Northwest Regional Accreditation:

1. Northwest Regional Accreditation: Principles, Practices, and Products Ronald L. Baker Executive Vice President Northwest Commission on Colleges and Universities

2. Purpose Highlight accreditation principles; Articulate the evaluation process; and Provoke thought and promote dialogue on effective self-study practices.

3. Types of Accreditation Regional (Institutional) Diverse characteristics and missions Comprehensive institutional review Mission-based criteria National (Institutional) Single-purpose or thematic mission Comprehensive institutional review Purpose-based criteria Specialized (Programmatic) Specific program or school Program-centered review Discipline-based criteria

4. Definition Regional accreditation is a voluntary, non-governmental, catalytic process of analytic self reflection and peer review that assures educational quality and encourages purposeful improvement through evaluations based on institutional mission, accepted standards of quality, and expectations of the public.

5. Scope Regional accreditation applies to the institution as a whole; not units or individual educational programs Is not partial Is not for a fixed period of time

6. Evaluations Comprehensive decennial evaluation Regular interim evaluation at midpoint between comprehensive evaluations *Written Progress Report to address one or more issue *Written Focused Interim Report and onsite visit to address one or more issue *discretionary

7. Expectations Accredited institutions are expected to: Engage in ongoing planning that leads to accomplishment of identified outcomes; Evaluate how and how well outcomes are achieved; and Use assessment results for improvement.

8. Accreditation Assurances Intentions:The institution has clearly defined and appropriate educational objectives consistent with its mission and characteristics. Capacity:The institution has conditions and resources to achieve its objectives. Achievement:The institution is substantially accomplishing its mission and purpose. Sustainability:The institution is organized, staffed, and supported to continue to do so.

9. Nutshell What? With What? So What? Now What?

10. Recognition NWCCU is recognized as a reliable authority on educational quality by: U.S. Department of Education CHEA (Council for Higher Education Accreditation) Institutions of higher education State agencies Public

11. Benefits of Accreditation Eligibility for HEA programs Eligibility for federal funds for categorical programs and services Fosters transfer of credit Continuous improvement from regular, systematic, and purposeful assessment

12. Regional Accrediting Agencies AK District of Columbia Canal Zone Puerto Rico Virgin Islands Guam American Samoa Micronesia Other Pacific Basin Countries in Asia Mexico

13. Accredited Institutions Native/ Degree* Public Tribal Private Total A 56 7 1 64 B 11** 2** 7 20**M 14 0 27** 41** D 17012**29** 98** 9** 47**154 *Highest Degree Offered **Includes Institutions Accredited at Lower Degree Level and Candidate at This Degree Level

14. Candidate Institutions Native/ Degree* Public Tribal Private Total A 0 0 0 0 B 1** 0 2 3**M 1 0 0 1 D 0022 2** 0 4 6** *Highest Degree Offered **Includes International Institution

15. Geographic Distribution* A**B**M**D**Total Alaska 2 0 3 1 6 Idaho 3 2 2 3 10 Montana 11 3 5 2 21 Nevada 1 3 2 3 9 Oregon 14 3 16 10 43 Utah 4 2 4 4 14 Washington 29 9 10 8 56 International 0 1 0 0 1 64 23 42 31 160 *Accredited and Candidate Institutions **Highest Degree Offered

16. Board of Commissioners Baccalaureate/Graduate Institutions* Associate Institutions* General Public Institutions from Other Regions Chair NWCCU President * Minimum of Seven

17. Accreditation Criteria Eligibility Requirements - characteristics and conditions required for accreditation. Standards - criteria by which quality and effectiveness are evaluated. Related Policies - part of the Standards; provide further definition to the Standard.

18. Framework The criteria form a flexible framework of qualitative, catalytic, non-prescriptive statements that enables institutions with divergent missions, philosophies, and characteristics to exhibit essential principles of quality and effectiveness.

19. Characteristics Accreditation criteria are not prescriptive. They do not: Stipulate planning or evaluation methods; Specify the nature of assessment data; Define "adequate”, “appropriate”, or “sufficient” since they are influenced by institutional characteristics/mission.

20. Mission-Centered Standards

21. Key Areas Of Interest Institutional Planning and Effectiveness (Standard Element 1.B) Educational Program Planning & Assessment (Standard Element 2.B; Policy 2.2) General Education/Related Instruction (Policy 2.1) Distance Education (Policy 2.6) Advertising, Recruitment, and Representation of Accredited Status (Policy 3.1)

22. Key Areas Of Interest (continued) Faculty Evaluation (Policy 4.1) Governance System, Board, and Administration (Standard Elements 6.A, 6.B, 6.C) Financial Planning, Adequacy, and Management (Standard Elements 7.A, 7.B, 7.C) Contractual Agreements with External Organizations (Policy A-6) Teach-Out Responsibilities (Including Policy A-13 Teach-Out Agreements)

23. Institutional Planning/Effectiveness Each institution is expected to: Engage in ongoing planning to achieve its mission and goals; Evaluate how and how well it is accomplishing its mission and goals; and Use results for broad-based, continuous planning and evaluation.

24. Educational Assessment The institution's processes for assessing its educational programs are clearly defined, encompass all of its offerings, are conducted on a regular basis, and are integrated into the overall planning and evaluation plan. Expected learning outcomes are identified and published for each degree and certificate program.

25. Educational Assessment Regular and systematic assessment documents that students who complete programs, no matter where or how offered, have achieved these outcomes. The institution provides evidence that its assessment activities lead to the improvement of teaching and learning.

26. Student Information and Practices All candidate and accredited institutions, or individuals acting on their behalf, must exhibit integrity and responsibility in advertising, student recruitment, and representation of accredited status.

27. General Education Baccalaureate and transfer associate degree programs must include a substantial core of collegiate level General Education with identifiable outcomes in: Written and oral communication; Quantitative reasoning; Critical analysis and logical thinking; and Literacy in the discourse or technology appropriate to the program of study. Outcomes should be stated in relationship to institutional mission and goals.

28. Related Instruction Programs of study for applied or specialized associate degrees or for certificate programs of 45 (q) / 30 (s) credits or more in length require recognizable a body of instruction in program-related areas of: Communication Computation Human Relations Additional topics as appropriate

29. Related Instruction Related instruction content may be : Embedded within program curricula; or Taught in block units of instruction. Regardless of approach, it must be: Clearly identified; Pertinent to the program of study; and Taught by faculty who are clearly and appropriately qualified.

30. Distance Education This policy is intended to apply to the broadest possible definition of distance delivery of instruction. Degree programs and credit courses may or may not be delivered exclusively via telecommunications.

31. Faculty Evaluation Institutions are expected to conduct some form of substantive performance evaluation of all faculty members at least once within each five-years of service. The evaluation should be collegial, participatory, and use multiple indices of assessment.

32. Contractual Agreements An accredited or candidate institution may not lend the prestige or authority of its accreditation to authenticate courses or programs offered under contract with other organizations unless it demonstrates oversight and responsibility for those offerings in compliance with Commission standards, principles, and practices.

33. Teach-Out Requirements An institution is required to provide equitable treatment of students if it closes or discontinues an educational program before all students enrolled in the discontinued program complete it. It may offer the remaining portion of the program for enrolled students or enter into a teach-out agreement for completion of the program through another institution.

34. Query How does this talk grow corn? Hopi Saying

35. Barometer Of Change You can judge your age by the amount of pain you feel when you come in contact with a new idea. Pearl Buck

36. Shift in Expectations Outcomes Implied  Explicit What does that mean? Achievements Assumed  Assessed How do you know? Evidence Anecdotal  Verifiable Show me the data!

37. Homo Academicus When the center of the universe is discovered, a lot of people will be disappointed to find they aren’t it. Bernard Bailey

38. Challenge The challenge is for us to see beyond the innumerable fragments to the whole, stepping back far enough to appreciate how things move and change as a coherent entity. Margaret Wheatley

39. Methodology Method consists of two correlative and complementary processes: 1) analysis of complex totalities into their parts; and 2) synthesis of parts into their totality. However, the two processes by themselves are imperfect and require each other for the full development of knowledge and understanding. Joseph L. Esposito

40. Processes Analysis - Systematic detailed examination of elements to achieve knowledge of their properties. Synthesis - Integration of relationships among elements to understand their roles and the purpose of the whole in which they exist.

41. Translation • An effective self study evaluates: • How units work; and • How they work together.

42. Characteristics Analysis Reductionistic Take Apart Isolate Answer Questions Knowledge of Function Synthesis Holistic Put Together Correlate Ask Questions Understanding of Purpose

43. Knowledge By their structure the Standards foster analyses of major institutional functions, rather than a synthesis of those functions.

44. Assessment Intentions Mission Goals Strategies Plans Processes Capacity Resources Infrastructure Achievements Institutional Student Learning

45. Understanding Understanding of the whole is not possible from analysis of its parts. Understanding is derived by synthesis of the roles or functions of the parts in the system in which they are contained. Russell Ackoff

46. Synthesis Quality Educational Institutional Stability Resources Operations Effectiveness Achievements Practices Sustainability Outcomes Existence

47. Quality and Accountability Does the institution fulfill its mission? Are institutional goals achieved? Are intended outcomes realized? Do achievements match intentions? Are the achievements sustainable? How do you know? What is your evidence?

48. Steering Committee Responsibility Accreditation is a joint responsibility. You are not personally responsible for the accreditation status of your institution.

49. Self-Study Goals Assess, analyze, evaluate, and improve planning and effectiveness in fulfilling institutional and educational missions; Evaluate and document educational quality and student achievement of outcomes; Document compliance with accreditation criteria; Accurately, candidly, directly identify strengths, challenges, and achievements.

50. Model Self-Study Characteristics Design is appropriate to the institution Process is inclusive; internally motivated with leaders committed to the process Critical review of mission, goals, practices Assesses and evaluates effectiveness in achieving mission & goals Report is data driven and analytic with a minimum of description Self-study outcomes inform planning