1. Robert K. Clark

2.  I will present a Commissioner’s overview of the PRR process. ◦ Methods of preparation and evaluation of the report will be covered in later sessions.

4.  Regional accreditation is a basic feature of the U.S. Higher Educational System.

5. ◦ Here, it consists of:  A decennial Self-Study and Site visit, and

6.  Regional accreditation is a basic feature of the U.S. Higher Educational System. ◦ Here, it consists of:  A decennial Self-Study and Site visit, and  Periodic Review Report at intervening five year time points (also at ten year intervals).

7.  Regional accreditation is a basic feature of the U.S. Higher Educational System. ◦ Here, it consists of:  A decennial Self-Study and Site visit, and  Periodic Review Report at intervening five year time points (also at ten year intervals).  Additional Follow-up as needed.

8.  The easy answer is that Title IV funds require accreditation. ◦ Regional accreditation is the accepted form of accreditation for most institutions.

9.  The easy answer is that Title IV funds require accreditation. ◦ Regional accreditation is the accepted form of accreditation for most institutions.  The right answer is that it leads to institutional improvement. ◦ This is the heart of accreditation by peer-review.

10.  Peer-review is the process through which institutions are evaluated by education professionals from institutions similar to the one being evaluated.

11. ◦ They are your peers

12.  Peer-review is the process through which institutions are evaluated by education professionals from institutions similar to the one being evaluated. ◦ They are your peers ◦ They understand your institution because they live with similar challenges and opportunities.

13.  Peer-review is the process through which institutions are evaluated by education professionals from institutions similar to the one being evaluated. ◦ They are your peers ◦ They understand your institution because they live with similar challenges and opportunities. ◦ This is the basis for institutional improvement.

15.  You are (or may be in the future).

16.  In this room today we have representatives from institutions starting the PRR process. ◦ PRRs due in 2015

17.  You are (or may be in the future).  In this room today we have representatives from institutions starting the PRR process. ◦ PRRs due in 2015  We also have reviewers in-training. ◦ Will review PRRs this year.

18.  You are (or may be in the future).  In this room today we have representatives from institutions starting the PRR process. ◦ PRRs due in 2015  We also have reviewers in-training. ◦ Will review PRRs this year.  I sincerely hope that some of those preparing PRRs now will be reviewers in the future!

19.  You are (or may be in the future).  In this room today we have representatives from institutions starting the PRR process. ◦ PRRs due in 2015  We also have reviewers in-training. ◦ Will review PRRs this year.  I sincerely hope that some of those preparing PRRs now will be reviewers in the future! “Resistance is futile, you will be assimilated.” The Borg

20.  PRR and Self-Study/Site Visit reviews involve a three-tiered system. ◦ Peer-Reviewers ◦ PRR Committee/ Evaluation Reports Committee ◦ Full Commission

21.  Once an institution submits its PRR, it is reviewed by two reviewers. ◦ First and Second Readers.  Plus a special finance associate and a Commission VP.

22.  Once an institution submits its PRR, it is reviewed by two reviewers. ◦ First and Second Readers.  Plus a special finance associate and a Commission VP.  They present their report and recommendations at the PRR Committee meeting. ◦ They are Committee members for that meeting. ◦ Recommendations are voted on and passed to the Commission.

23.  Once an institution submits its PRR, it is reviewed by two reviewers. ◦ First and Second Readers. ◦ Plus a special finance associate and a Commission VP.  They present their report and recommendations at the PRR Committee meeting. ◦ They are Committee members for that meeting. ◦ Recommendations are voted on and passed to the Commission.  Their recommendations move on to the full Commission. ◦ Leads to a vote by the full Commission  May be on the consent agenda or the discussion agenda.

25.  The Commission accredits approximately 530 institutions. ◦ Range from small, specialty institutions with few students and programs, to large comprehensive Universities with thousands of students.

26.  The Commission accredits approximately 530 institutions. ◦ Range from small, specialty institutions with few students and programs, to large comprehensive Universities with thousands of students.  For this reason, MSCHE standards are highly adaptable.

27.  The Commission accredits approximately 540 institutions. ◦ Range from small, specialty institutions with few students and programs, to large comprehensive Universities with thousands of students.  For this reason, MSCHE standards are highly adaptable.  We strive to make decisions that are equitable to all institutions. ◦ This requires a careful, deliberative process.

28.  Multiple choice question (think Star Trek):

29. a. Members of the Tal Shiar

30.  Multiple choice question (think Star Trek): a. Members of the Tal Shiar b. The Kingon High Council

31.  Multiple choice question (think Star Trek): a. Members of the Tal Shiar b. The Kingon High Council c. The Q Continuum

32.  Multiple choice question (think Star Trek): a. Members of the Tal Shiar b. The Kingon High Council c. The Q Continuum d. The Founders

33.  Multiple choice question (think Star Trek): a. Members of the Tal Shiar b. The Kingon High Council c. The Q Continuum d. The Founders e. None of the above

34.  Answer: e. None of the above ◦ They are your peers.

35.  Answer: e. None of the above ◦ They are your peers.  Twenty-six elected representatives from member institutions throughout the region.

36.  Answer: e. None of the above ◦ They are your peers.  Twenty-six elected representatives from member institutions throughout the region. ◦ Chancellors

37.  Answer: e. None of the above ◦ They are your peers.  Twenty-six elected representatives from member institutions throughout the region. ◦ Chancellors ◦ Presidents

38.  Answer: e. None of the above ◦ They are your peers.  Twenty-six elected representatives from member institutions throughout the region. ◦ Chancellors ◦ Presidents ◦ Provosts and other administrators

39.  Answer: e. None of the above ◦ They are your peers.  Twenty-six elected representatives from member institutions throughout the region. ◦ Chancellors ◦ Presidents ◦ Provosts and other administrators ◦ Faculty

40.  Answer: e. None of the above ◦ They are your peers.  Twenty-six elected representatives from member institutions throughout the region. ◦ Chancellors ◦ Presidents ◦ Provosts and other administrators ◦ Faculty ◦ Public Representatives

42.  “ Boring for the uninitiated, mystifying for the non-participant, a secular religion for those who have felt its spell…” Thomas C. Mendenhall

43.  “ Boring for the uninitiated, mystifying for the non-participant, a secular religion for those who have felt its spell…” Thomas C. Mendenhall The Characteristics of Excellence

44.  The 14 Standards in Characteristics are applied to all institutions through the three- tiered approach to review. ◦ In the context of the institution’s mission

45.  The 14 Standards in Characteristics are applied to all institutions through the three- tiered approach to review. ◦ In the context of the institution’s mission ◦ Keep this in mind as you prepare your PRRs

46.  The 14 Standards in Characteristics are applied to all institutions through the three-tiered approach to review. ◦ In the context of the institution’s mission ◦ Keep this in mind as you prepare your PRRs ◦ Keep this in mind as you review PRRs

47.  The 14 Standards in Characteristics are applied to all institutions through the three- tiered approach to review. ◦ In the context of the institution’s mission ◦ Keep this in mind as you prepare your PRRs ◦ Keep this in mind as you review PRRs ◦ Also be sure to use the Handbook for Periodic Review Reports  Institutions starting PRR should use the current edition

49.  In a way, yes.

50.  Stakeholders are demanding more accountability.

51.  In a way, yes.  Stakeholders are demanding more accountability. ◦ Government

52.  In a way, yes.  Stakeholders are demanding more accountability. ◦ Government ◦ Tax payers

53.  In a way, yes.  Stakeholders are demanding more accountability. ◦ Government ◦ Tax payers ◦ Students

54.  In a way, yes.  Stakeholders are demanding more accountability. ◦ Government ◦ Tax payers ◦ Students ◦ Student’s families

55.  In a way, yes.  Stakeholders are demanding more accountability. ◦ Government ◦ Tax payers ◦ Students ◦ Student’s families ◦ Private Foundations

56.  Starting in 2002, the current standards have, been phased in. ◦ Require a higher level of accountability than in the past.  They are currently undergoing complete review.

57.  Starting in 2002, the current standards have been phased in. ◦ Require a higher level of accountability than in the past.  They are currently undergoing complete review. Especially true of “ That great provoker of midnight melancholy…” Robertson Davies

58.  Starting in 2002, the current standards have been phased in. ◦ Require a higher level of accountability than in the past.  They are currently undergoing complete review. Especially true of “ That great provoker of midnight melancholy…” Outcomes Assessment Robertson Davies

59.  Starting in 2002, the current standards have been phased in. ◦ Require a higher level of accountability than in the past.  They are currently undergoing complete review. Especially true of “ That great provoker of midnight melancholy…” Outcomes Assessment Robertson Davies  Standards 7 and 14.

60.  The current standards have been phased in. ◦ Require a higher level of accountability than in the past.  Standards 7 and 14.  We are in the era ofcompassionate rigor.

61.  See the explanatory notes in the appendix to the current edition of Handbook for Periodic Review Reports.

62. ◦ This will be very helpful to institutions undergoing PRR and to Reviewers.

64.  Tell us of your institution’s accomplishments and successes.

65. ◦ Come on, it’s OK to brag a little.

66.  Tell us of your institution’s accomplishments and successes. ◦ Come on, it’s OK to brag a little. “If you think yourself a poor specimen, you will probably always remain one, or most likely become one, but if you think of yourself as having possibilities of greatness in you, there is a chance for you.” Theodor Leschetizsky

67.  But above all, keep it accurate.

68.  But above all, keep it accurate. “All mothers think their children oaks, but the world never lacks for cabbages.” Robertson Davies

69.  Keep in mind that the PRR does not involve a site visit.

70. ◦ In some ways, accuracy in the PRR is even more necessary than in the Self-Study.

71.  Keep in mind that the PRR does not involve a site visit. ◦ In some ways, accuracy in the PRR is even more necessary than in the Self-Study.  We don’t want your institution, now or in the future, to …“suffer the disorientation of revised perspective.” Hazard Adams

72.  That said,“Winning by the accumulation of small efforts works miracles.” Craig Lambert

73.  That said,“Winning by the accumulation of small efforts works miracles.” Craig Lambert  Tell us about these small efforts and the miracles they result in.

75.  Reviewers please remember, these are your peers, colleagues from institutions similar to yours.

76. ◦ Don’t forget the compassion in compassionate rigor.

77.  Reviewers please remember, these are your peers, colleagues from institutions similar to yours. ◦ Don’t forget the compassion in compassionate rigor. “Those who enjoy kicking dogs will find dogs to kick.” Sue Harrison

78.  Try to come to know the institution you are reviewing.

79. ◦ Remember… “daring judgments often spare us the effort of deeper insights.” Jean Paul

80.  Try to come to know the institution you are reviewing. ◦ Remember… “daring judgments often spare us the effort of deeper insights.” Jean Paul  It’s the deeper insights we are after.

81.  Try to come to know the institution you are reviewing. ◦ Remember… “daring judgments often spare us the effort of deeper insights.” Jean Paul  It’s the deeper insights we are after. ◦ Never compare them to your own institution or your idealized institution.

82.  It’s the deeper insights we are after. ◦ Never compare them to your own institution or your idealized institution. ◦ Always compare them to the standards presented in the Characteristics of Excellence

83.  It’s the deeper insights we are after. ◦ Never compare them to your own institution or your idealized institution. ◦ Always compare them to the standards presented in the Characteristics of Excellence ◦ In any accreditation evaluation, these standards need to be your touchstone.

84.  It’s the deeper insights we are after. ◦ Never compare them to your own institution or your idealized institution. ◦ Always compare them to the standards presented in the Characteristics of Excellence ◦ In any accreditation evaluation, these standards need to be your touchstone.  Run through the filter of the institution’s mission statement.

85. Institutional Improvement

86. Institutional Improvement “We are what we repeatedly do. Excellence then, is not an act, but a habit.” Aristotle

87. Institutional Improvement “We are what we repeatedly do. Excellence then, is not an act, but a habit.” Aristotle ◦ Accreditation by peer review should help to develop in our institutions the habits that lead to excellence.

88.  Thank you for your attendance today and for all your efforts in accreditation by peer review!