This Powerpoint presentation is for the sole
use of Northern Arizona University personnel
in their self-study work.
John Taylor, Staff Liaison
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Greetings to Northern
Arizona University
from
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The Higher Learning
Commission

30 North LaSalle Street
Suite 2400
Chicago, IL 60602
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www.ncahlc.org
 jtaylor@hlcommission.org
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Basic Facts about
Accreditation
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Accreditation is
a voluntary process of self evaluation and peer
evaluation that has two fundamental purposes:
quality assurance, and quality improvement.
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The two types of voluntary accreditation are
institutional accreditation [whole institution]
specialized accreditation [specific program].
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The Higher Learning
Commission Region
19 States
1003± Institutions
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The Higher Learning Commission of
NCA - Founded 1895
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The Organization
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Decision-Making Processes and Peer Reviewers
Corps
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Member Institutions - ©1,003
Location of Member Institutions - in 19 States
Board of Trustees - 15-21 Members
Institutional Actions Council - 26 Members
Accreditation Review Council - 170 Members
Peer Reviewer Corps -© 1,200 Reviewers
Full-time Staff
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Executive Director - 1
Directors [Including Asst. & Assoc.) - 12
Other Full-time Staff - 21±
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Diversity of Mission among the
Membership of Institutions [1003]
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Two-year Institutions
Four-year Bachelor’s Institutions
Four-year Liberal Arts Institutions
Comprehensive Institutions
Tribal Colleges
Faith Based Institutions
Research Universities
Single Purpose Institutions
Public, Private NFP, and For Profit
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Mission of The Higher Learning
Commission of NCA
“Serving the common good by
assuring and advancing the
quality of higher learning”
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“Special Connections”
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Professor José Colchado (Education)
Director Bruce Fox (Honors Program)
President John Haeger
Vice President Fred Hurst (Extended Programs
and Dean of Distance Learning)
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Mission of Northern Arizona
University
“Provide an outstanding undergraduate
residential education strengthened by
important research, graduate and
professional programs and a responsive
distance learning network delivering
programs throughout Arizona”
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Northern Arizona University’s
Values
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Excellence in Education
Student Success
Educational Access
Diversity
Integrity
Civility
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Northern Arizona University’
“Goals”
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Provide Undergraduate Education
Excellence in a Residential Learning
Community
Strengthen graduate education, economic
development, and research
Increase Enrollment and Retention
Provide Leadership in the Development,
Use, and Assessment of Technologies in
Administrative Systems and Educational
Programs
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Northern Arizona University’
“Goals”
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Foster a Culture of Diversity,
Community, and Citizenship
Become the Nation’s Leading
University Serving Native Americans
Ensure Financial Stability and
Growth
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Today’s Agenda Focus
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Accreditation and Other Matters
The Higher Learning Commission’s
Expectations Regarding Self-Study
Northern Arizona University’s Interests
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Prospective Character of the Self-Study and Review
Institutional Capacity
Strategies for Engaging the Campus Community
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Prospective Character of the
Self-Study and Review
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Institutional SelfStudy and SelfReflection
Institution’s Mission,
Values and Goals
Evaluation of the
Whole Organization
Engage Multiple
Constituencies
Build on Institutional
Processes
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Effective Leadership and
Communication
Evidence of Fulfilling the
Criteria for Accreditation
Production of a SelfStudy Report
Use of Self-Study
Findings to Inform
Decision-making and
Future Institutional
Development
Hallmarks of an Effective Self-Study Process
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Fundamental Shifts
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Inputs
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Outcomes
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Teaching
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Learning
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Focus on Past
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Focus on Future
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Autonomy
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Connectedness
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Topical Areas of the Criteria
for Accreditation
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Mission and Integrity
Preparing for the Future
Student Learning and Effective Learning
Acquisition, Discovery, and Application of Knowledge
Engagement and Service
“Handbook of Accreditation” - Chapter 3
www.ncahlc.org
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Two Evaluation Processes for
Continued Accreditation
Institutional
Self-Study
 Peer Review
 Decision-making
Processes
 Continued
Accreditation
--Ten-year Cycle
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Self-Assessment
Strategy Forum
Action Projects
Annual Updates
Systems Appraisal
Continued Accreditation
--Seven-Year Cycle
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Criterion Structure
Criterion Statement
Core Components
Examples
of Evidence
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1 - Mission & Integrity
The organization operates with integrity to
ensure the fulfillment of its mission
through structures and processes that
involve the board, administration, faculty,
staff, and students.
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1 - Mission and Integrity
[Core Components - Paraphrased]
1. Clear Articulation of the Mission
2. Recognition of Diversity among Learners,
other Constituencies and Greater Society
3. Organizational Understanding of Mission
4. Mission Supported through
Organizational Structures
5. Organizational Protection of the Mission
Examples of Evidence
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2 - Preparing for the Future
The organization’s allocation of resources
and its processes for evaluation and
planning demonstrate its capacity to fulfill
its mission, improve the quality of its
education, and respond to future
challenges and opportunities.
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2 - Preparing for the Future
[Core Components - Paraphrased]
1. Realistic Preparation for a Future Shaped by
Societal and Economic Trends
2. Resource Support for Maintaining and
Strengthening Educational Programs
3. Evaluation and Assessment Processes Show
Effectiveness and Continuous Improvement
4. Planning Levels Align with Mission and
Capacity to Fulfill the Mission
Examples of Evidence
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3 - Student Learning and
Effective Teaching
The organization provides evidence of
student learning and teaching
effectiveness that demonstrates it is
fulfilling its educational mission.
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3 - Student Learning and
Effective Teaching
[Core Components - Paraphrased]
1. Clear Statements of Student Learning Outcomes
That Make Effective Assessment Possible
2. Organization Values and Supports Effective
Teaching
3. Organization Creates Effective Learning
Environments
4. Learning Resources Support Student Learning
And Effective Teaching
Examples of Evidence
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4 - Acquisition, Discovery, &
Application of Knowledge
The organization promotes a life of
learning for its faculty, administration, staff,
and students by fostering and supporting
inquiry, creativity, practice, and social
responsibility in ways consistent with its
mission.
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4 - Acquisition, Discovery, and
Application of Knowledge
[Paraphrased]
1.
2.
3.
4.
Organization Demonstrates It Values a Life of
Learning
Organization Demonstrates the Integral Nature of
Knowledge and Skill Acquisition, and Intellectual
Inquiry
Organization Assesses the Usefulness of Curricula to
Students Living and Working in a Global, Diverse, and
Technological Society
Organization Support Responsible Acquisition,
Discovery, and Application of Knowledge
Examples of Evidence
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5 - Engagement and Service
As called for by its mission, the
organization identifies its constituencies
and serves them in ways both value.
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5 - Engagement and Service
[Core Components - Paraphrased]
1. Organization Learns from Constituencies
and Analyzes its Capacity to Serve Them
2. Organizational Capacity and Commitment to
Engage with Identified Constituencies and
Communities
3. Organization Demonstrates Responsiveness
to Constituencies that Depend on It
4. Internal and External Constituencies Value
the Organization’s Services
Examples of Evidence
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Cross-cutting Themes
Future-oriented
Learning-focused
Connected
Distinctive
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Position Statements
Assessment of Student Learning
Diversity
General Education
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Aligning an Institution’s Mission and
Outcomes with the Commission’s
Criteria for Accreditation
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Mission and Integrity
Preparing for the Future
Student Learning and Effective Learning
Acquisition, Discovery, and Application of
Knowledge
Engagement and Service
“Handbook of Accreditation” - Chapter 3
www.ncahlc.org
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The Decennial Cycle of
Review
10-Year Window?
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Institutional Capacity
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Mission, Values and
Goals
Institutional
Autonomy
Teaching, Research
and Service
(Engagement)
Educational
Programs and
Services
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Resources: Human,
Physical, Financial
and Technological
Constituencies:
Students,
Communities and
Collaborators
Sites and Outreach
Outcomes!
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Content of the Self-Study
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Addressing the Commission’s Criteria for
Accreditation and their Related Core
Components
Address Concerns/Challenges Identified by
Previous Visiting Team or other Formal
Reviews
Address Federal Compliance Issues
Provide “Institutional Snapshot”
Provide Supporting Materials [Paper and Electronic]
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Team Identified Challenges:
Northern Arizona University
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Assessment of Student Learning at the
Undergraduate Level and in Off-Campus
Programs
Coherency in General Education
Strategic Planning [Measurable Goals, Action Plans,
Performance Measures, Faculty Support, Linkage of Planning and
Budgeting]
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Qualifications of Adjunct Faculty
Culture of Diversity on the Flagstaff Campus
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Federal Compliance Program
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Credits, Program Length, and Tuition
Compliance with the Higher Education
Reauthorization Act [Loan Default Rate]
Compliance Visits to Off-campus Locations
Reference to the Commission in Advertising
and Recruitment Materials
Institutional Records of Students’ Complaints
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Institutional Snapshot
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Student Demography Headcounts
Student Recruitment and Admissions
Financial Assistance for Students
Student Retention and Program Productivity
Faculty Demography
Availability of Instructional Resources and
Information Technology
Financial Data
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Think Holistically about
Your Organization!
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Student Learning:
Central to Determining
Institutional Effectiveness
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Focusing on Learning
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Knowledge Base
Subject Content
Curricular
Sequence
Academic Rigor
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Learning
Theories
Pedagogies
Learning Styles
Learning
Activities
Assessment of Learning Outcomes
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More than Inputs and
Processes, Outcomes!
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Assess Students’ Learning Outcomes
Using Multiple Quantitative and
Qualitative Indicators
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Direct Indicators
Pre-Testing and PostTesting
 Capstone Courses
 Oral Examinations
 Internships
 Portfolio
Assessments
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Direct Indicators
Theses and
Dissertations
 Standardized Tests
 Licensure Exams
 Juried Reviews and
Performances
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Assess Students’ Learning Outcomes
Using Multiple Quantitative and
Qualitative Measures
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Indirect Indicators
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Job Placement
Data
 Surveys of Alumni
and Students
 Surveys of
Employers
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Indirect Indicators
 Program
Completion Rates
 Retention and
Transfer Studies
 Graduate followup Studies
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Assessment Conversations:
“Five Prompt Questions”
1. How are (y)our stated student
learning outcomes appropriate to
(y)our mission, programs, and
degrees?
2. What evidence do you/we have that
students achieve (y)our stated
learning outcomes?
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Assessment Conversations:
“Five Prompt Questions”
3. In what ways do you/we analyze and
use evidence of student learning?
4. How do you/we ensure shared
responsibility for assessment of
student learning?
5. How do you/we evaluate and improve
the effectiveness of (y)our efforts to
assess and improve student learning?
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The Commission’s Requirement
of a Member Institution
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Host an Evaluation Team!
Inform Constituencies and the General Public!
Produce and Submit a Self-Study Report,
including an Introductory “Institutional
Snapshot”!
Conduct an Institution-wide Self-Study in the
Context of the Commission’s Criteria for
Accreditation!
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Northern Arizona University’s
Dynamic Existence
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Engagement Strategies
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Embed Engagement in Regular Mechanisms
Used in Reaching Campus, Off-Campus, and
Cyberspace Communities
Link to Existing Governing Structures
Conduct Benchmarking Conversations
Accreditation Web site
Focused Groups
Surveys
Electronic Bulletin Board
“Third Party Comment”
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Comprehensive Evaluation Process
[Two-Part Process]
Institution’s
Self-Study
Commission’s
Peer Review
Decision-Making
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Peer Review Activities
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Individual Study of
Institution’s Materials and
Website
Determination of Individual
Perspective
Sharing of Perceptions
Group Evaluation, Review and
Discussion
Formation of Team
Recommendation
Share the Recommendation
Write the Team Report
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Visit Logistics
Three-day Visit and Peer Review
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Sunday - Team Arrives
Monday-Wednesday - Peer Review
 Monday Entrance Conference with CEO and Others
 Monday-Wednesday - Interviews and Reviews of
Documents
 Evening Team Reflections, Discussions, and
Decision-making
Wednesday - Announcement of Team’s Planned
Recommendations and Exit Conference with CEO
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The Team Report Format
--Part I - Assurance Section-Evaluative Statements
1.
2.
3.
4.
Context and Nature of
the Visit
Commitment to Peer
Review
Compliance with Federal
Requirements
Fulfillment of the Five
Criteria
 Evidence Criterion is Met
 Evidence that Criterion
Needs Institutional
Attention
 Evidence that Criterion
Requires Institutional
Attention and Follow-up
by the Commission
 Team Recommendation
5.
6.
Affiliation Status
Additional Comments
and Explanations
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The Team Report
--Part II - Advancement Section-1.
2.
3.
Overall Observations about the
Institution
Consultations of the Team
Recognition of Significant
Accomplishments, Significant
Progress, and Exemplary and
Innovative Practice
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The Accreditation Review
Process
9.
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6.
5.
4.
3.
2.
1.
Board Validation
Accreditation Decision by the Institutional
Actions Council or Review Committee
Readers Panel or Review Committee
Institution’s Acceptance of Final Team Report
Evaluation Team’s Final Team Report
Institution’s Feedback to Team Chair
Evaluation Team’s Report [Draft]
Evaluation Team Visit [Peer Review]
Institutional Self-Study & Snapshot
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Northern Arizona University
Working toward a Brighter Future!
[After the Team Has Gone]
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Contacting The Higher
Learning Commission

www.ncahlc.org
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jtaylor@hlcommission.org
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312-263-0456, Ext. 104
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30 North LaSalle Street
Suite 2400
Chicago, IL 60602
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