|
Accreditation Liaison Officer (ALO) |
The individual in an institution assigned to carry on continuing relations with the Accrediting Commission. |
|
Capacity |
The ability to meet at least the minimal standards as set forth by WASC. |
|
Capacity & Preparatory Review (CPR) |
The second step in the accreditation process that produces a 35-page report and an initial WASC visit for review and validation. For PLNU, this visit will be in the fall of 2006. |
|
CCCU |
Council for Christian Colleges and Universities (to which PLNU belongs) |
|
Charge |
A formal statement of the expectations of and responsibilities given to a group or task force. |
|
Commitment to Capacity |
One of two core elements in the accreditation process intended as proactive actions that WASC then reviews and validates in its subsequent visits. This particular commitment focuses on purposes, integrity, fiscal stability, and organizational structures. |
|
Commitment to Educational Effectiveness |
One of two core elements in the accreditation process intended as proactive actions that WASC then reviews and validates in its subsequent visits. This particular commitment focuses on educational objectives and design, delivery of programs, and learner accomplishments. |
|
Criteria for Review (CFR’s) |
WASC-identified key areas focused on performances that support basic decisions about accreditation. |
|
Data Display |
A graphic presentation of information that supports a narrative assertion. |
|
Data Portfolio |
An electronic repository of summative data on the University’s characteristics, such as enrollment, physical and fiscal resources, etc. |
|
Educational Effectiveness Indicators (EEI’s) |
Key elements of an institution that identify its general goals and objectives. |
|
Educational Effectiveness Review |
The third and last step in the accreditation process that produces a 50-page report and a final WASC visit for validation. For PLNU, this visit will be in the fall of 2007. |
|
EE Review |
Educational Effectiveness Review |
|
Evidence |
The substance of what is advanced to support a claim that something is true. |
|
Evidence Guide |
A publication prepared by WASC to help institutions learn how to assemble and use evidence in all stages of the WASC review process. It explains how and why concrete, verifiable evidence that an institution meets core commitments to capacity and educational effectiveness is the fundamental basis of WASC accreditation. |
|
Exhibit |
A graphic presentation of information that supports a narrative assertion. |
|
Focus Group |
A group of people gathered randomly to address a particular issue, usually in the setting of more qualitative assessment mode. |
|
Formative |
Designed to help shape and develop skills and performance. An assessment is formative when its purpose is to provide feedback that will guide further development. |
|
Handbook of Accreditation |
A publication of the Western Association of Schools and Colleges that describes the process through which all institutions must proceed, including the process of reaffirmation of accreditation. |
|
Implications for the Institution |
Issues of concern for the institution that may arise out of a thorough analysis either of the status quo or a proposed change. |
|
Institutional Proposal |
The first step in the accreditation process that produces a 15-page document indicating the institution’s proposed approach for the review. It must be approved by WASC before the institution begins the process. PLNU’s was submitted by the May 1, 2004, deadline and approved July 1 without edits. |
|
IPEDS |
The Integrated Postsecondary Education Data System out of the National Center for Education Statistics (NCES) that annually collects enrollment and other data from colleges and universities. |
|
IR |
The University’s Office of Institutional Research (located in Mieras Hall). |
|
Inventory of Educational Effectiveness Indicators |
A document prepared by the institution demonstrating the effective use of assessment instruments. |
|
Liaison, Committee |
A member of the WASC Steering Committee assigned to a group or task force for the purpose of maintaining effective communication and for monitoring progress. |
|
NSSE |
The National Survey of Student Engagement, sponsored by the Indiana University Center for Postsecondary Research, that asks undergraduates about how they spend their time, what they feel they have gained from classes, their assessment of the quality of their interactions with faculty and students, and other important educational activities. |
|
Off-site Members |
Members of groups or task forces who serve the University at locations other than the main campus. |
|
Outcomes |
The anticipated or achieved results of programs or the accomplishment of institutional objectives, as demonstrated by such indicators as student attitudes, knowledge, and/or performance. |
|
PR |
See next term. |
|
Project Coordinator |
The person designated by the ALO to assist in the details of the accreditation process. |
|
Questions for Institutional Engagement |
A list of questions related to a particular Standard, designed to assist the institution in responding appropriately to the given topic. |
|
Reaffirmation of Accreditation |
The cycle through which an accredited institution passes in its goal to retain continued accreditation by the Accrediting Commission. |
|
Recommendations |
Proposed actions for improvement and/or change presented by a group or task force to the President for review and implementation. |
|
Recorder/Secretary |
The person designated by a group or task force to maintain minutes of all meetings and communicate with the project coordinator. |
|
Reflective Essay |
A narrative prepared by groups or task forces that are included both in the Capacity & Preparatory Review and the Educational Effectiveness Review, demonstrating thorough analysis of a given topic, with links to data displays and other supporting documentation, and making recommendation for improvements. |
|
Standard |
Benchmarks of quality and expectations developed by WASC to which institutions must hold themselves accountable. |
|
Steering Committee |
The group named by the President of the University to design, direct, monitor, and produce all reports required in the accreditation process. |
|
Stipulated Policies |
One of the required elements in the Institutional Proposal and in subsequent documents, a list of essential conditions claimed to be in place by the institution and supported by clear evidence. |
|
Substantive Change |
Any significant alteration of stipulations made to WASC, as defined in its Handbook of Accreditation. |
|
Summative |
Designed to provide a measure of proficiency levels attained at the end of a course or a program. Summative assessment is a final evaluation of learning or competence, but may have little formative value. |
|
Task Force |
A team of faculty, staff, and administrators assigned to write a reflective essay on one of the institutional themes selected for the accreditation review process. |
|
Team Visit |
One of two occasions during which WASC representatives (colleagues from other accredited institutions) review in person and verify the validity of claims made in the Capacity & Preparatory Review Report and the Educational Effectiveness Report. At PLNU, the first team visit is scheduled for the fall of 2006, and the second team visit is scheduled for the fall of 2007. |
|
Team Writer |
The person designated by a group or task force to write and edit the final report to be forwarded on to the WASC Steering Committee. |
|
Thematic Approach to the EE Review |
One of four possible models in the EE phase of the accreditation process, the methodology featuring carefully selected topics or themes for review in depth with a rigorous research-based study. |
|
USDE |
The U.S. Department of Education |
|
WASC |
The Western Association of Schools and Colleges, the University’s accrediting body. |
|
WASC Committee |
One of 13 groups and task forces appointed by the President for the purpose of meeting the objectives of the accreditation process. |
|
WSC |
WASC Steering Committee |