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Sharing Responsibility for Quality:
Institutions, Programs and Accreditors

The Madison Hotel
Washington, DC

June 22–23, 2000

Preliminary Program


Thursday • June 22, 2000
7:30 – 8:30 am Registration and Continental Breakfast
8:30 – 10:00 am Welcome

Opening Plenary Session

Who Expects What from Whom? The Quality Assurance Expectations of Public Officials, Opinion Leaders and Employers
  • What do public officials, opinion leaders and employers expect from higher education’s quality assurance efforts?
  • In what ways are institutions, programs and accreditors meeting these expectations? Not meeting them?
  • How are institutions and accreditors working together to serve the public interest? What else needs to be done?
10:00 – 10:15 am Break
10:15 – 11:45 am Group Sessions
Session 1 Working Together: Applying the CHEA Statement of Good Practices and Shared Responsibility
  • The Foundation for Interior Design Education Research (FIDER) is piloting the CHEA Statement in its Spring 2000 accreditation reviews.
  • How is the Statement being used?
  • Is it effective? If so, in what ways?
  • What are its limitations?
  • What is the reaction of programs and institutions involved?
Session 2 Emphasizing Outcomes in Standards and Reviews: What Is the Experience of Institutions, Programs and Accreditors?
  • Which accreditors are emphasizing outcomes and in what ways? How do they define “outcomes” and how are outcomes used by institutions and programs?
  • What are the advantages and disadvantages of using outcomes?
  • What advice do programs, institutions and accreditors have for others about outcomes?
Session 3 Institutions and Programs Going Abroad: How Well Does U.S. Accreditation Travel?
  • What is the extent of U.S. specialized and professional accreditation activity abroad? How many specialized accrediting organizations are active outside the United States? Where?
  • What have U.S. specialized and professional accreditors learned from working in other countries that might be useful to U.S. accrediting activity?
Session 4 Alternative Approaches to Accreditation Review: Benefit or Burden
to Institutions and Programs?
  • What is the experience of accreditors and institutions that have agreed to focused reviews—attention to a particular area of institutional or program improvement?
  • What are the benefits and disadvantages of such reviews?
  • In what ways might accreditors and institutions incorporate electronic technology in accreditation review?
12:00 noon – 1:30 pm Plenary Luncheon and Discussion
Distance Learning and Specialized Accreditation: What You Don’t Know Can Hurt You
  • What have we learned from the NCES Distance Education at Postsecondary Education Institutions 1997-98 and the University of Illinois Faculty Seminar Teaching at an Internet Distance?
  • What steps are accreditors and institutions taking to assure quality in distance learning?
1:30 – 3:00 pm Afternoon Group Sessions (Repeat)
3:00 – 3:15 pm Break
3:15 – 4:15 pm CHEA Recognition: A Question-and-Answer Session
6:00 – 7:00 pm
CHEA Reception
Friday • June 23, 2000
7:30 – 9:00 am
Continental Breakfast
CHEA Project on Common Data—Strategies for Use
  • Overview of the CHEA Project on Common Data
  • How might the CHEA principles and good practices for accreditation data collection be applied in accreditation review?
  • What are the obligations of accreditors, institutions and programs that decide to use the CHEA principles and good practices?
9:00 – 10:00 am
Morning Plenary Session
What Do Presidents, Chief Academic Officers and Accreditors Really Want From Quality Review?
  • Case studies that highlight the different roles will be distributed to all conference participants at the beginning of the session.
10:30 – 10:45 am Break
10:45 am – 12:15 pm
Group Sessions
Session 1 Federal Policy, Self-Regulation and Accreditation
  • What current developments in federal regulation require the attention of accreditors and institutions?
  • What is the status of the Distance Education Demonstration Program?
  • Are there other federal initiatives to which we should be paying attention?
Session 2 Institutional Planning and Accreditation Review: An Opportunity Not Realized?
  • Models that work: institutional strategic planning and specialized accreditation review.
  • How might additional cooperation among specialized and regional accreditors assist institutional planning efforts?
Session 3 Accreditors, Traditional Institutions and New Providers: Working Together or Miles Apart?
  • Who are the new providers? Whom do they serve?
  • Do new providers and traditional institutions work together? In what ways?
  • What responsibilities does the accrediting community have for assuring the quality of new provider offerings?
  • How might accreditors carry out these responsibilities?
Session 4 Accreditation Review and Academic Audit: A Fresh Approach or More of the Same?
  • What is academic audit? Are institutions and programs using academic audit? In what ways?
  • Are accreditors using academic audit? In what ways?
  • What are the consequences of increased use of academic audit by accreditors, institutions and programs?
12:30 – 2:00 pm Afternoon Plenary Luncheon

How Well Do Ranking Services Meet a Public Need for Information about the Quality of Higher Education Institutions and Programs?

  • What are ranking services and how do they work?
  • Who is served by ranking services? How are they served?
  • Are ranking services filling a public information need that accreditors might tbe addressing as well?
2:00 – 3:30 pm Afternoon Group Sessions (Repeat)
3:30 – 4:00 pm Wrap Up




CHEA Main Graphic Council for Higher Education Accreditation
One Dupont Circle NW, Suite 510
Washington DC, 20036-1135
202-955-6126 (voice)
202-955-6129 (fax)

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 Last Modified: April 5, 2000