Components of Program Evaluation for Accreditation: Let’s Keep It a “Living & Breathing” Process

Site visits for accreditation can be a stressful and arduous task, particularly for those being visited for the first time by an accrediting organization. Early stepwise preparation is the key to success.  This armchair discussion is designed to discuss: 1) concrete steps in preparing for an accreditation visit; 2) common pitfalls; 3) tips for being successful; and (4) the continuous evaluation process.

Program evaluation should begin years before the visit.  While one person is often responsible for the overall project, the work of a self-study is commonly divided among the faculty, allowing all to understand and participate in the process. Accreditation and professional standards facilitate the division of content with subsequent faculty assignments.

A common misconception is that schools and departments should conduct business at optimal levels all the time.  While the standards are well established, continuous evaluation and improvement is a reality.  Resisting attempts to hide faults is encouraged, and developing working action plans to continually address them will be highlighted. 

Common areas of concern that will be discussed include:

1)      Recruiting and retaining sufficient certified faculty

2)      Advisory panel composition (legislators, employers, other communities of interest)

3)      Addressing faculty ratios

4)      Gathering alumni and employer feedback

5)      Recruiting and retaining diverse students

6)      Pass rates on national certification exams

7)      Faculty practice mechanisms

Successful schools begin identifying and working on concerns long before the accreditation visit.  Curricula, student and faculty performance, and admission and retention processes need to be evaluated on a continual basis.  Documentation of how these items are evaluated should be maintained in a concrete form such as meeting minutes or taskforce recommendations. Documentation should illustrate evolution from problem identification to resolution.  Evaluation should not just take place top down, but rather reciprocally and horizontally.  Presenting “Dashboard” data at administrative meetings will be included in this discussion.  Evaluation should infiltrate faculty, curriculum committee, and administrative meetings throughout the academic year on a continual basis. Tips on maintaining centralized archiving areas will be included.  So, when the time arrives for the actual visit, everyone will be well prepared!