Accreditation

Updating the ASCCC Paper “Effective Practices in Accreditation”

Whereas, The Accrediting Commission for Community and Junior Colleges is conducting its review of the Draft 2024 Accreditation Standards [1] and soliciting feedback from the field;

Whereas, Significant changes in the Accrediting Commission for Community and Junior Colleges administration, policies, and procedures have occurred since the adoption of the 2014 Accreditation Standards [2];

Advocating for the Retention of a Library and Learning Resources and Support Services Substandard to the Accrediting Commission for Community and Junior Colleges 2024 Revised Accreditation Standards

Whereas, The Accrediting Commission for Community and Junior College’s (ACCJC) Accreditation Standards are meant to guide institutions in the process of continual assessment and improvement of all programs and services;

Whereas, In the 2024 Draft Accreditation Standards (as of August 30, 2022), [1] a specific substandard relating to Library and Learning Support Services has not been included;

Request Accrediting Commission for Community and Junior Colleges (ACCJC) to Readdress Bachelor’s Degree Program Requirements

Whereas, The Accrediting Commission for Community and Junior Colleges (ACCJC) at its June 2016 meeting adopted requirements of a minimum of 40 upper division units and 9 upper division general education units for bachelor’s degrees granted by the California Community Colleges resulting in the most prescriptive policy in the country for baccalaureate level education;

Faculty Positions on the Accrediting Commission for Community and Junior Colleges

Whereas, A workgroup formed by the chief executive officers of California community colleges is currently working with the Accrediting Commission for Community and Junior Colleges (ACCJC) to improve the relationship between ACCJC and the California Community College System by addressing issues with the processes and policies of the ACCJC;

Local Recruitment and Nomination Processes for Accreditation Teams

Whereas, The Chief Executive Officers’ Workgroup I on Accreditation document A Preliminary Report to the Accrediting Commission for Community and Junior Colleges[1] recommended that the Accrediting Commission for Community and Junior Colleges revise specific processes for visiting team member nomination and selection;

Whereas, Conversations about accreditation processes have on many occasions noted the need for more faculty participation on accreditation visiting teams;

Effective Practices in Accreditation a Guide for Faculty

Every college struggles to create processes of quality assurance and continuous improvement to demonstrate and ensure its service to students and community.  Accreditation is one avenue that ensures some uniformity across many institutions in the eyes of the public.  While this paper focuses on accreditation processes and meeting the needs of accrediting commissions, it is important to remember the overarching goals of service and improvement when devising systems appropriate to each individual college. 

Adopt the ASCCC Paper Effective Practices in Accreditation

Whereas, Accreditation is an ongoing concern for all colleges in the California Community College System;

Whereas, Faculty participation in the accreditation process and the role of faculty in maintaining an individual college’s accreditation are essential and have been the subject of many Academic Senate for California Community Colleges (ASCCC) Rostrum articles, resolutions, and breakout sessions;

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