Interpreting & Applying the Standards October 4, 2006 Dr. Luis J. Pedraja, Vice President Middle States Commission on Higher Education.

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?