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Accreditation and

Good Practice

Michael JohnsonSenior Vice President/Chief of Staff

Southern Association of Colleges and SchoolsCommission on Colleges

Prepared for the UNCF Institute for Capacity Building

Memphis, TNFebruary 14, 2014

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Yeah, right.

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FOR ACCREDITATION, START HERE

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Topics for this Session

• Principles as good practice statements• Examples:

• Institutional Effectiveness• Governance• Library/Learning Resources• Technology Use

Accreditation Statements as Good Practice Statements

1. View the standard as a “good practice” statement.

2. Conduct an internal audit of practices.

3. Build the audit process into the institution’s processes.

4. Reflect on the non-accreditation benefits of the activity.

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Institutional Effectiveness• What would be the characteristics of good

system to ensure educational programs are effective?• You know in advance what you hope to

accomplish• You intentionally decide how best to measure

your success• You actually measure how successful you are• You evaluate your findings and use the process to

make improvements

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Language of the Principles

3.3.1 The institution identifies expected outcomes, assesses the extent to which it achieves these outcomes, and provides evidence of improvement based on analysis of the results in …

3.3.1.1 educational programs, to include student learning outcomes.

Internal Audit

Are expected outcomes identified for each program?Are there means to assess those outcomes?Are those assessments consistently conducted?Is there a process to reflect on the findings?Is the process used for meaningful improvement of programs?

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Build the Audit into Practices

Assessment Committee to review reports?

Feedback from VPAA on reports?

Resources reallocated based on IE findings?

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Reflect

Can we made the process itself more effective for us?

Have we made the process useful even if it were not required for accreditation?

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Governance• What would be the characteristics of good

college/university governance?• Clear roles• Effective• Transparency• Accountability• Legal protections• Expectations in writing: Charter, Bylaws,

Minutes

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Governance

• What are essential functions of a governing board?

• What are essential functions of a college CEO?

• What situations are likely to cause problems if left unchecked?

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Language of the Principles 2.2 The institution has a governing board of at least five members that is the legal body with specific authority over the institution. The board is an active policy-making body … and is ultimately responsible for ensuring that the financial resources of the institution are adequate …The board is not controlled by a minority of board members or by … interests separate from it.

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Language of the Principles3.2.1 The governing board of the institution is responsible for the selection and the periodic evaluation of the chief executive officer.

3.2.3 The governing board has a policy addressing conflict of interest …

3.2.6 There is a clear and appropriate distinction … between the policy-making functions of the … board and the responsibility of the administration and faculty to administer and implement policy.

Internal Audit

How does the Board stay informed as to the financial health of the institution?What protections are built into the Board structure to ensure the Board is not controlled by a minority?Are procedures for presidential succession clear?Do Bylaws and other procedures make clear the role of and limits of Board actions?

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Build the Audit into Practices

Change policies and practices if needed– Role of Executive Committee

– Definition of a quorum

– Auditor presents to full Board

– Minutes explicitly note recusals

Periodic review of Bylaws part of Bylaws

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Reflect

Can we made the process itself more effective for us?

Have we made the process useful even if it were not required for accreditation?

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Library/Learning Resources• What would be the characteristics expected of a

sound library system?• Collections adequately support the curricula of our

programs• Faculty are consulted in collection development policy• When possible, we benchmark our collections to established

standards• Services offered are sufficient and effective

• Operating hours match student and faculty needs• Bibliographic instruction matches the needs of our programs• Instruction in the use of the library is regular and timely for both

faculty and students

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Library/Learning Resources• What would be the characteristics expected of a

sound library system?• Library staffing is sufficient to accomplish our mission

• Sufficient number when compared to benchmarks• Qualifications and experience match our needs• Guides our professional development activities• Guides our hiring decisions

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Language of the Principles 2.9 The institution … provides and supports student and faculty access and user privileges to adequate library collections and services … consistent with the degrees offered. Collections, resources, and services are sufficient to support all its … programs.

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Language of the Principles3.8.2 The institution ensures that users have access to regular and timely instruction …3.8.3 The institution provides a sufficient number of qualified staff …

Internal Audit

Do collections align with programs?Where are noted strengths and gaps?What services do we offer?How is bibliographic instruction offered? How often? Is it required or optional?How do collections, services, staffing compare to peer institutions?

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Build the Audit into Practices

Clear collection development and maintenance policy?

Required use of periodic benchmarking and user surveys?

Library linked to program development process?

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Reflect

Can we made the process itself more effective for us?

Have we made the process useful even if it were not required for accreditation?

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Technology Use

• Are our technology activities effective?• Use of technology enhances student learning on

our campus.• How do we know? How do we measure learning

improvements?• What/how would our students learn if we did not have

our current technology?

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Technology Use

• Are our technology activities effective?• IT activities are appropriate for the objectives of

our programs.• Is there technology more effective for what we need to

do? [simulators, conferencing]• Does our technology match what our students will see

in the workforce? [version, Mac versus PC, generation of equipment, learning concepts applicable to any technology or learning a specific technology]

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Language of the Principles

3.4.12 The institution’s use of technology enhances student learning and is appropriate for meeting the objectives of its programs. Students have access to and training in the use of technology.

Internal Audit

What is the current state of technology?– Inventory computer labs– Inventory program-specific technology

Do we have evidence that the technology enhances learning?What is the state of our training programs?

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Build the Audit into Practices

Require evidence of learning impacts as part of process for requesting new technology? Require advisory committee input?

Maintain inventory of usage as well as physical equipment

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Reflect

Can we made the process itself more effective for us?

Have we made the process useful even if it were not required for accreditation?

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Principles as Good Practice• Student Services• Finance and Business Office

activities• Registrar• Admissions• Transfer student services• Operation of faculty committees• Public service activities• Physical plant• Public safety offices

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Use Accreditation for Institutional Improvement!

• Make good use of something you need to do anyway!

• Build accreditation into daily operations.• Improve policies.• Improve practices.• Improve programs.

• Make accreditation itself less onerous.