Bob Knipe's Doodle presentation at Doodle day of the SLN SOLsummit 2011 March11, 2011 http://slnsolsummit2011.edublogs.org

1. Accreditation & Distance Learning:
What every DL professional needs to know
Bob Knipe
Dean of Learning Technologies
Genesee Community College
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2. Accreditation Types
Institutional
6 regional accrediting bodies - in our
case, Middle States
State authorizing agency (in our case,
SUNY / NYSED)
Program or
discipline-specific
(specialized) professional
accreditation 21

3. Institutional accreditation
Verification of institutional quality
assurance
Periodic (10-year, 5-year)
Accountability
Professional and collegial
Regional
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4. Accreditation & Distance Learning
Old paradigm:
“Show us you’re really doing what
you say you’re doing.”
New paradigm:
“What you’re doing should be w/in
your own mission, culture &
institutional procedures, but should
also follow these guidelines.”
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5. Accreditation & Distance Learning
Old Standards: Distance Learning
Programs: Interregional Guidelines for
Electronically Offered Degree and Certificate
Programs (2002)
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6. New Standards:
Characteristics of Excellence in Higher Education
(2006-09) Standard 13 - “Related Educational
Activities: Distance or Distributed Learning”
http://www.msche.org/publications/CHX06_Aug08REVMarch09.pdf
Characteristics of Excellence in Higher Education
Std. 10 (Faculty), Std. 11 (Educ. Offerings),
Std.14 (Assessment of Student Learning)
+ other Standards
Team Visits: Conducting and Hosting an
Evaluation Visit – Appendix 10, Guidelines for
Reviewing Distance Education Programs
& Appendix 11
• http://www.msche.org/publications/Team-Visits-2009-FINAL2.pdf
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7. Standards:
Demonstrate meeting comparable
academic standards / SLOs
Continuity & continuation
Legal & regulatory compliance
Partner/vendor integrity & faculty
validation
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8. Standards:
Appropriate student resources & support
services
Appropriate faculty training, support &
technology
Assessment & quality improvement
Documentation (data data data )
data
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9. Accreditation & Distance Learning
The substantive change clause: how
much DL delivery is substantive?
>50% of courses leading to degree or
certificate are delivered via DL
http://www.msche.org/documents/6B---6-SubstantiveChange_4_.pdf
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10. Accreditation & Distance Learning
Substantive change usually requires a
change in mission statement, which should
include reference to distance learning or
alternative program delivery
Substantive change ramps up institutional
commitment to
Student support services
Business processes
Institutional expectation of what’s a collegial
experience
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11. Accreditation & Distance Learning
Regional accreditation commissions’ acceptance of
other standards: models include
NY State Department of Education/SUNY:
http://www.highered.nysed.gov/ocue/ded/
AQIP: http://www.aqip.org (North Central Assoc.)
Western Governors University:
http://wgu.edu/index.html
Council for Adult & Experiential Learning:
http://www.cael.org
Many others!
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12. Regional accreditors’
“Best Practices” include:
Substantive & coherent curricula which
define & track student learning outcomes
Learning is dynamic & interactive
(regardless of setting or delivery)
Institutional support of students’
academic success
Assessment & improvement
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13. Components:
Institutional Context & Commitment
Curriculum & Instruction
Faculty Support
Student Support
Evaluation & Assessment
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14. Institutional Context & Commitment
Consistent with role & mission
Aware of substantive change implications
Budget, policy, goal statements reflect
commitment
Staffing, technology, facilities adequate
Organizational structure reflects commitment
Based on outcomes not delivery
Consistent, coherent technology framework
Student technology support
Technology choices based on appropriateness
Legal & regulatory requirements accommodated
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15. Curriculum & Instruction
Equivalent college-level outcomes &
including general education
Qualified academics make
decisions
Uniform & clearly communicated
student access
Consortial or contracted elements
are consistent with institution
Appropriate interaction is reflected
in design & delivery
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16. Faculty Support
Workload, compensation & ownership
issues are addressed
Technology, instructional design,
production support are provided
Faculty & staff training & professional
development are provided
Quality assurance processes in place
Training for all who work with students
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17. Student Support
Institutional commitment is sufficient to
time necessary for degree completion
Pre-admission screening as appropriate
Thorough student information &
orientation are provided
Student support services in place *
Institution recognizes and imparts “sense
of community” among distant students
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18. Student Support Services *
(including business processes)
Timely, accurate Academic intervention
institutional information Tutoring
Advising Career counseling &
Admissions placement
Placement testing Library: access, reference,
instruction, reserves
Financial aid info and
processes InfoLit training
Payment Tech support / helpdesk
Bookstore Disability
accommodations
Academic information /
degree audits Counseling
Grievance procedures
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19. Assessment
Consistency of SLOs across modalities
Assessment of student learning in each
course and at program completion
Testing integrity & security are
addressed (See new HEA § 600.9 - State Authorization)
Security of student personal information
Overall program effectiveness is
addressed *
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20. * Overall program effectiveness addressed
Student learning matches identified outcomes in
major and in general education
Completion & retention rates (incl. over time)
Student satisfaction
Faculty satisfaction
New access provided to underserved?
Library & learning resources used adequately
Student competencies measured in communication,
comprehension, analysis skills
Cost-effectiveness to students, compared to campus-
based program
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21. Accreditation & Distance Learning
Thank you…
Thank you very much.
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