| |
|
Institutional
Proposal |
|
Educational
Effectiveness Review |
| |
| |
|
| |
|
|
| |
|
| |
About Accreditation
The National Hispanic University (NHU) is accredited by the Accrediting Commission for Senior Colleges and Universities of the Western Association of Schools and Colleges (WASC). NHU is currently preparing for the upcoming accreditation reviews that will take place in Spring 2007 and Spring 2008.
The new WASC accreditation review consists of three elements: Institutional Proposal, Preparatory Review, and Educational Effectiveness Review.
|
| |
|
| |
In order to obtain accreditation or remain accredited, each institution is required to demonstrate that it fulfills WASC Core Commitments: Institutional Capacity and Educational Effectiveness. |
|
Timeline for NHU
October 15, 2004 Proposal submitted WASC Institutional Proposal [PDF]
February 7-9, 2007 CPR Presentation
Fall 2008 Educational Effectiveness Review visit
|
| |
| Core Principles and Standards (from WASC 2001 Accreditation Handbook)
WASC Core Principles
Institutional Capacity: The institution functions with clear purposes, high levels of institutional integrity, fiscal stability, and organizational structures that fulfill its purposes.
The core commitment to institutional capacity allows an institution to explore cross-cutting issues such as whether resources, structures and processes are aligned with the institution’s mission, principles and objectives.
Educational Effectiveness: The institution evidences clear and appropriate educational objectives and design at the institutional program level. The institution employs processes of review, including the collection and use of data that assure delivery of programs and learner accomplishments at a level of performance for the degree or certificate awarded.
The core commitment to educational effectiveness allows the institution to analyze its approaches to educational effectiveness and assess whether institutional systems—course and program design, faculty support, and program review—are effectively linked to evidence of student learning and are consistent with the educational goals and academic standards.
Standards |
Standard 1 |
|
Defining
institutional purposes and ensuring educational
objectives |
| |
|
The institution defines
its purposes and establishes educational objectives
aligned with its purposes and character. It
has clear and conscious sense of its essential
values and character, its distinctive elements,
its place in the higher education community,
and its relationship to society at large. Through
its purposes and educational objectives, the
institution dedicates itself to higher learning,
the search of truth, and the dissemination
of knowledge. The institution functions with
integrity and autonomy. |
| |
|
|
Standard
2 |
|
Achieving
educational objectives through core functions |
| |
|
The
institution achieves its institutional purposes
and attains its educational objectives through
the core functions of teaching and learning,
scholarship and creative activity, and support
for student learning. It demonstrates that
these core functions are performed effectively
and that they support one another in the
institution’s
efforts to attain educational effectiveness. |
| |
|
|
Standard
3 |
|
Developing
and applying resources and organizational structures
to ensure sustainability |
| |
|
The institution sustains
its operations and supports the achievement
of its educational objectives through its investment
in human, physical, fiscal, and information
resources and through an appropriate and effective
set of organizational and decision-making structures.
These key resources and organizational structures
promote the achievement of institutional purposes
and educational objectives and create a high
quality environment for learning. |
| |
|
|
Standard
4 |
|
Creating
an organization committed to learning and improvement |
| |
|
The institution
conducts sustained, evidence-based, and participatory
discussions about how effectively it is accomplishing
its purposes and achieving its educational
objectives. These activities inform both institutional
planning and systematic evaluations of educational
effectiveness. The results of institutional
inquiry, research, and data collection are
used to establish priorities at different levels
of the institution, and to revise institutional
purposes, structures, and approaches to teaching,
learning, and scholarly work. |
|
| |
WASC Accreditation Handbook (PDF) |
2001 Handbook on the accreditation review process (145 pages) |
| |
WASC Evidence Guide (PDF) |
A guide to using evidence in the accreditation process (29 pages) |
| |
|
| |
|
|
