Resolved that the Academic Senate for California Community Colleges adopt the paper "Faculty Role in Accreditation" as amended and recommend the paper to local senates for their consideration. (Document available from the Senate Office)
M/S/U Disposition: Accrediting Commission, CEOs, Local Senates, Executive Committee
Whereas the Academic Senate for California Community Colleges is considering adoption of the paper "Faculty Role in Accreditation," and
Whereas it is important for the Senate to disseminate the position of the Academic Senate to all major constituencies on the role of faculty in the accreditation process,
Resolved that the Academic Senate for California Community Colleges conduct a series of breakouts at statewide meetings such as CCLC, ACCCA, and the Chancellor's Office Mega Conference, to present the paper "Faculty Role in Accreditation," and
Formally stating and assessing student learning outcomes (SLOs) is a new focus for California community colleges required by the 2002 Accreditation Standards. This paper, the first in a series, explores one aspect of this sea change across the state: the emergence of a new group of faculty leaders, Student Learning Outcomes and Assessment Coordinators. Responsible for guiding the SLO development and assessment efforts at their colleges, these faculty are charged with designing and implementing assessment processes for instruction, the library, and student services.
The Academic Senate for California Community Colleges has a long standing tradition of encouraging faculty involvement in the self study process and in serving on accreditation teams and at the Commission. Though the Academic Senate takes exception with the 2002 Accreditation Standards, particularly their reliance on marketplace values, faculty roles in accreditation are essential to a healthy peer review process and founded in the Education Code and Title 5 Regulations.
Because the Accrediting Commission for Community and Junior Colleges (ACCJC), a division of the Western Association of Schools and Colleges (WASC) has now adopted the new accrediting standards over our many objections, this report was constructed with three separate thrusts: (1) it accounts for Academic Senate positions and continuing faculty concerns with and objections to the current accreditation approach; (2) it provides a summary of the experiences of the colleges who piloted the new standards; and (3) it provides practical, pragmatic assistance to local senates who must address the ne
This paper is written to provide readers with a brief description of the accrediting process as it relates to the California Community Colleges, with an emphasis on faculty involvement in this process, both at the policy and implementation levels. It includes recommendations of how faculty can participate more fully and effectively. Appendices are included to provide more complete information.
This document, "Strengthening the Accreditation Process," was adopted at the 1992 Spring Session with direction to the Executive Committee "to work with the Accreditation Commission to implement the recommendations to the greatest extent possible." The recommendations include suggestions for composition of visiting teams and for making the work of visiting teams more effective. There are also suggestions for the work of the Commission and for the Academic Senate itself in strengthening accreditation.
The Academic Senate for California Community Colleges recommends that the following criteria be used by the Accreditation Commission for Community Colleges of the Western Association of Schools and Colleges as a basis for developing standards for evaluating the collective faculty of a college.