Points out ways that community college trustees can be actively involved in the accreditation process, including participating in reviews of institutional mission and goals, committing themselves to long-range and strategic planning, serving where appropriate on self-study steering committees, meeting with evaluation and review teams, and publicly…

Describes the ways regional/institutional and programmatic/specialized accreditation influence the community college curriculum. Considers effects on mission and goals, program review, general education and specialty requirements, remediation, nontraditional programs, contract education, and outcomes assessment. (DMM)

Whether by state mandate, institutional initiative, or the requirements of accrediting bodies, community colleges and other institutions of higher education are giving increased attention to assessment and evaluation. In the region accredited by the Middle States Association (MSA) of Colleges and Schools, for example, several community colleges…

The Middle States Association of Colleges and Schools believes that programs to improve the undergraduate teaching and learning process should include an appropriate emphasis on information literacy and other resource-based learning strategies. College mission and goal statements and the accreditation process should all reflect this focus.…

Discusses the benefits and limitations of accrediting association membership and the impact of the 1992 Reauthorization of Higher Education Amendments on community colleges. Describes the colleges' roles in the accreditation movement and their responsibilities in maintaining quality, learning resources, faculty balance, and academic freedom in the…

Strategies to enable blacks to achieve access, choice, and parity in higher education under the aegis of accreditation are suggested. It is noted that educational requirements or standards are directly or indirectly set by accrediting agencies. The following recommendations for accrediting agencies are offered: accrediting agencies should involve…

Perspectives concerning the lack of participation of many minority persons in colleges and universities in the accreditation process are offered, along with recommendations for accrediting agencies, colleges, and minorities. It is noted that the executive staffs of accrediting bodies have no blacks. Further, no staff of the national agencies has…

Describes the Middle States Commission's development of a framework for outcomes assessment. Defines outcomes assessment as a process by which evidence for congruence between institutional mission/goals and outcomes is assembled and analyzed to improve teaching and learning. Discusses the future of outcomes assessment in the region. (DMM)

This report discusses the evolution of the Middle States Association of Colleges and Schools' Commission on Higher Education (CHE/MSA) from the point of view of the Commission's Executive Director during his successive tenure as Assistant Executive Secretary, Associate Director, and Executive Director from 1974 until his departure in 1995. It…

Discusses the role of assessment in community colleges and reviews assessment from the perspective of accrediting bodies. Examines challenges faced by community colleges including planning strategically, implementing effective transfer and articulation, achieving affirmative learning environments, and fulfilling college missions and objectives…

The participation of minorities and women in the accrediting process was examined in a national study, based on the perspectives of the accrediting agencies, the member institutions, and active participants in the process. Accrediting agencies belonging to the Council on Postsecondary Accreditation provided names of colleges that conducted a…

Results are presented of a survey that investigated whether state agencies involved in licensure and/or program approval require "outcomes" information from colleges and universities. A brief questionnaire was completed by 45 State Higher Education Executive Officers members. For purposes of the survey, outcomes information was limited to followup…