GinaVyskocil

EDUC766
AccreditationGroupProject
July2016
GroupExercise(Accreditationcomparisonbetweenthreecampuses)
Selectastandardthatmostcloselymatchesyourroleonthecampus,i.e.instruction,research,student
services,budget/finance,etc.Youandthemembersofyourteamshouldfindaccreditationselfstudies
fromtwoothercampusesandcomparethosecampusesusingyourcampusasareferencepoint.
Identifythethemesinyourselfstudy.Howdotheotherselfstudiesdifferfromyours?
Makeagrouppresentationinclassandturnina5to8pagepaperwithyourindividualanalysisusingyour
campusasapointofreference.

Loma Linda University

LLUs most recent WASC accreditation report focused on three themes and
related outcomes identified in the institutional proposal to WASC LLU for the
comprehensive review:faith and normative culture, mission-focused learning, and
strengthening a culture of evidence. The WASCteam affirmed that these selected
themes resulted in serious and beneficial engagement across the institutionduring the
phases of the review process (Jones, 2011, LLUEarns Praise and Reaccreditation from
WASC Commission).
The most recent accreditation visit to campus took place on April 18-20, 2016.
Recommendation: Accreditation. Rationale: The unanimous recommendation of
Accreditation was based on a thorough review of the institutional Self-Study; additional
supporting documents available during the visit; interviews with administrators, faculty,
candidates, graduates, and local school personnel; along with additional information
requested from program leadership during the visit. The team felt that it obtained
sufficient and consistent information that led to a high degree of confidence in making
overall and programmatic judgements about the professional education units operation.
The decision pertaining to the accreditation status of the institution was based upon the
following: Common Standards The entire team reviewed each of nine Common
Standards and determined whether the standard was met, not met, or met with concerns.
The site visit team found that all nine Common Standards were met. Program Standards
After discussion of findings and appropriate input by individual team members, the team
considered whether the program standards were met, met with concerns, or not met. The
CTC accreditation team found that all program standards were met.
Overall Recommendation: The team completed a thorough review of program
documents, program data, interviews with program leadership, district administrators,
school site administrators, support providers, participating teachers, completers, and

Leadership Team members. Due to the finding that all Common Standards were met, and
all program standards were met, the team unanimously recommends a decision of
Accreditation.
Nine Standards were used in evaluating criteria for accreditation:
1) Educational Leadership
2) Unit and Program Assessment and Evaluation
3) Resources
4) Faculty and Instructional Personnel
5) Admission
6) Advice and Assistance
7) Field Experience and Clinical Practice
8) District Employed Supervisors
9) Assessment of Candidate Competence
My role on the campus of Loma Linda University is instruction, School of Allied Health
Professions. Of the 9 standards utilized in the accreditation review, my position is most
closely aligned with the meeting of standard faculty and instructional personnel, standard
#4.
University of Redlands
The accreditation report for University of Redlands utilized the same 9 standards
for evaluative criteria:
1) Educational Leadership
2) Unit and Program Assessment and Evaluation
3) Resources
4) Faculty and Instructional Personnel
5) Admission
6) Advice and Assistance
7) Field Experience and Clinical Practice
8) District Employed Supervisors
9) Assessment of Candidate Competence
The most striking difference between the two universities was LLU received a
score of Met for all 9 criteria. University of Redlands received a score of Met for
only 7 of the 9 standards, with standard #2, Unit and Program Assessment and Evaluation
receiving a score of Not Met, and standard #4, Faculty and Instructional Personnel
receiving a score of Met with Concerns. Thus a recommendation of accreditation with
stipulations was made for the institution.
The unanimous recommendation of Accreditation with Stipulationswas based on a
thorough review of the institutional self-study; additional supporting documents available
during the visit; interviews with administrators, faculty, candidates, graduates, and local
school personnel; along with additional information requested from program leadership
during the visit. The team felt that it obtained sufficient and consistent information that
led to a high degree of confidence in making overall and programmatic judgments about
the professional education units operation. The decision pertaining to the accreditation
status of the institution was based upon the following: Common Standards

The decision of the team regarding the nine Common Standards is that Standards 1, 3 and
5-9 are Met that Common Standard 2 Unit and Program Assessment and Evaluation is
Not Met, and CS 4, Faculty and Instructional Personnel is Met with Concerns.
Program Standards The team reviewed seven credential programs and found that all
program standards were met with the following exceptions:
Multiple Subject Program 1 program standard was Met with Concerns. Single Subject Program - 2 program
standards were Met with Concerns. Overall Recommendation. The team completed a
thorough review of program documentation, evidence provided at the
site, additional information provided by program administration and faculty, and
interviews with candidates, program completers, faculty, administrators, employers,
student services staff, Due to the finding that 7 Common Standards were met, 1 met with
concerns, and 1 not met; and that that for seven Commission -approved programs all
program standards were met with the exception of 3 standards met with concerns; the
team unanimously recommends a decision of Accreditation with the following
stipulations. Within one year of the accreditation decision, the Institution submit
documentation and schedule a revisit with evidence of the following:
1) that a comprehensive and unit-wide assessment and evaluation system that addresses
all credential programs is implemented and guides program improvement;
2) that communication systematically occurs to a) discuss and clarify course content in
the course sequence of each program, b) assure program cohesion and c) discuss
candidate competence measures and data as well as data to inform program improvement;
and
3) that faculty have been assigned to teach courses based on their qualifications and
expertise.
In addition, the team recommends that the University of Redlands provide a Biennial
Report for the Preliminary and Clear Administrative Services credential programs within
one year, that accurately identifies the numbers of current program candidates and
completers clarifies key assessments, the alignment of the assessments with program
standards and aggregate data on candidate and completer competence, fieldwork and
program effectiveness.

California Baptist University

Background Information
The Los Angeles Baptist Association started California Baptist College in 1950 in
El Monte, California with 120 liberal arts education students. Five years later, the college
relocated to its present seventy-five-acre location in Riverside that includes classrooms,
campus housing, a library, offices, maintenance and athletic facilities. The institution
became a university in September 1998.

The Education Department is the largest of fourteen departments at the university.

Of the approximately 2000 total student enrollment, 400 are in the Multiple and Single
Subject CLAD Credential and/or Masters Degree programs. The Education Specialist,
Mild/Moderate and Administrative Services, Preliminary Level Credential Programs
each have approximately twenty students. Classroom space, residence halls, and office
space are being used at capacity, with additional space needed to accommodate potential
future growth which is expected, especially in the Teacher Preparation Programs. The
university has an off-campus site in Hesperia, California that is being phased out with its
final eleven students completing a Multiple Subject Credential Program. After two years
operation, the Hesperia enrollment did not meet the expected numbers due to competing
universities in the area.
Standards for accreditation were evaluated on 8 criteria instead of the 9 that the preceding
two institutions were evaluated against. The 8 standards were as follows:

1)
2)
3)
4)
5)
6)
7)
8)

Educational leadership (Met)

Educational Resources (Minimally Met with Qualitative Concerns)
Faculty (Met)
Evaluation (Minimally Met with Qualitative Concerns)
Admissions (Met)
Advice and Assistance (Met)
School Collaboration (Met)
Field Supervision (Met)

Findings on Standards
After review of the institutional self-study and supporting documentation as well
as completion of interviews of candidates, faculty, graduates, employers and supervising
practitioners, the team finds all general program standards are met in the multiple-subject,
multiple-subject with CLAD Emphasis, single subject, and single subject with CLAD
Emphasis programs. Strengths: The team found the faculty to be well-qualified,
extremely dedicated and committed to the programs. Students consistently commented on
the high degree of professionalism, support and accessibility of the faculty.
The team found the curriculum to be extremely well designed and coordinated. The
program is balanced between theory and practice. All courses in the program included
significant and relevant field work. Graduates from the programs are highly sought after
by local districts. Master teachers consistently stated that student teachers came to their
assignments very well prepared.
Accreditation Team
Recommendation: ACCREDITATION. Rationale: The team recommendation for
Accreditation was the result of a review of the Institutional Self Study Report, a review of
additional supporting documents available during the visit, and interviews with
administrators, faculty, students, local school personnel and other individuals
professionally associated with the unit. The decision pertaining to the accreditation status

of the unit was based upon a thorough review and discussion of the common standards
and program standards.

Findings:
Though evaluative criteria for the first two institutions were identical, the third
institution utilized different criteria for its program accreditation in their entirety. This
raises questions of both uniformity and qualitative concerns for standardization of the
accreditation process. Additionally, the first university met all criteria with themes overtly
identified. The second, University of Redlands, was granted Accreditation with concerns.
I am uncertain what the value is of having accreditation standards if they are stretched
to accommodate those with sub standard performance. Wouldnt it make sense from a
qualitative perspective to withhold accreditation until all standards are met? Further, why
are all institutions not held to the same 9 standards, thus ensuring uniformity of standards
and application of guidelines across all institutions both statewide and nationally? This
project was enlightening for me, as a candidate in higher educational leadership.

References

Accreditation Team Report. (June , 2016). Loma Linda University Recommendations by

the Accreditation Team and Report of Findings of the Accreditation Visit for
Professional Preparation Programs at Loma Linda University Professional Services
Division.
Accreditation Team Report. (June, 2016). Loma Linda University California Commission
on Teacher Credentialing Committee on Accreditation, Accreditation Team Report.
Accreditation Team Report. (June, 2015). University of Redlands. Recommendations by
the Accreditation Team and Report of the Accreditation Visit for Professional
Preparation Programs at University of Redlands Professional Services Division.
California Commission on Teacher Credentialing Committee on Accreditation
Accreditation Team Report. (April, 2000).
Jones, Dustin, R. (April, 2011). LLUEarns Praise and Reaccreditation from WASC
Commission. Pacific Union Recorder.
Recommendations by the Accreditation Team. (April, 2000). Report of the
Accreditation Visit for Professional Preparation Programs at California Baptist
University, Professional Services Division.