The Juggling Act: Balancing Specialized
and Programmatic Accreditors with
Regional Commissions
Barbara Jones, Ph.D.
Dean o...
Accreditation ~ Challenges
Janell Lang, Ed.S.
Dean, School of Health Sciences
Owens Community College / Toledo & Findlay, ...
The Ancient Accreditors’ Curse:
 “May You Live in Interesting Times”
Margaret Spellings
Spellings’ Commission Report on the
Future of Higher Education
 Aligning K-12 and higher education
expectations Increasi...
National Higher Educuation
Transformation Summit
 A 25-point list of “action items,” focusing
upon these recommendations,...
Spring Meeting of the Association of
Specialized and Programmatic Accreditors
(ASPA)
 Vicki Schray, Senior Advisor, Offic...
Vicki Schray
 “Accreditation is undercapitalized by
peers and volunteers”
 “While the general public may not
understand ...
Vicki Schray
 Use accreditation to support student-learning
outcomes
 Embrace and use the “powerful lever” of accreditat...
Challenges Nursing and Allied Health
Programs Face With Multiple Agencies
 Commission on Dental Accreditation of the Amer...
Challenges
 Inconsistence and incongruence in terminology
 Lack of commonality among reporting elements and systems
 Pu...
Challenges
 Site Visitor Training
 Costs of Accreditation
 Clinical Site Availability
 Revision of standards and devel...
Collaboration
 Two-year Colleges, Four-year Universities and
Graduate Schools
 National Network of Health Career Program...
Accreditation ~
Expectations
Barbara Jones, PhD
Dean of Instruction
Louisiana Delta Community College
Monroe, LA
bjones@la...
Accreditation
 Voluntary process to assess the quality and
effectiveness of education (institution,
program, services, re...
Regional Accreditation
 Associations of institutions
 Self-regulatory quality assurance process
to assess and improve ed...
National Accreditation
 Proprietary schools
 Associations that are church-related
Professional Accreditation
 Also called Specialized accreditation
 Approval of schools, programs, curricula,
or discipli...
Commonalities
 Comprehensive self-study and review
(electronic and site) of:
 Administration
 Personnel/Faculty
 Facil...
Assessment is……
 Assessment is ”any effort to gather,
analyze, and interpret evidence which
describes institutional, divi...
Council of Regional Accrediting
Commissions
Student Learning Principles
 Centrality of Student Learning to its
Mission
 ...
Centrality of Student Learning
to its Mission
 Ability of institution to achieve student
learning outcomes which are with...
Documentation of
Student Learning
 Collection and use of valid and significant
student learning evidence to demonstrate
a...
Compilation of Evidence
 Multiple sources: Courses, Curricula, Co-curricular programs
 Core literacy skills (reading, wr...
Stakeholder Involvement
 External
 Government agencies
 Accrediting agencies
 K-12 schools
 Prospective students
 Em...
Capacity Building
 Use of student learning outcomes to
build a commitment to continuous
educational improvement
 Broad p...
Health Disciplines
Student Learning Outcomes
 “…the curriculum provides competency-
based educational experiences that
pr...
Common Programmatic
Accreditation Standards
 Sponsorship
 Program Goals
 Resources (sufficient to achieve goals)
 Pers...
Common Programmatic
Accreditation Standards (cont.)
 Evaluation/Assessment
 Student/Graduate
 Resources
 Outcomes
 Fa...
Health Career Competency
Areas
 Cognitive
 Knowledge
 Clinical reasoning
 Problem solving ability
 Psychomotor
 Clin...
Student Learning
Commonalities
 Regional
 Learning outcomes
 Retention
 Graduation
 External evaluations
 Involves
s...
Differences
 Regional
 Emphasis on general
education
assessment
 focused on course
assessment than
programmatic
assessm...
Health Care Assessment Models
 Nursing/Allied Health program
assessments are extensive
 Nursing/Allied Health faculty an...
What next?
 National benchmarking?
 National accreditation?
 National general education exit
exams/measures?
 National...
Wrap-Up
 Questions?
 Observations?
 Answers?
References
 Alfred, R., EWwell, P., Hudgins, J. Mc Clenney, K. (1999). Core
Indicators of Effectiveness for Community Col...
The Juggling Act: Balancing
Specialized and Programmatic
Accreditors with Regional
Commissions
Barbara Jones, Ph.D.
Dean o...
Upcoming SlideShare
Loading in …5
×

The Juggling Act-Presentation to 2007 AACC Annual Convention

389 views
348 views

Published on

0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
389
On SlideShare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
5
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

The Juggling Act-Presentation to 2007 AACC Annual Convention

  1. 1. The Juggling Act: Balancing Specialized and Programmatic Accreditors with Regional Commissions Barbara Jones, Ph.D. Dean of Instruction Louisiana Delta Community College / Monroe, LA bjones@ladelta.cc.la.us   Janell Lang, Ed.S. Dean, School of Health Sciences Owens Community College / Toledo & Findlay, OH Janell_Lang@owens.edu Sandra Pepicello, Ph.D. Provost, St Petersburg College/ St. Petersburg, FL pepicello.sandra@spcollege.edu Annual Convention of the American Association of Community Colleges Tampa, FL April 16, 2007
  2. 2. Accreditation ~ Challenges Janell Lang, Ed.S. Dean, School of Health Sciences Owens Community College / Toledo & Findlay, OH Janell_Lang@owens.edu
  3. 3. The Ancient Accreditors’ Curse:  “May You Live in Interesting Times” Margaret Spellings
  4. 4. Spellings’ Commission Report on the Future of Higher Education  Aligning K-12 and higher education expectations Increasing need-based aid for access and success Using accreditation to support and emphasize student-learning outcomes  Serving adults and other non-traditional students  Enhancing affordability, decreasing costs, and promoting productivity
  5. 5. National Higher Educuation Transformation Summit  A 25-point list of “action items,” focusing upon these recommendations, was the result of a day-long Summit sponsored by the USDE on March 22.  For additional information, refer to: http://www.ed.gov/news/pressreleases/2007/03/03222007.html
  6. 6. Spring Meeting of the Association of Specialized and Programmatic Accreditors (ASPA)  Vicki Schray, Senior Advisor, Office of the Under Secretary, USDE, and Lead Negotiator in the Accreditation Rule Making Process, spoke about the need for:  Greater transparency of student success, focusing upon results  Increased evidence that we’re helping students achieve their goals
  7. 7. Vicki Schray  “Accreditation is undercapitalized by peers and volunteers”  “While the general public may not understand accreditation, it needs to”  “We need to balance the needs of the institution with the needs of the public”
  8. 8. Vicki Schray  Use accreditation to support student-learning outcomes  Embrace and use the “powerful lever” of accreditation as a means to address the public’s knowledge  “Kick the tires” by external stakeholders  Negotiated Rule Making on Accreditation  http://www.ed.gov/policy/highered/reg/hearulemaking/2007/nr.html
  9. 9. Challenges Nursing and Allied Health Programs Face With Multiple Agencies  Commission on Dental Accreditation of the American Dental Association  Commission on Accreditation for Dietetics Education of the American Dietetic Association  Dietary Managers Association  Commission on Accreditation for Health Informatics and Information Management Education  American Health Information Management Association  American Medical Billing Association  Medical Transcription Certification Commission of the American Association for Medical Transcription  Commission on Accreditation of Allied Health Education Programs in cooperation with the American Association of Medical Assistants Endowment  Commission on Accreditation of Allied Health Education Programs in cooperation with the Joint Review Committee/Diagnostic Medical Sonography  Joint Review Committee on Education in Nuclear Medicine Technology  Joint Review Committee on Education in Radiologic Technology  National League for Nursing Accrediting Commission  Ohio Board of Nursing  Ohio Department of Health  Accreditation Council for Occupational Therapy Education of the American Occupational Therapy Association  Commission on Accreditation in Physical Therapy Education  Commission on Accreditation of Allied Health Education Programs in cooperation with the Association of Surgical Technologists  National Institute for the Certification of Healthcare Sterile Processing and Distribution Personnel
  10. 10. Challenges  Inconsistence and incongruence in terminology  Lack of commonality among reporting elements and systems  Public disclosure and transparency  Simulation  Distance Education
  11. 11. Challenges  Site Visitor Training  Costs of Accreditation  Clinical Site Availability  Revision of standards and development/adoption of new ones  Where do the regionals and specialized accreditors meet, especially in light of AQIP and QEP = generalists
  12. 12. Collaboration  Two-year Colleges, Four-year Universities and Graduate Schools  National Network of Health Career Programs in Two-Year Colleges (NN2) and the Association of Schools of Allied Health Professions (ASAHP)  Association of Specialized and Programmatic Accreditors (ASPA) and Regional Commission CEOs
  13. 13. Accreditation ~ Expectations Barbara Jones, PhD Dean of Instruction Louisiana Delta Community College Monroe, LA bjones@ladelta.cc.la.us
  14. 14. Accreditation  Voluntary process to assess the quality and effectiveness of education (institution, program, services, resources) against predetermined standards  Types  Regional  Professional  National
  15. 15. Regional Accreditation  Associations of institutions  Self-regulatory quality assurance process to assess and improve education  Process: self-study, peer review, on-site visit, report/response, decision by committee made up of peers  Focus on educational outcomes provides a reasonable assurance to public that the institution provides quality education
  16. 16. National Accreditation  Proprietary schools  Associations that are church-related
  17. 17. Professional Accreditation  Also called Specialized accreditation  Approval of schools, programs, curricula, or disciplines in post-secondary education  Standards developed by professionals involved in each discipline  Prepare graduates to function successfully in the field, discipline, or profession
  18. 18. Commonalities  Comprehensive self-study and review (electronic and site) of:  Administration  Personnel/Faculty  Facilities  Fiscal support  Student services  Due process  Learning outcomes/Curriculum  Assessment  Ongoing process of improvement
  19. 19. Assessment is……  Assessment is ”any effort to gather, analyze, and interpret evidence which describes institutional, divisional or agency effectiveness” (Upcraft & Schuh, 1996, p. 18).
  20. 20. Council of Regional Accrediting Commissions Student Learning Principles  Centrality of Student Learning to its Mission  Documentation of Student Learning  Compilation of Evidence  Stakeholder Involvement  Capacity Building
  21. 21. Centrality of Student Learning to its Mission  Ability of institution to achieve student learning outcomes which are within the specific context of the institutional mission and related institutional goals  Common missions of community colleges include:  General education  Transfer preparation  Developmental skills  Workforce development  Outreach  Student progress
  22. 22. Documentation of Student Learning  Collection and use of valid and significant student learning evidence to demonstrate achievement of learning goals  Clear goals for college, programs, courses  Valid assessment methods  Systematic approach to collection and evaluation of outcomes  Use of results to improve courses, programs, student learning outcomes, student satisfaction
  23. 23. Compilation of Evidence  Multiple sources: Courses, Curricula, Co-curricular programs  Core literacy skills (reading, writing, critical thinking, computation)  Citizenship skills  Transfer rate  Performance after transfer  Success in subsequent related courses  Degree completion rates  Persistence - retention rates  Placement rates  Employment rates  Licensure/certification pass rates  Employer assessment of students/graduates  External evaluations  Student satisfaction  Focus groups
  24. 24. Stakeholder Involvement  External  Government agencies  Accrediting agencies  K-12 schools  Prospective students  Employers  Elected officials  Other colleges and universities  Advisory boards  Internal  Faculty  Administrators  Enrolled students  staff  Board
  25. 25. Capacity Building  Use of student learning outcomes to build a commitment to continuous educational improvement  Broad participation of internal and external stakeholders  Ongoing process, not one time event  Fiscal funding to support initiatives and endeavors for improvement
  26. 26. Health Disciplines Student Learning Outcomes  “…the curriculum provides competency- based educational experiences that promote the synthesis of theory, use of current technology, competent clinical practice and professional values.” ~Joint Review Committee for Diagnostic Medical Sonography (JRCDMS) Standards
  27. 27. Common Programmatic Accreditation Standards  Sponsorship  Program Goals  Resources (sufficient to achieve goals)  Personnel  Curriculum (specific to profession)  Finances  Facilities  Clinical affiliations  Technology, equipment, supplies  Instructional references materials (library, databases, computers, software, etc.)  Professional development/continuing education for faculty  Stakeholder involvement
  28. 28. Common Programmatic Accreditation Standards (cont.)  Evaluation/Assessment  Student/Graduate  Resources  Outcomes  Fair Practices  Publications  Due Process  Safety  Student Records  Contracts
  29. 29. Health Career Competency Areas  Cognitive  Knowledge  Clinical reasoning  Problem solving ability  Psychomotor  Clinical skills  Technical skills  Clinical practice  Affective  Interpersonal skills  Professional behavior  Professional values
  30. 30. Student Learning Commonalities  Regional  Learning outcomes  Retention  Graduation  External evaluations  Involves stakeholders or “communities of interest”  Programmatic  Competency outcomes  Retention  Graduation  Employment success  Licensure/registry exam  Involves stakeholders or “communities of interest”
  31. 31. Differences  Regional  Emphasis on general education assessment  focused on course assessment than programmatic assessment  Programmatic  Clinical site assessment  Emphasis on programmatic curriculum and skills competencies  Continuous assessment and reporting - between accreditation site visits
  32. 32. Health Care Assessment Models  Nursing/Allied Health program assessments are extensive  Nursing/Allied Health faculty and administration experienced in assessment measures and documentation  Nursing/Allied Health models may be applicable to other academic programs
  33. 33. What next?  National benchmarking?  National accreditation?  National general education exit exams/measures?  National database of information concerning student, instructional, programmatic, and institutional outcomes  Publication of all accreditation actions
  34. 34. Wrap-Up  Questions?  Observations?  Answers?
  35. 35. References  Alfred, R., EWwell, P., Hudgins, J. Mc Clenney, K. (1999). Core Indicators of Effectiveness for Community Colleges. Washington, DC: Community College Press.  Association of Specialized and Professional Accreditors (ASPA) website: http://www.aspa-usa.org  Commission on Accreditation of Allied Health Education Programs (CAAHEP) website, http://caahep.org  Community College Assessment, (2004). T. Banta (ed.). San Francisco, CA: Jossey-Bass.  Regional Accreditation and Student Learning: A Guide for Institutions and Evaluators, Council of Regional Accrediting Commissions (2004)
  36. 36. The Juggling Act: Balancing Specialized and Programmatic Accreditors with Regional Commissions Barbara Jones, Ph.D. Dean of Instruction Louisiana Delta Community College / Monroe, LA bjones@ladelta.cc.la.us   Janell Lang, Ed.S. Dean, School of Health Sciences Owens Community College / Toledo & Findlay, OH Janell_Lang@owens.edu

×