Accreditation

Core Component Leads to submit draft Assurance Arguments to Accreditation Liaison Officer (ALO), Stephen Strom.

 

Select Assurance Argument Development Team members, ALO and Core Component leads complete a cohesive draft of Criterion 1 and 2.

 

Select Assurance Argument Development Team members, ALO and Core Component leads complete a cohesive draft of Criterion 5.

 

JUNE 28, 2024

As mentioned in an earlier Met…Together e-mail, the Higher Learning Commission (HLC) Criteria for Accreditation –  https://www.hlcommission.org/Policies/criteria-and-core-components.html – serve as the acceptable accreditation standards for us as an institution and include:

• Criterion 1. Mission
• Criterion 2. Integrity: Ethical and Responsible Conduct
• Criterion 3. Teaching and Learning: Quality, Resources and Support
• Criterion 4. Teaching and Learning: Evaluation and Improvement
• Criterion 5: Institutional Effectiveness, Resources and Planning

Before we close out communication around Criteria 3 and 4, it is important to understand where colleges and universities are challenged with meeting the HLC Criteria and Core Components. Annually, HLC provides a Key Findings of the Application of the Criteria for Accreditation report.  The Academic Year 2023 report (for Comprehensive Evaluation Visits conducted September 2022 – August 2023; included 134 total institutions of which 34 , or 25%, were Associate’s institutions) can be found here: https://download.hlcommission.org/CriteriaForAccreditationData_INF.pdf .  As noted on page 8 of the report: “In AY 2023 the most frequently cited Core Components, based on the number and proportion of findings as ‘Met with concerns’ or ‘Not Met’, included the following:

• 4.B Assessment of student learning (n=36, 27%)
• 5.B Resource base (n=16, 12%)
• 5.C Systematic and integrated planning and improvement (n=16, 12%)
• 3.C Sufficiency of faculty and staff (n=12, 9%)
• 4.A Ensuring quality of educational offerings (n=10, 7%)

As in recent years, Core Component 4.B was the most frequently cited area of concern. The proportion of Core Component 4.B citations decreased 6 percentage points from last year’s level, continuing a noticeable downward trend in the last five years…[T]he five most frequently cited Core Components in AY 2023, have been consistent with the trend established in the past five years.”

Specifically for the 34 community colleges (or Associate’s institutions) in the 2023 report, the following data show institutions with “Met with Concerns” or “Not Met” ratings:

1. 4.B: Assessment of Student Learning – 13 or 38%
2. (tie) 3.C: Sufficiency of Faculty and Staff – 4 or 12%

1. (tie) 5.C: Systematic and Integrated Planning and Improvement – 4 or 12%
2. 5.B: Resource Base – 2 or 6%
3. 4.A: Ensuring Quality of Educational Offerings – 0 or 0%

This order for community colleges differs slightly from the overall numbers noted above.

As we cover Criteria 3 and 4 in the next few Met…Together communications, we will add some emphasis to Core Components 4.B (Assessment of Student Learning), 3.C (Sufficiency of Faculty and Staff), and 4.A (Ensuring Quality of Educational Offerings).  All three of these Core Components along with 3.A were noted by the evaluation team in our 2019 review as requiring follow-up reporting on 12 areas of focus.

• Core Component 4.B: Assessment of Student Learning
• Where it deems appropriate to do so, the College should develop learning goals for its cocurricular activities in a consistent manner to the establishment and assessment of learning goals for curricular activities

• Core Component 3.C: Sufficiency of Faculty and Staff
• Evidence of faculty participation in and the active work of the College's curriculum and assessment committees
• Process utilized for establishing faculty qualifications and evidence of use of this process
• Evidence of faculty oversight and ownership of curriculum
• Development of a faculty evaluation process and the evidence of the use of that process
• Process used to determine and set the qualifications for staff members

• Core Component 4.A: Ensuring Quality of Educational Offerings
• Clear demonstration that program review data is utilized for decision-making and curricular purposes including a detailed schedule of program review and explanation of any programs that might not receive review for any reason
• Evidence that demonstrates how the College utilizes the data from Program Review to guide decisions and actions taken at the College
• Explanation of how the credentials for instructors for dual credit are reviewed

• Core Component 3.A: Rigor of the Institution’s Academic Offerings is Appropriate to Higher Education
• Faculty engagement in the process of program review
• Clear documentation of the processes used and the evidence of these processes to ensure program learning goals are consistent across all locations and delivery methods
• Clear and consistent documentation of any accrediting bodies or any other third-party organizations the College works with to aid in assuring program quality

JUNE 21, 2024

As mentioned in an earlier Met…Together e-mail, the Higher Learning Commission (HLC) Criteria for Accreditation –  https://www.hlcommission.org/Policies/criteria-and-core-components.html – serve as the acceptable accreditation standards for us as an institution and include:

• Criterion 1. Mission
• Criterion 2. Integrity: Ethical and Responsible Conduct
• Criterion 3. Teaching and Learning: Quality, Resources and Support
• Criterion 4. Teaching and Learning: Evaluation and Improvement
• Criterion 5: Institutional Effectiveness, Resources and Planning

Previous Met…Together communications have covered Criteria 1 and 2.  Today, we’ll cover Criterion 5 as Criteria 3 and 4 (topics surrounding Teaching and Learning) have a wide breadth and are rich in content.  We will cover those in future communications and over a period of time.  As a reminder, each Criterion has a number of more defined Core Components that provide further structure and clarity to the overarching Criterion.

Criterion 5 focuses on our effectiveness as an institution with particular attention on resources and planning.  Criterion 5 includes three Core Components targeting administrative structures, resources, and planning.  As we write our Assurance Argument, the College will address each Core Component individually while providing documentary evidence to support the argument.

Core Component 5.A states: “Through its administrative structures and collaborative processes, the institution’s leadership demonstrates that it is effective and enables the institution to fulfill its mission.”  This happens through engagement of our internal constituencies (i.e., Board of Trustees, Administration, Faculty, Staff and Students) in planning and the development of policies and procedures.  Also assessed is the administrative use of data to reach informed decisions that are in the best interest of the College and these constituents.  Evidence here might include:

• Listings of College committees and teams (e.g., assessment, curriculum,  student success, institutional research, distance learning, etc.)
• Bylaws, policies, procedures and schedules for the College’s Board of Trustees, student senate, and other committees
• College organizational structure documents
• Agendas and minutes of the Board of Trustees, demonstrating knowledge and oversight of College finances and academic functions

As mentioned earlier, Core Component 5.B focuses on College resources.  Here we assess how our resources support the College’s educational offerings and how we plan to maintain and strengthen the quality of such moving forward.  We will evaluate the sufficiency of qualified and trained operational staff to meet our mission.  The effectiveness and efficiency of our financial processes are also reviewed.  Important evidence to include here would be:

• Audited financial statements and Composite Financial Index patterns for multiple years
• Investments in facilities and technology, including deferred maintenance
• College master plan
• Credentialing process for faculty and staff
• Training and professional development for faculty and staff
• Documentation of strategic plan investments
• Budget requests and procedures delineating flow of decision-making
• Endowment drawdown policy
• Process for monitoring expenses
• Mission statement and activities of the College’s foundation
• College enrollment management plan
• Allocation of budget for instruction, strategic plan, mission, professional development, etc.
• Duration and amount of grants received by  the institution
• Linkage of planning to current educational programs
• AFPS and CMO collective bargaining agreements

The final core component – Core Component 5.C – focuses intently on institutional planning and improvement.  Here we will address the allocation of resources aligned with the College mission and priorities.  We will show the linkage between student learning assessment with operations, planning and budgeting and how this work includes both internal and external constituents.  Evidence to support this work might include:

• Historical process of strategic plan creation and constituencies involved
• Annual updates to the College strategic plan
• Budget planning and execution procedures
• Budget allocations by major area
• Budget projections for multiple years
• College Strategic Enrollment Management Plan
• Student persistence, retention and completion data and reports
• Student learning and academic program assessment documents and reports
• Key performance indicators (KPIs) and data dashboard

As with Criteria 1 and 2, NCMC fully meets Criterion 5. Institutional Effectiveness, Resources and Planning and its three Core Components.  We should have a final draft on the Criterion 5 Assurance Argument ready to share in late August 2024.

JUNE 15, 2024

As mentioned in an earlier Met…Together e-mail, the Higher Learning Commission (HLC) Criteria for Accreditation –  https://www.hlcommission.org/Policies/criteria-and-core-components.html – serve as the acceptable accreditation standards for us as an institution and include:

• Criterion 1. Mission
• Criterion 2. Integrity: Ethical and Responsible Conduct
• Criterion 3. Teaching and Learning: Quality, Resources and Support
• Criterion 4. Teaching and Learning: Evaluation and Improvement
• Criterion 5: Institutional Effectiveness, Resources and Planning

Having covered the mission criterion in last week’s e-mail, we move next to assessing the integrity of the institution through ethical and responsible conduct.  For Criterion 2, there are five Core Components that clearly define this ethical accreditation standard.

Core Component 2.A states: “The institution establishes and follows policies and processes to ensure fair and ethical behavior on the part of its governing board, administration, faculty and staff.”  This is shown, in part, through the development and adoption of the College’s mission; we have accomplished this through the approved strategic plan Thrive 2035.  As part of the College’s reflection on this Core Component, we also evaluate how we operate – with integrity – within our financial, academic, human resources, and other auxiliary functions.  Evidence here might include:

• College qualifications and processes for hiring faculty and staff
• Independent external and internal audits since our comprehensive evaluation
• Any Bond rating since last comprehensive evaluation
• Schedule of and minutes for NCMC Board of Trustees audit and/or finance committee meetings
• Documentation supporting our training related to integrity issues and ethical behavior (e.g., sexual harassment, sexual assault, campus safety, etc.)
• NCMC handbooks for employees (staff and/or faculty) and students
• College grievance policy for faculty, staff and students (if not delineated in handbooks)
• Institutional policies on non-discrimination, anti- harassment, FERPA, anti-nepotism, intellectual property, Title IX, etc.

Core Component 2.B is concerned with how we present the College to our students and the public, ensuring such presentation is clear and complete.  We accomplish this through the accurate representation of our academic offerings, cost to students, faculty and staff, and accreditation relationships.  Evidence might include:

• The NCMC Academic catalog that includes program requirements for all our degrees and certificates
• Planned course schedules supporting all degrees and certificates
• Published list of all current accreditations and statuses (e.g., ACEN, CAAHEP, etc.)
• Tuition and fees information and a net price calculator
• College Faculty and staff rosters
• Recruitment and admissions documents for prospective students indicating requirements for institutional and program entry
• Agendas and minutes from student athlete advisory committee and/or student government association
• Documentation of partnerships with internal and external entities to offer community service opportunities or service-learning experiences
• Documentation of any volunteer clubs and detail of student participation
• List of cultural events and research and  academic symposiums

Core Component 2.C speaks to the operations of the Board of Trustees.  It is expected that decisions be made autonomously and in the best interest of the institution.  These decisions should be in compliance with our BOT policies, ensuring the integrity of the College.  Part of BOT operations is the delegation of day-to-day management of the College to the Administration with the expectation that the Faculty provide oversight of academic or curricular matters.  Evidence for our Assurance Argument might include:

• BOT policies and bylaws, including a conflict of interest policy
• List and bios of our BOT members
• Documentation of the selection process for board members and for selection of chair, vice- chair, etc.
• Dates, agendas and minutes of BOT meetings for multiple years (and town hall or community meetings with the board)
• On-boarding and orientation process for new  BOT members
• Information about professional development and training for BOT members
• BOT approval of planning and budgeting documents
• BOT selection, evaluation, and right to terminate president of institution
• BOT self-evaluation

Core Component 2.D assesses our commitment to academic freedom and freedom of expression in the pursuit of truth in both teaching and learning.  This particular Core Component of all 18 embedded in the five Criteria is the most general with no clarifying sub-components.  It is fairly easy to define however and, perhaps, done so with the list of typical evidence.  This evidence might include:

• Our learning principles or objectives (e.g., institutional)
• Listing of activities supported and sponsored by NCMC that allow for a discussion of varying views and opinions
• NCMC policy on freedom of expression and/or  academic freedom
• Our course listing including the range of options for general education courses
• College policies and procedures for peaceful assembly  of students
• A statement on censorship

Finally, Core Component 2.E assesses our policies and procedures related to faculty, staff, and student acquisition, discovery, and application of knowledge and the responsible nature of this work.  This includes guidance on research and academic honesty and integrity.  Evidence may include:

• Our academic integrity policy
• Training and other resources supporting an understanding of plagiarism, citations, etc.
• Related College policies and procedures if student or employee handbooks

As with Criterion 1 discussed last week, NCMC meets the intent of the accreditation standards presented in Criterion 2. Integrity: Ethical and Responsible Conduct.  The final draft Assurance Argument for Criterion 2 and collection of associated evidence are near completion.  We plan to share drafts for both Criteria 1 and 2 in early August 2024.

JUNE 6, 2024

As mentioned in an earlier Met…Together e-mail, the Higher Learning Commission (HLC) Criteria for Accreditation –  https://www.hlcommission.org/Policies/criteria-and-core-components.html – serve as the acceptable accreditation standards for us as an institution and include:

• Criterion 1. Mission
• Criterion 2. Integrity: Ethical and Responsible Conduct
• Criterion 3. Teaching and Learning: Quality, Resources and Support
• Criterion 4. Teaching and Learning: Evaluation and Improvement
• Criterion 5: Institutional Effectiveness, Resources and Planning

From a sequencing perspective, it makes complete sense to start with a College’s mission as this will drive alignment with the standards presented in the remaining four Criteria.  Each Criterion has a number of more defined Core Components that provide further structure and clarity to the overarching Criterion.

Criterion 1 focuses on our mission by assessing the clearness and public articulation of this guiding institutional statement.  There are three Core Components providing direction for this mission assessment.  As we write our Assurance Argument, the College will address each Core Component individually while providing documentary evidence to support the argument.

The first – Core Component 1.A – states: “The institution’s mission is articulated publicly and operationalized throughout the institution.”  NCMC’s mission is “To provide exceptional, accessible, relevant higher education to the benefit of all.”  Our supporting vision is “To become the premier student-centered college, as partners on the learning journey.”  As an institution, we accomplish this through shared core values of Excellence, Integrity, Results, Stewardship, Compassion, and Inclusion.  Evidentiary documents and other material for this Core Component might include:

• The history, development, and adoption of our mission statement
• Regular review of the mission by administration and governing board approval
• How our academic programs, student support services, and planning and budgeting processes align with our mission and strategic plan
• Information about where the mission statement, purpose, vision, values, plans and goals are located and their accessibility to staff, faculty, students and the general public

The second core component – Core Component 1.B – states: “The institution’s mission demonstrates commitment to the public good.”  In simple terms, our educational responsibilities – whether these be transfer, CTE, workforce training, or community education – are our primary responsibilities and, as such, should serve the public.  A primary means for accomplishing this is through engagement with our external constituencies and responding to their needs when possible.  Evidence here might include:

• Actions and decisions demonstrating how the College serves the public through our educational roles and responsibilities
• Our mission documents addressing our role in the community
• Programs and certificates meeting community or constituent needs
• Local business and organization partnerships
• Our public events and series open to the community
• Community use of our facilities
• Faculty, staff and student engagement in the community

The third and final Core Component of Criterion 1 – Core Component 1.C – states: “The institution provides opportunities for civic engagement in a diverse, multicultural society and globally connected world, as appropriate within its mission and for the constituencies it serves.”  As an institution, this component focuses on how we encourage both curricular and co-curricular activities in preparing our students to become informed citizens and successful in the workplace.  Evidence here might include:

• Courses and programs promoting civic engagement – e.g., capstone experiences, service projects, professional or clinical practicums
• Residential life service or experience – e.g., service clubs, athletic team service activities, volunteer experiences
• How diversity and inclusion are addressed in our mission documents and strategic plan
• Student demographics and enrollment strategies that demonstrate a focus on diversity and inclusion
• List of on-campus centers, offices and committees that address societal diversity, inclusion, and/or global awareness
• List of student organizations that support societal diversity, inclusion, and/or global awareness
• Activities that we host or participate in that emphasize diversity, inclusion, and/or global awareness

Rest assured that NCMC fully meets Criterion 1. Mission and its three Core Components.  A group of colleagues from across the institution are at this moment finalizing the draft Assurance Argument for Criterion 1 and collecting the documentary evidence supporting it.  When the draft is finalized and reviewed, the College will share it internally.

MAY 30, 2024

NCMC participates in the Open Pathway for accreditation: https://www.hlcommission.org/Accreditation/open-overview.html .  The other pathway option is the Standard Pathway.  Our March 10–11, 2025 marks Year 10: Comprehensive Evaluation for Reaffirmation of our Open Pathway journey.

As our March 2025 HLC Comprehensive Evaluation (https://www.hlcommission.org/Accreditation/comprehensive-evaluation.html) approaches, the College must write and submit a thorough self-reflection report known as the Assurance Argument.  This argument will demonstrate how NCMC meets the five HLC Criteria for Accreditation along with the 18 embedded Core Components.  This document is designed to show peer reviewers and others how each Core Component within each Criterion is met.

Along with the Assurance Argument, we will also include evidence supporting these Core Component statements.  All evidence will be consolidated into a single Evidence File.  Each piece of evidence will be electronically embedded into the Assurance Argument where it is referenced in the text.  The entire Assurance Argument and Evidence File are uploaded electronically into the HLC Assurance System, allowing our peer reviewers and HLC staff access to all of the material 30 days prior to our March 2025 HLC Comprehensive Evaluation Visit.  The argument and evidence undergo an Assurance Review as part of this Year 10 visit:  https://www.hlcommission.org/Accreditation/assurance-review.html .

Along with the other components of a comprehensive evaluation noted in the link above, we will also have a Federal Compliance Review: https://www.hlcommission.org/Accreditation/federal-compliance-program.html

Needless to say, there is a tremendous amount of work necessary to complete the required preparation and documentation for the Assurance Review, Federal Compliance Review, and the actual Comprehensive Evaluation Visit(https://www.hlcommission.org/Accreditation/comprehensive-evaluation-visit.html ).  The College is already well on its way to completing a first draft of the Assurance Argument.  Completing it months ahead of the March 2025 visit will allow us to thoughtfully update the document as we hit future milestones in important areas such as assessment, program review, and professional development.

There is a lot of information in this e-mail; however, each link should provide clarity for each particular step in the process.

To summarize:

• NCMC participates in the HLC Open Pathway
• As part of Year 10 of the Open Pathway, NCMC will undergo a Comprehensive Evaluation that includes:
• Assurance Review (requiring us to write an Assurance Argument explaining how we meet the HLC Criteria for Accreditation and the associated Core Components, including required Evidence)
• Federal Compliance Review (requiring us to complete a report)
• Onsite peer review visit (this is our March 10–11, 2025 Comprehensive Evaluation Visit)

In the next Met…Together communication, we will begin to review each Criterion and associated Core Components.

MAY 23, 2024

Why is accreditation so important?  This is a frequently asked question that is often answered generally.

There are both institutional accreditations and specialized/programmatic accreditations.  Our Comprehensive Evaluation Visit by HLC on March 10-11, 2025, is to reaffirm the College’s institutional accreditation.  NCMC also has programs with specialized accreditations – for example, our ADN (RN) program recently received initial accreditation from the Accreditation Commission for Education in Nursing (ACEN) and our EMS–Paramedic program was recently awarded continuing accreditation from the Commission on Accreditation of Allied Health Education Programs (CAAHEP).  The state of Michigan also recently approved the College as a training site for certified nurse aides (CNA); although not specifically an accreditation, without this state approval, CNA students would not be eligible for licensure.

The U.S. Department of Education equates accreditation with acceptable standards of educational quality provided by colleges and universities.  Through these standards, accreditation touches every aspect of the College.  One great example is financial aid for our students – for the 2022-2023 academic year, 56% of all undergraduate degree/certificate seeking students at NCMC were awarded Pell grants.  Federal financial aid is tied to institutional accreditation status.  Other state and federal grant opportunities also require that the institution be accredited.  You can quickly see, without institutional accreditation, a college or university cannot effectively function, leading to the inability to recruit, educate and retain students.  Without this accreditation, it also limits our ability to attract and retain faculty and staff.

North Central’s institutional accrediting agency is the Higher Learning Commission (HLC) – https://www.hlcommission.org/.  The HLC Criteria for Accreditation –  https://www.hlcommission.org/Policies/criteria-and-core-components.html – serve as the acceptable standards for us as an institution:

• Criterion 1. Mission
• Criterion 2. Integrity: Ethical and Responsible Conduct
• Criterion 3. Teaching and Learning: Quality, Resources and Support
• Criterion 4. Teaching and Learning: Evaluation and Improvement
• Criterion 5: Institutional Effectiveness, Resources and Planning

Within these five criteria are 18 core components that provide greater detail and definition.  These criteria and core components are the areas we address in our self-reflection – commonly referred to as the Assurance Argument – that we will submit to HLC (in February 2025), ahead of the Comprehensive Evaluation Visit in March 2025.  HLC does not dictate how to address each criterion and core component, but rather defines the standards necessary to ensure the quality of teaching and learning supported and provided.

MAY 17, 2024

Over the next several months – just less than 10 to be exact – the College will communicate in a variety of ways, the importance of NCMC’s HLC accreditation.  This is in preparation for our March 10-11, 2025 HLC Comprehensive Evaluation Visit leading to the reaffirmation of our accreditation.  In communicating this importance, we will share in details on the HLC Criteria for Accreditation and how NCMC meets the criteria.

Methods of Communication

1. Weekly Met…Together e-mails – the Met…Together naming of the e-mails will become our slogan during the build-up to our March 2025 visit
2. There are typically three outcomes for each of the criteria during an HLC Comprehensive Evaluation Visit – (1) Met, (2) Met with Concerns (often requiring interim monitoring and reporting), and (3) Not Met
3. Hence, our slogan – Met…Together – with all of us working together our Comprehensive Evaluation Visit outcomes will be nothing but MET! 

1. A comprehensive brochure that will serve as a resource for important information about our work at the College and the relationship of this work to the accreditation criteria
2. Detailed presentations during Welcome Back Weeks in Fall 2024 and Winter 2025 semesters
3. An internal repository – likely on Sharepoint – to share drafts and final versions of our Assurance Argument (explaining how we meet the HLC Criteria for Accreditation) and accompanying evidence files supporting the argument
4. Mock Visits – basically demonstration meetings that will simulate the various breakout sessions the peer review team will hold during the March 2025 visit
5. A gathering the afternoon/evening of Wednesday, March 12, 2025 (after the 5-7 person peer review team leaves), to celebrate the completion of our latest 10-year accreditation cycle for the College and NCMC’s attainment of “Met” for all the criteria

Each of you at the College has a role in our success as an accredited higher education institution.  A primary goal of this communication strategy over the next 10 months is to provide the information for everyone to realize these roles and connections.