Preparing for an Accreditation Review at a Community College

An accreditation review is a critical event in the life of a community college. But too often, institutions stumble through the process of preparing for an accreditation review without truly understanding it. This adds to the cost and anxiety of an already resource-draining process. But if you understand the ins and outs of the accreditation, it’s easier to make your review as painless as possible.

When was the last time you looked forward to an accreditation review? Probably never. To be sure, accreditation reviews are often expensive and anxiety-producing events, even more so for community colleges where there is a smaller pool of resources from which to draw. If you don’t fully understand how accreditation works, it can also absorb the time and attention of a lot of people in trying to prepare for the unknown.

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This seminar will uncloak the mystery around accreditation so you are able to:

• Understand the components of the accreditation process and what they involve
• Discuss this process clearly and knowledgably with a variety of constituents
• Develop a realistic timeline for successfully implementing the process on your campus
• Ask intelligent questions of staff to ensure accurate information is provided to the accrediting body
• Explain the outcome—whether positive or negative—of the accreditation process to the general public
• Understand the specific techniques and resources that will help you ace your accreditation review
• Successfully survive the process and make the most of the results

Although specific programs undergo regular reviews, the accreditation process is the only opportunity many schools have to take a look at their entire college to see what’s working and what isn’t. Having a better appreciation of the accreditation process will make it easier for your institution to not only successfully make it through your review, but use it as a catalyst to improvement.

Who will benefit from this seminar:

• Community college presidents and vice presidents
• Boards of trustees and executive officers
• Chancellors, deans, department chairs
• Student service personnel
• Academic deans and assistant deans
• Department chairs
• Academic affairs personnel
• Finance officers

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The URC works to introduce promising young scholars from a diverse community college student population to the thrills of modern scientific research and open the door to careers in science. By exploring new models that engage community college students in scientific research, we hope to encourage them to complete their associate of science degrees and transfer to a four-year school to complete a STEM degree. Such models have the potential to change students’ lives, improve scientific education, and strengthen the nation’s scientific workforce.

Our community college-based project, funded under the National Science Foundation’s URC program, is one of only five currently funded URC projects in the nation. More significantly, it is the only one headquartered at a community college rather than a university, which provides an opportunity for community college students, faculty, and administrators to take a leading role in increasing the number of students who pursue science, technology, engineering, and math degrees.

Why is it important to develop innovative ways to engage community college students in science? In 2005, the Business Roundtable predicted that if the United States were to maintain its position as the world’s most powerful and technologically advanced nation as well as remain competitive in the global economy, it would need to double the current number of science, technology, engineering, and math graduates by the year 2015—less than a decade from now.

By virtue of the size and diversity of their student bodies, this country’s community colleges are a rich source of untapped academic talent. Nationwide, community colleges educate almost half of all undergraduates, and this group is the most diverse student body with respect to age, financial status, and ethnicity. In addition, the number of students attending community colleges has increased by 14 percent between 1990 and 2000, with enrollment of underrepresented students increasing by 65 percent during the same time period. Most important, more than 40 percent of recent graduates in science and engineering attended a community college at some point.

Our general strategy of our STEM program is to identify students with an interest in and aptitude for science, with a special eye for the “diamonds in the rough.” Strong faculty mentorship plays a major role in the students’ experience, providing expertise, guidance, and support. For students who have never studied science before, this is essential. Further encouragement and support for this program comes in the form of stipends freeing students from part-time employment, and allowing them to work in the laboratory.

STEM-ENGINEs students are encouraged to begin undergraduate research as soon as possible, by doing lab-based research project supervised by a community college faculty member during the academic year. This is followed by a 10-week summer research experience at a baccalaureate institution. During this time students concentrate their full effort on research as well as become familiar with the culture and environment of a four-year institution to which they may eventually transfer.

References:

From “Report on Reports – National Reports, Project Kaleidoscope.”

Adapted from Authentic Research Promotes the Growth of Community College Students as Scholars, Academic Leader, September 2007.