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Standard 13 Related Educational Activities
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  1. Standard 13Related Educational Activities Robert K. Clark Cumberland County College Vineland, NJ

  2. Standard 13 • The institution’s programs or activities that are characterized by particular content, focus, location, mode of delivery, or sponsorship meet appropriate standards.

  3. To Misquote Erik Satie “There are three kinds of standards. The ones who are important; the ones who are less so; and those who aren’t important at all. The last two kinds don’t exist; all standards are important”

  4. To Quote Erik Satie “There are three kinds of critics. The ones who are important; the ones who are less so; and those who aren’t important at all. The last two kinds don’t exist; all critics are important” Erik Satie

  5. 13 is an Extremely Diverse Standard • Covering a great variety of areas.

  6. An Extremely Diverse Standard • Covers the following areas: • Basic Skills • Certificate Programs • Experiential Learning • Non-Credit Offerings • Branch Campuses, Additional Locations and Other Instructional Sites • Distance or Distributed Learning • Contractual Relationships and Affiliated Providers

  7. Where to begin? • Another misquote:

  8. Where to begin? • Another misquote: Boring to the uninitiated, mystifying to the non-participant, a secular religion for those who have felt its spell

  9. Where to begin? • Another misquote: Boring to the uninitiated, mystifying to the non-participant, a secular religion for those who have felt its spell, Characteristics of Excellence…

  10. Where to begin? • The actual quote: Boring to the uninitiated, mystifying to the non-participant, a secular religion for those who have felt its spell, rowing… Thomas C. Mendenhall

  11. Characteristics is our touch stone.

  12. Characteristics is our touch stone. • You must familiarize yourself with Characteristics of Excellence.

  13. Characteristics is our touch stone. • You must familiarize yourself with Characteristics of Excellence. • Including the Context and Fundament Elements for each standard.

  14. Understanding the Standard • Once you have read the standard, examine the context. • Note that in this case, a relationship to Standard 11, Educational Offerings, is noted.

  15. Standards within the standard • Standard Thirteen can be thought of as a compound standard.

  16. Standards within the standard • Standard Thirteen can be thought of as a compound standard. • It contains a number of separate focuses (listed above). • For each focus of this standard, we have a brief narrative statement.

  17. Standards within the standard • Standard Thirteen can be thought of as a compound standard. • It contains a number of separate focuses (listed above). • For each focus of this standard, we have a brief narrative statement. • To some degree, these are standards within the standard.

  18. Standards within the standard • Standard Thirteen can be thought of as a compound standard. • It contains a number of separate focuses (listed above). • For each focus of this standard, we have a brief narrative statement. • To some degree, these are standards within the standard. • Note that not all apply to every institution.

  19. Standards within the standard • This is a compound standard. • Note that not all apply to every institution. “The ‘Related Educational Activities’ contained in Standard 13 are to be addressed only as they relate to individual institutions.” Characteristics of Excellence, page vi

  20. So, how do we decide which apply?

  21. So, how do we decide which apply? • Examine this standard and its parts in the context of the institution’s mission.

  22. So, how do we decide which apply? • Examine this standard and its parts in the context of the institution’s mission. • Do all parts apply? • Are elements present in the Self-Study Report that seem inappropriate given the institution’s current mission?

  23. So, how do we decide which apply? • Examine this standard and its parts in the context of the institution’s mission. • Do all parts apply? • Are elements present in the Self-Study Report that seem inappropriate given the institution’s current mission? • Some judgment is required. • Remember to apply common sense. • Remember to work with your team members!

  24. Next, Examine the Fundamental Elements • Fundamental elements are guideposts of ways in which an institution might meet a standard. • They must not be used as a checklist for compliance. • Each institution is evaluated on its individual merits, against the accepted standards.

  25. And then… • Also examine the Optional Analysis and Evidence. • Examples of ways in which an institution might facilitate its own analysis of its compliance with the standard. • Again, not to be used as a checklist, more as potential guideposts.

  26. Other Resources • Note that the Commission has a number of valuable resources available at the Commission’s web site. • Examples that apply to Standard 13: • Substantive Change Policy Statement • Contracts for Accredited and Candidate Institutions for Education-Related Services • Distance Learning Programs: Interregional Guidelines for Electronically Offered Degree and Certificate Programs • Standardized Language for Commission Actions on Accreditation and Examples of Options for Follow-up

  27. Regulatory Requirements • Some aspects of Standard Thirteen are linked to DOE regulatory requirements. • Distance/ Correspondence Education • New Sites/Additional Locations

  28. Distance/Correspondence Regulatory Requirements • 602.17g requires that institutions that offer distance or correspondence education have processes in place through which the institution establishes that the student who registers in a distance or correspondence education course or program is the same student who participates in and completes the course or program and receives the academic credit.

  29. Distance/Correspondence Regulatory Requirements (1) Student identity can be verified through such methods as: (i) A secure login and pass code; (ii) Proctored examinations; and. (iii) New or other technologies and practices that are effective in verifying student identity; and

  30. Distance/Correspondence Regulatory Requirements (1) Student identity can be verified through such methods as: (i) A secure login and pass code; (ii) Proctored examinations; and. (iii).New or other technologies and practices that are effective in verifying student identity; and (2) …Institutions must use process that protect student privacy and notify students of any projected additional student charges associated with the verification of student identity at the time of registration or enrollment.

  31. Distance/Correspondence Regulatory Requirements • Note that a Substantive Change Request must be submitted when 50% or more of a program’s courses are provided through alternate delivery. • Approval must be achieved prior to initiation of the program.

  32. Additional Location Regulatory Requirements • Additional Locations/ Branch Campuses • Definitions are available on the MSCHE website. • Look in the Substantive Change Policy Statement.

  33. Additional Location Regulatory Requirements • An Instructional Site is a location, other than a branch campus or additional location, at which the institution offers one or more courses for credit. • Substantive Change approval is not required. • Instructional Sites should be noted on the annual Institutional Profile.

  34. Additional Location Regulatory Requirements • An additional location is a location, other than a branch campus, that is; • geographically apart from the main campus and • at which the institution offers at least 50% of an educational program. • These include corporate sites and locations for limited, rather than ongoing, provision of programs. • Some additional locations might be subject to other substantive change policies, including contractual agreements for the provision of courses at the site, which might require additional substantive change requests.

  35. Additional Location Regulatory Requirements • A branch campus is a location of an institution that is geographically apart and independent of the main campus of the institution. • The location is independent if the location • offers courses in educational programs leading to a degree, certificate, or other recognized educational credential; • has its own faculty and administrative or supervisory organization; and • Has its own budgetary and hiring authority. • The institution must notify the Commission if it plans to establish a branch campus and must submit a business plan for the branch campus.

  36. Additional Location Regulatory Requirements • Additional Locations/ Branch Campuses • Note that “Prior approval of the plan for substantive change is required before the change is included in the institution’s previously granted Candidate or Accreditation status.” Substantive Change Policy Statement

  37. Some closing thoughts. • Apply common sense.

  38. Some closing thoughts. • Apply common sense. • Remember that there are many different models for educational and operational excellence.

  39. Some closing thoughts. • Work with your team; try to build consensus.

  40. Some closing thoughts. • Work with your team; try to build consensus. • “Resistance is futile, you will be assimilated.” The Borg

  41. Some closing thoughts. • Remember the ultimate goal of accreditation through peer review.

  42. Some closing thoughts. • Remember the ultimate goal of accreditation through peer review. Institutional Improvement

  43. Some closing thoughts. • Remember the ultimate goal of accreditation through peer review. Institutional Improvement That is really the heart of the matter.