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Evolving Accreditation Process: Quality Initiatives & Criteria Updates

Explore changes in the re-accreditation process since 2007, updated criteria, self-study reports, and federal compliance with an emphasis on quality assurance and continuous improvement. The program to evaluate and advance quality now includes an electronic system for quality assurance arguments, annual updates, comprehensive reviews in a 10-year cycle, and revised accreditation criteria.

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Evolving Accreditation Process: Quality Initiatives & Criteria Updates

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  1. Overview • Changes in the re-accreditation process since 2007 • Assessment • Resources

  2. Program to Evaluate and Advance Quality (PEAQ) (2007-2012) • Annual Institutional Updates monitoring financial and non-financial indicators • On-site Comprehensive Evaluation once every 10 years • Self-study • 200+ page report • Resource room

  3. Open Pathway (phase-in started January, 2013) • Quality Assurance separatedfrom institutional Quality Initiative for improvement • New timelines • Revised Criteria for Accreditation

  4. Open Pathway • Quality Assurance verifies that we meet threshold standards • Federal Compliance • Assumed Practices • Criteria for Accreditation • Quality Initiative - a new process to demonstrate continuous improvement

  5. Timelines We are here

  6. Quality Assurance • Annual institutional updates and monitoring of financial and non-financial indicators • Two comprehensive reviews in a 10 year cycle • Year 10 (2016-17): on-site peer review • Year 4 of next cycle (2020-21): panel review

  7. No self-study or resource room • Electronic Quality Assurance System (Matthew Roberts) • Assurance Argument (35,000 word limit) submitted in Years 4 and 10 • Claims and evidence of how we meet criteria • Evidence files submitted in years 6 – 9, 1 – 3, 6 – 9…

  8. Revised Criteria for Accreditation • Mission(2007Mission & Integrity) Chair: Christina Curras • Integrity: Ethical and Responsible Conduct(2007 Preparing for the Future) Chair: James Mueller • Teaching and Learning: Quality, Resources, and Support (2007 Student Learning and Effective Teaching) Chair: Shane Drefcinski • Teaching and Learning: Evaluation and Improvement(2007 Acquisition, Discovery, and Application of Knowledge) Co-Chairs: Colleen McCabe and Laura Bayless • Resources, Planning and Institutional Effectiveness (2007 Engagement and Service) Chair: Matthew Roberts

  9. Criterion 4. Teaching and Learning: Evaluation and Improvement • UW-Platteville demonstrates responsibility for the quality of its educational programs, learning environments and support services, and evaluates their effectiveness for student learning through processes designed to promote continuous improvement. • Three Core Components • Each with 4-6 Sub-Components - specific aspects that Commission wants to ensure aren’t overlooked.

  10. Core Component: Quality of Educational Programs • We have regular program reviews. • We evaluate all credit that we transcript, including what we award for experiential learning or other forms of prior learning. • We have policies to assure the quality of transfer credit accepted.

  11. Core Component: Quality of Educational Programs • We maintain and exercise authority over prerequisites, rigor, and expectations for student learning • Dual credit courses • High school student programs • We maintain specialized accreditation for programs (e.g., ABET, ACS, NCATE) • We evaluate the success of our graduates.

  12. Core Component: Commitment to Educational Achievement and Improvement • We have clearly stated goals for student learning and effective processes for assessment of student learning and achievement of learning goals.

  13. Core Component: Commitment to Educational Achievement and Improvement • We use information gained from assessment to improve student learning.

  14. Core Component: Commitment to Educational Achievement and Improvement • Our processes and methods reflect good practice and include substantial participation of faculty and instructional staff.

  15. Core Component: Commitment to Educational Achievement and Improvement • We have defined goals for student retention, persistence and completion that are ambitious but attainable and appropriate. • We collect and analyze information on student retention, persistence and completion of our programs. • We use this information to make improvements. • Our processes and methods reflect good practice.

  16. Quality Initiative • Implementation and assessment of success of the Academic Planning Council’s new program review process

  17. Campus Resources • HLC Steering Committee • UW-Platteville Website

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