERSITY OF COLORADO DENVER GRADUATE SCHOOL STRATEGIC PLAN 2009-2015 MISSION: The Graduate School mission is to 1) guide, facilitate, and enhance educational quality, opportunities and experiences for

More information

SACS REQUIREMENTS AND STANDARDS. Core Requirements

SACS REQUIREMENTS AND STANDARDS. Core Requirements SACS REQUIREMENTS AND STANDARDS Core Requirements 2.1 The institution has degree-granting authority from the appropriate government agency or agencies. (Degree-granting Authority) 2.2 The institution has

More information

The University of Toledo Academic Affairs Committee Meeting Higher Learning Commission and Strategic Planning

The University of Toledo Academic Affairs Committee Meeting Higher Learning Commission and Strategic Planning The University of Toledo Academic Affairs Committee Meeting Higher Learning Commission and Strategic Planning David Cutri May 11, 2015 Higher Learning Commission Academic accrediting body for the University

More information

State University System Florida Board of Governors Request to Establish Market Tuition Rates Regulation 7.001(15)

State University System Florida Board of Governors Request to Establish Market Tuition Rates Regulation 7.001(15) University: South Florida Proposed Market Tuition Program: Doctorate of Business Administration University Board of Trustees approval date: Date Proposed Implementation Date (month/year): January 2016

More information

Dean of the College of Pharmacy and Health Sciences

Dean of the College of Pharmacy and Health Sciences 1 Dean of the College of Pharmacy and Health Sciences Texas Southern University invites nominations and applications for the position of Dean of the College of Pharmacy and Health Sciences (COPHS). Reporting

More information

Students Association of Mount Royal University Strategic Plan 2014-18

Students Association of Mount Royal University Strategic Plan 2014-18 Students Association of Mount Royal University Strategic Plan 2014-18 Contents Purpose... 3 Background... 3 Process & Methodology... 3 Mission, Vision, Values, Beliefs... 4 SAMRU Values & Beliefs... 5

More information

California State Polytechnic University, Pomona University Strategic Plan 2011 2015

California State Polytechnic University, Pomona University Strategic Plan 2011 2015 California State Polytechnic University, Pomona University Strategic Plan 2011 2015 Introduction On the threshold of its 75 th anniversary, California State Polytechnic University, Pomona, is positioned

More information

Florida A&M University School of Allied Health Sciences (SOAHS) Strategic Plan 2010-2020

Florida A&M University School of Allied Health Sciences (SOAHS) Strategic Plan 2010-2020 2 Florida A&M University School of Allied Health Sciences (SOAHS) Strategic Plan 2010-2020 SOAHS Mission The mission of the School of Allied Health Sciences is to provide an enlightened and enriched academic,

More information

Florida Agricultural and Mechanical University School of Nursing Strategic Plan 2010-2020

Florida Agricultural and Mechanical University School of Nursing Strategic Plan 2010-2020 Florida Agricultural and Mechanical University School of Nursing Strategic Plan 2010-2020 2020 Vision With Courage Approved by the FAMU School of Nursing Faculty September 19, 2010 Florida A&M University

More information

HIM 2008. Master s Degree. Standards and Interpretations for Accreditation of Master s Degree Programs in Health Information Management

HIM 2008. Master s Degree. Standards and Interpretations for Accreditation of Master s Degree Programs in Health Information Management HIM 2008 Master s Degree Standards and Interpretations for Accreditation of Master s Degree Programs in Health Information Management Who We Are The Commission on Accreditation for Health Informatics and

More information

College of Education and Psychology. Purpose and Values

College of Education and Psychology. Purpose and Values THE UNIVERSITY OF TEXAS AT TYLER College of Education and Psychology STRATEGIC PLAN 2015-2016 Ross Sherman Dean, College of Education and Psychology Chuck Barke Chair, Psychology and Counseling Wesley

More information

F O U N D E D Y N I T I CORBAN UNIVERSITY. Opportunity Profile

F O U N D E D Y N I T I CORBAN UNIVERSITY. Opportunity Profile CORBAN F O U N D E D 1 9 3 5 U Y N I V E R S T I CORBAN UNIVERSITY Opportunity Profile Vice President for Marketing and communications Institutional Summary Corban University is an independent Christian

More information

EXECUTIVE VICE CHANCELLOR AND PROVOST UNIVERSITY OF CALIFORNIA, RIVERSIDE

EXECUTIVE VICE CHANCELLOR AND PROVOST UNIVERSITY OF CALIFORNIA, RIVERSIDE EXECUTIVE VICE CHANCELLOR AND PROVOST UNIVERSITY OF CALIFORNIA, RIVERSIDE POSITION AND RESPONSIBILITIES The University of California, Riverside is seeking a distinguished and innovative individual to help

More information

Accreditation Standards, Annotated 1

Accreditation Standards, Annotated 1 ACCREDITING COMMISSION FOR COMMUNITY AND JUNIOR COLLEGES Western Association of Schools and Colleges Accreditation Standards, Annotated 1 (Adopted June 2014) Introduction 2 The primary purpose of an ACCJC

More information

Skyline College Program Name: Program Review Executive Summary

Skyline College Program Name: Program Review Executive Summary Skyline College Program Name: Program Review Executive Summary Program Mission and Goals Three Strengths of the Program First Strength: Skyline College Program Review Page 1 of 25 Approved by Curriculum

More information

Weldon School of Biomedical Engineering Continuous Improvement Guide

Weldon School of Biomedical Engineering Continuous Improvement Guide Weldon School of Biomedical Engineering Continuous Improvement Guide The intent of this document is to assist faculty, staff, students, and constituents of the Weldon School of Biomedical Engineering in

More information

University of Missouri-Columbia. MU Sinclair School of Nursing. GUIDELINES for APPOINTMENT, REAPPOINTMENT, and PROMOTION of NON-REGULAR FACULTY

University of Missouri-Columbia. MU Sinclair School of Nursing. GUIDELINES for APPOINTMENT, REAPPOINTMENT, and PROMOTION of NON-REGULAR FACULTY 1 University of Missouri-Columbia MU Sinclair School of Nursing GUIDELINES for APPOINTMENT, REAPPOINTMENT, and PROMOTION of NON-REGULAR FACULTY The MU Sinclair School of Nursing (SSON) faculty established

More information