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Bob Knipe's presentation on accreditation and DL: what ever DL director should know
This document outlines the key aspects of accreditation in distance learning for educational institutions, highlighting different types of accreditation, the evolution of standards, and the importance of institutional commitment to quality. It emphasizes the need for coherence between distance learning offerings and institutional mission, as well as the necessity for robust student support services and continuous assessment. The document also discusses the implications of substantive changes in course delivery and the best practices recommended by regional accrediting bodies.
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Bob Knipe's presentation on accreditation and DL: what ever DL director should know
- 1. Accreditation & DistanceLearning: What every DL professional needs to know Bob Knipe Dean of Learning Technologies Genesee Community College 11
- 2. Accreditation Types Institutional 6 regional accrediting bodies - in our case, Middle States State authorizing agency (in our case, SUNY / NYSED) Program or discipline-specific (specialized) professional accreditation 21
- 3. Institutional accreditation Verification ofinstitutional quality assurance Periodic (10-year, 5-year) Accountability Professional and collegial Regional 31
- 4. Accreditation & DistanceLearning Old paradigm: “Show us you’re really doing what you say you’re doing.” New paradigm: “What you’re doing should be w/in your own mission, culture & institutional procedures, but should also follow these guidelines.” 41
- 5. Accreditation & DistanceLearning Old Standards: Distance Learning Programs: Interregional Guidelines for Electronically Offered Degree and Certificate Programs (2002) 51
- 6. New Standards: Characteristics of Excellence in Higher Education (2006-09) Standard 13 - “Related Educational Activities: Distance or Distributed Learning” http://www.msche.org/publications/CHX06_Aug08REVMarch09.pdf Characteristics of Excellence in Higher Education Std. 10 (Faculty), Std. 11 (Educ. Offerings), Std.14 (Assessment of Student Learning) + other Standards Team Visits: Conducting and Hosting an Evaluation Visit – Appendix 10, Guidelines for Reviewing Distance Education Programs & Appendix 11 • http://www.msche.org/publications/Team-Visits-2009-FINAL2.pdf 61
- 7. Standards: Demonstratemeeting comparable academic standards / SLOs Continuity & continuation Legal & regulatory compliance Partner/vendor integrity & faculty validation 71
- 8. Standards: Appropriatestudent resources & support services Appropriate faculty training, support & technology Assessment & quality improvement Documentation (data data data ) data 81
- 9. Accreditation & DistanceLearning The substantive change clause: how much DL delivery is substantive? >50% of courses leading to degree or certificate are delivered via DL http://www.msche.org/documents/6B---6-SubstantiveChange_4_.pdf 91
- 10. Accreditation & DistanceLearning Substantive change usually requires a change in mission statement, which should include reference to distance learning or alternative program delivery Substantive change ramps up institutional commitment to Student support services Business processes Institutional expectation of what’s a collegial experience 101 101
- 11. Accreditation & DistanceLearning Regional accreditation commissions’ acceptance of other standards: models include NY State Department of Education/SUNY: http://www.highered.nysed.gov/ocue/ded/ AQIP: http://www.aqip.org (North Central Assoc.) Western Governors University: http://wgu.edu/index.html Council for Adult & Experiential Learning: http://www.cael.org Many others! 111 111
- 12. Regional accreditors’ “Best Practices” include: Substantive & coherent curricula which define & track student learning outcomes Learning is dynamic & interactive (regardless of setting or delivery) Institutional support of students’ academic success Assessment & improvement 121 121
- 13. Components: Institutional Context &Commitment Curriculum & Instruction Faculty Support Student Support Evaluation & Assessment 131 131
- 14. Institutional Context &Commitment Consistent with role & mission Aware of substantive change implications Budget, policy, goal statements reflect commitment Staffing, technology, facilities adequate Organizational structure reflects commitment Based on outcomes not delivery Consistent, coherent technology framework Student technology support Technology choices based on appropriateness Legal & regulatory requirements accommodated 141 141
- 15. Curriculum & Instruction Equivalentcollege-level outcomes & including general education Qualified academics make decisions Uniform & clearly communicated student access Consortial or contracted elements are consistent with institution Appropriate interaction is reflected in design & delivery 151 151
- 16. Faculty Support Workload, compensation& ownership issues are addressed Technology, instructional design, production support are provided Faculty & staff training & professional development are provided Quality assurance processes in place Training for all who work with students 161 161
- 17. Student Support Institutional commitmentis sufficient to time necessary for degree completion Pre-admission screening as appropriate Thorough student information & orientation are provided Student support services in place * Institution recognizes and imparts “sense of community” among distant students 171 171
- 18. Student Support Services* (including business processes) Timely, accurate Academic intervention institutional information Tutoring Advising Career counseling & Admissions placement Placement testing Library: access, reference, instruction, reserves Financial aid info and processes InfoLit training Payment Tech support / helpdesk Bookstore Disability accommodations Academic information / degree audits Counseling Grievance procedures 181 181
- 19. Assessment Consistency of SLOsacross modalities Assessment of student learning in each course and at program completion Testing integrity & security are addressed (See new HEA § 600.9 - State Authorization) Security of student personal information Overall program effectiveness is addressed * 191 191
- 20. * Overall programeffectiveness addressed Student learning matches identified outcomes in major and in general education Completion & retention rates (incl. over time) Student satisfaction Faculty satisfaction New access provided to underserved? Library & learning resources used adequately Student competencies measured in communication, comprehension, analysis skills Cost-effectiveness to students, compared to campus- based program 201 201
- 21. Accreditation & DistanceLearning Thank you… Thank you very much. 211 211