Streamlining Accreditation Preparation with Program Review

August 11, 2017

According to CHEA.org, “Accreditation” is a review of the quality of higher education institutions and programs. In the US, accreditation is a key indicator for students, families, government officials, and the press to know that an institution or program provides a quality education. Institutional accreditation in the US is important for several reasons, but a primary one is that students at schools without accreditation recognized by the U.S. Department of Education cannot receive federal financial aid.

The accreditation process is in-depth and involves substantial documentation from an institution. It also requires a considerable amount of time from stakeholders whether preparation is active for an upcoming re-accreditation or for future accreditation several years out.

QM Program Certification via QM Program Review supports the institutional accreditation process by providing a framework for the collection and analysis of data and evidence related to an institution's online programs that are needed to satisfy accreditation requirements or meet the standards. Conversely, evidence and the accompanying documentation gathered for accreditation purposes can also be used to support QM Program Certification.

The Interregional Guidelines for the Evaluation of Distance Education by the Council of Regional Accrediting Commissions (C-RAC) (2011) have been adopted and incorporated by US institutional accreditors for years into their respective requirements or standards to evaluate the quality of distance learning programs at institutions undergoing their accreditation. In March 2021, the new 21st Century Distance Learning Guidelines from NC-SARA were released to replace the C-RAC Guidelines and it is up to institutional accreditors to determine how to use and implement these new Guidelines into their accreditation standards.

Quality Matters was invited as a consultant and contributor to this project and played a significant role alongside other quality assurance and compliance experts in the development of the new 21st Century Distance Learning Guidelines, and is actively working with institutional accreditors to explore how QM can support institutions preparing for accreditation to ensure the quality of their online programs.

In the meantime, the information below may continue to remain helpful. The categories and tables show how the evidence required for QM Program Certification aligns and support that required for institutional accreditation using the C-RAC Guidelines. When the alignment of QM standards and services are mapped to the new 21st Century Distance Learning Guidelines, this page will be updated accordingly.

Overlaps of Evidence Required for C-RAC Guidelines and QM Program Certification

Click on the headings to see a tablular comparison for each category.

C-RAC Guideline 1: Vision and Mission & QM Program Certification

C-RAC Guideline 1: Vision and Mission	QM Program Certification
Online learning is appropriate to the institution's mission and purposes.	Online learning must have been determined as appropriate to the institution’s mission and purpose prior to online programs from the institution engaging in a QM Program Review.
Analysis/Evidence As appropriate, the institution incorporates into its online learning programs methods of meeting the stated institutional goals for the student experience at the institution Senior administrators and staff can articulate how online learning is consonant with the institution’s mission and goals (Interregional Guidelines for the Evaluation of Distance Education, Council of Regional Accrediting Commissions [C-RAC] [2011])	Evidence Evidence that online learning is appropriate to the institution’s mission and purposes may be demonstrated in a broad, institution-level review process such as UPCEA’s Hallmark Review.

C-RAC Guideline 1: Vision and Mission

QM Program Certification

Online learning is appropriate to the institution's mission and purposes.

Online learning must have been determined as appropriate to the institution’s mission and purpose prior to online programs from the institution engaging in a QM Program Review.

Analysis/Evidence

As appropriate, the institution incorporates into its online learning programs methods of meeting the stated institutional goals for the student experience at the institution
Senior administrators and staff can articulate how online learning is consonant with the institution’s mission and goals

(Interregional Guidelines for the Evaluation of Distance Education, Council of Regional Accrediting Commissions [C-RAC] [2011])

Evidence

Evidence that online learning is appropriate to the institution’s mission and purposes may be demonstrated in a broad, institution-level review process such as UPCEA’s Hallmark Review.

C-RAC Guideline 2: Planning and Maintenance & QM Program Certification

C-RAC Guideline 2: Planning and Maintenance	QM Program Certification
The institution’s plans for developing, sustaining, and if appropriate, expanding online learning offerings are integrated into its regular planning and evaluation processes.	Institutional plans for online learning must have been integrated into the regular planning and evaluation process prior to online programs from the institution engaging in a QM Program Review.
Analysis/Evidence Development and ownership of plans for online learning extend beyond the administrators directly responsible for it and the programs directly using it Plans for online learning are linked effectively to budget and technology planning to ensure adequate support for current and future offerings The institution and its online learning programs have a track record of conducting needs analysis and of supporting programs (Interregional Guidelines for the Evaluation of Distance Education, Council of Regional Accrediting Commissions [C-RAC] [2011])	Evidence Evidence that online learning has been integrated into the regular planning process of the institution may be demonstrated in a broad, institution-level review process such as UPCEA’s Hallmark Review.

C-RAC Guideline 2: Planning and Maintenance

QM Program Certification

The institution’s plans for developing, sustaining, and if appropriate, expanding online learning offerings are integrated into its regular planning and evaluation processes.

Institutional plans for online learning must have been integrated into the regular planning and evaluation process prior to online programs from the institution engaging in a QM Program Review.

Analysis/Evidence

Development and ownership of plans for online learning extend beyond the administrators directly responsible for it and the programs directly using it
Plans for online learning are linked effectively to budget and technology planning to ensure adequate support for current and future offerings
The institution and its online learning programs have a track record of conducting needs analysis and of supporting programs

(Interregional Guidelines for the Evaluation of Distance Education, Council of Regional Accrediting Commissions [C-RAC] [2011])

Evidence

Evidence that online learning has been integrated into the regular planning process of the institution may be demonstrated in a broad, institution-level review process such as UPCEA’s Hallmark Review.

C-RAC Guideline 3: Collaboration & QM Program Certification: Learner Success Criterion 2

C-RAC Guideline 3: Collaboration	QM Program Certification: Learner Success Criterion 2
Online learning is incorporated into the institution’s systems of governance and academic oversight.	Identify 3-5 measures based on hard data and/or surveys that demonstrate the extent to which learners are succeeding according to the adopted definition of learner success.
Analysis/Evidence Online learning courses and programs are evaluated on a periodic basis. (Interregional Guidelines for the Evaluation of Distance Education, Council of Regional Accrediting Commissions [C-RAC] [2011])	Evidence Identify each indicator and The source of data to measure the extent of learner success, based on that indicator. Explain how each of the measures is related to the definition of learner success. Present a minimum of three consecutive years of data for each indicator, and Explain how the data are being interpreted (e.g., what percentage of learners are expected to meet each measure and to what extent), and how they relate to established benchmarks (e.g., national data and research findings). Examples of measurable outcomes that might be considered are: Retention Course completion Graduation rates Capstone assessments Summative assessments Learning outcomes Alumni survey reports Employment data

C-RAC Guideline 3: Collaboration

QM Program Certification: Learner Success Criterion 2

Online learning is incorporated into the institution’s systems of governance and academic oversight.

Identify 3-5 measures based on hard data and/or surveys that demonstrate the extent to which learners are succeeding according to the adopted definition of learner success.

Analysis/Evidence

Online learning courses and programs are evaluated on a periodic basis.

(Interregional Guidelines for the Evaluation of Distance Education, Council of Regional Accrediting Commissions [C-RAC] [2011])

Evidence

Identify each indicator and
The source of data to measure the extent of learner success, based on that indicator.
Explain how each of the measures is related to the definition of learner success.
Present a minimum of three consecutive years of data for each indicator, and
Explain how the data are being interpreted (e.g., what percentage of learners are expected to meet each measure and to what extent), and how they relate to established benchmarks (e.g., national data and research findings).

Examples of measurable outcomes that might be considered are:

Retention
Course completion
Graduation rates
Capstone assessments
Summative assessments
Learning outcomes
Alumni survey reports
Employment data

C-RAC Guideline 4: Academic Rigor & QM Program Certification: Program Design Criteria

C-RAC Guideline 4: Academic Rigor	QM Program Review: Program Design Criteria
Curricula for the institution’s online learning offerings are coherent, cohesive, and comparable in academic rigor to programs offered in traditional formats.	Measurable learning objectives, outcomes, or competencies. Alignment of course learning objectives, outcomes, or competencies with program learning objectives, outcomes, or competencies. Courses designed by faculty and staff who have completed QM Professional Development. Alignment of the courses in the program with the QM Rubric.
Analysis/Evidence The curricular goals and course objectives show that the institution or program has knowledge of the best uses of online learning in different disciplines and settings Curricula delivered through online learning are benchmarked against on-ground courses and programs, if provided by the institution, or those provided by traditional institutions The curriculum is coherent in its content and sequencing of courses and is effectively defined in easily available documents including course syllabi and program descriptions Scheduling of online learning courses and programs provides students with a dependable pathway to ensure timely completion of degrees The institution or program has established and enforces a policy on online learning course enrollments to ensure faculty capacity to work appropriately with students Expectations for any required face-to-face, on-ground work (e.g., internships, specialized laboratory work) are stated clearly Course design and delivery supports student-student and faculty-student interaction Curriculum design and the course management system enable active faculty contribution to the learning environment Course and program structures provide schedule and support known to be effective in helping online learning students persist and succeed (Interregional Guidelines for the Evaluation of Distance Education, Council of Regional Accrediting Commissions [C-RAC] [2011])	Evidence A list of program learning objectives with an assessment of how many of them are measurable along with an alignment map mapping course objectives to program objectives. (Access to a number of representative courses must be provided to reviewers to confirm the relationship between course and program objectives.) Documentation that those who develop online courses have had professional development to prepare them for doing so Documentation that courses within the program(s) meet QM Standards Meeting QM Higher Education Rubric, Fifth Edition, Specific Review Standard 5.2 (opportunities for interaction), 5.3 (instructor responsiveness), and 5.4 (requirements for learner interaction)

C-RAC Guideline 4: Academic Rigor

QM Program Review: Program Design Criteria

Curricula for the institution’s online learning offerings are coherent, cohesive, and comparable in academic rigor to programs offered in traditional formats.

Measurable learning objectives, outcomes, or competencies.
Alignment of course learning objectives, outcomes, or competencies with program learning objectives, outcomes, or competencies.
Courses designed by faculty and staff who have completed QM Professional Development.
Alignment of the courses in the program with the QM Rubric.

Analysis/Evidence

The curricular goals and course objectives show that the institution or program has knowledge of the best uses of online learning in different disciplines and settings
Curricula delivered through online learning are benchmarked against on-ground courses and programs, if provided by the institution, or those provided by traditional institutions
The curriculum is coherent in its content and sequencing of courses and is effectively defined in easily available documents including course syllabi and program descriptions
Scheduling of online learning courses and programs provides students with a dependable pathway to ensure timely completion of degrees
The institution or program has established and enforces a policy on online learning course enrollments to ensure faculty capacity to work appropriately with students
Expectations for any required face-to-face, on-ground work
(e.g., internships, specialized laboratory work) are stated clearly
Course design and delivery supports student-student and faculty-student interaction
Curriculum design and the course management system enable active faculty contribution to the learning environment
Course and program structures provide schedule and support known to be effective in helping online learning students persist and succeed

(Interregional Guidelines for the Evaluation of Distance Education, Council of Regional Accrediting Commissions [C-RAC] [2011])

Evidence

A list of program learning objectives with an assessment of how many of them are measurable along with an alignment map mapping course objectives to program objectives. (Access to a number of representative courses must be provided to reviewers to confirm the relationship between course and program objectives.)
Documentation that those who develop online courses have had professional development to prepare them for doing so
Documentation that courses within the program(s) meet QM Standards
Meeting QM Higher Education Rubric, Fifth Edition, Specific Review Standard 5.2 (opportunities for interaction), 5.3 (instructor responsiveness), and 5.4 (requirements for learner interaction)

C-RAC Guideline 5: Evaluation & QM Program Certification (various criteria)

C-RAC Guideline 5: Evaluation	QM Program Certification (various criteria)
The institution evaluates the effectiveness of its online learning offerings, including the extent to which online learning goals are achieved, and uses the results of its evaluations to enhance the attainment of the goals.	Program Design Criterion 1 Measurable learning objectives, outcomes, or competencies Learner Support Criterion 2 A robust process to collect and use learner feedback to improve learner support Learner Success Criterion 2 3-5 measures based on hard data and/or surveys that demonstrate the extent to which learners are succeeding
Analysis/Evidence Assessment of student learning follows processes used in onsite courses or programs and/or reflects good practice in assessment methods Student course evaluations are routinely taken and an analysis of them contributes to strategies for course improvements The institution regularly evaluates the effectiveness of the academic and support services provided to students in online courses and uses the results for improvement The institution documents its successes in implementing changes informed by its programs of assessment and evaluation The institution provides examples of student work and student interactions among themselves and with faculty The institution sets appropriate goals for the retention/persistence of students using online learning, assesses its achievement of these goals, and uses the results for improvement (Council of Regional Accrediting Commissions Interregional Guidelines for the Evaluation of Distance Education, [C-RAC] [2011])	Evidence A list of program learning objectives with an assessment of how many of them are measurable. A description of data collected and use of that data to improve learner support processes and policies along with documentation of changes in policies. Three years of data on measurable outcomes with an explanation of relevance to successful program learning outcomes and interpretation of data. Examples of measurable outcomes that might be considered are: Retention Course completion Graduation rates Capstone assessments Summative assessments Learning outcomes Alumni survey reports Employment data

C-RAC Guideline 5: Evaluation

QM Program Certification (various criteria)

The institution evaluates the effectiveness of its online learning offerings, including the extent to which online learning goals are achieved, and uses the results of its evaluations to enhance the attainment of the goals.

Program Design Criterion 1

Measurable learning objectives, outcomes, or competencies

Learner Support Criterion 2

A robust process to collect and use learner feedback to improve learner support

Learner Success Criterion 2

3-5 measures based on hard data and/or surveys that demonstrate the extent to which learners are succeeding

Analysis/Evidence

Assessment of student learning follows processes used in onsite courses or programs and/or reflects good practice in assessment methods
Student course evaluations are routinely taken and an analysis of them contributes to strategies for course improvements
The institution regularly evaluates the effectiveness of the academic and support services provided to students in online courses and uses the results for improvement
The institution documents its successes in implementing changes informed by its programs of assessment and evaluation
The institution provides examples of student work and student interactions among themselves and with faculty
The institution sets appropriate goals for the retention/persistence of students using online learning, assesses its achievement of these goals, and uses the results for improvement

(Council of Regional Accrediting Commissions Interregional Guidelines for the Evaluation of Distance Education, [C-RAC] [2011])

Evidence

A list of program learning objectives with an assessment of how many of them are measurable.
A description of data collected and use of that data to improve learner support processes and policies along with documentation of changes in policies.
Three years of data on measurable outcomes with an explanation of relevance to successful program learning outcomes and interpretation of data. Examples of measurable outcomes that might be considered are:
- Retention
- Course completion
- Graduation rates
- Capstone assessments
- Summative assessments
- Learning outcomes
- Alumni survey reports
- Employment data

C-RAC Guideline 6: Faculty & QM Program Certification (various criteria)

C-RAC Guideline 6: Faculty	QM Program Review: Program Design Criterion 3
Faculty responsible for delivering the online learning curricula and evaluating student success in achieving the online learning goals are appropriately qualified and effectively supported.	Program Design Criterion 3 Courses designed by faculty and staff who have completed QM Professional Development. Teaching Support Criteria 1-4 Professional development in online teaching for instructors in the program prior to their teaching online. Provisions for ongoing pedagogical support or mentoring of instructors in the program. Encouragement and provision of ongoing professional development for instructors in the program. Robust process to collect and use learner feedback to inform teaching practices.
Analysis/Evidence Online learning faculties are carefully selected, appropriately trained, frequently evaluated, and are marked by an acceptable level of turnover The institution's training program for online learning faculty is periodic, incorporates tested good practices in online learning pedagogy, and ensures competency with the range of software products used by the institution Faculty are proficient and effectively supported in using the course management system The office or persons responsible for online learning training programs are clearly identified and have the competencies to accomplish the tasks, including knowledge of the specialized resources and technical support available to support course development and delivery Students express satisfaction with the quality of the instruction provided by online learning faculty members (Interregional Guidelines for the Evaluation of Distance Education, Council of Regional Accrediting Commissions [C-RAC] [2011])	Evidence Documentation as to those who develop online courses and their preparation for doing so. The policy on preparation for instructors who teach online, along with a report spanning three years on instructors who have successfully completed the required professional development and the syllabi of instructors teaching online courses in the program. Documentation showing the program’s encouragement of continued professional development and three years of numbers/rates of participation in this professional development. A description of program policy regarding ongoing support for online instructors and three years of evidence as to how this policy is being implemented. The policy on faculty availability and responsiveness to learners along with three years of data on student satisfaction with faculty availability and responsiveness and examples of reforms adopted.

C-RAC Guideline 6: Faculty

QM Program Review: Program Design Criterion 3

Faculty responsible for delivering the online learning curricula and evaluating student success in achieving the online learning goals are appropriately qualified and effectively supported.

Program Design Criterion 3

Courses designed by faculty and staff who have completed QM Professional Development.

Teaching Support Criteria 1-4

Professional development in online teaching for instructors in the program prior to their teaching online.
Provisions for ongoing pedagogical support or mentoring of instructors in the program.
Encouragement and provision of ongoing professional development for instructors in the program.
Robust process to collect and use learner feedback to inform teaching practices.

Analysis/Evidence

Online learning faculties are carefully selected, appropriately trained, frequently evaluated, and are marked by an acceptable level of turnover
The institution's training program for online learning faculty is periodic, incorporates tested good practices in online learning pedagogy, and ensures competency with the range of software products used by the institution
Faculty are proficient and effectively supported in using the course management system
The office or persons responsible for online learning training programs are clearly identified and have the competencies to accomplish the tasks, including knowledge of the specialized resources and technical support available to support course development and delivery
Students express satisfaction with the quality of the instruction provided by online learning faculty members

(Interregional Guidelines for the Evaluation of Distance Education, Council of Regional Accrediting Commissions [C-RAC] [2011])

Evidence

Documentation as to those who develop online courses and their preparation for doing so.
The policy on preparation for instructors who teach online, along with a report spanning three years on instructors who have successfully completed the required professional development and the syllabi of instructors teaching online courses in the program.
Documentation showing the program’s encouragement of continued professional development and three years of numbers/rates of participation in this professional development.
A description of program policy regarding ongoing support for online instructors and three years of evidence as to how this policy is being implemented.
The policy on faculty availability and responsiveness to learners along with three years of data on student satisfaction with faculty availability and responsiveness and examples of reforms adopted.

C-RAC Guideline 7: Student Services & QM Program Certification: Learner Support Criteria

C-RAC Guideline 7: Student Services	QM Program Review: Learner Support Criteria
The institution provides effective student and academic services to support students enrolled in online learning offerings.	Support of learners via remote access to a full range of learner support services: Orientation to online study Technical support Academic advising Proctoring and student authentication Tutoring Grade appeals Remote library access Accessibility services Records and registration Financial Aid services Billing Institutional & Student Policies A robust process to collect and use learner feedback to improve learner support.
Analysis/Evidence The institution's admissions program for online learning provides good web-based information to students about the nature of the online learning environment, and assists them in determining if they possess the skills important to success in online learning. The institution provides an online learning orientation program. The institution provides support services to students in formats appropriate to the delivery of the online learning program. Students in online learning programs have adequate access to student services, including financial aid, course registration, and career and placement counseling. Students in online learning programs have ready access to 24/7 tech support. Students using online learning have adequate access to learning resources, including library, information resources, laboratories, and equipment and tracking systems. Student complaint processes are clearly defined and can be used electronically. Students are provided with reasonable and cost-effective ways to participate in the institution's system of student authentication. (Interregional Guidelines for the Evaluation of Distance Education, Council of Regional Accrediting Commissions, [C-RAC] [2011])	Evidence A list of links to the services, along with an explanation of how each supports online learners and a plan to address gaps in service. Three years of data on student satisfaction with learner support services, including a description of the data collection process and how the data has shaped improvement of learner support policies and services.

C-RAC Guideline 7: Student Services

QM Program Review: Learner Support Criteria

The institution provides effective student and academic services to support students enrolled in online learning offerings.

Support of learners via remote access to a full range of learner support services:
- Orientation to online study
- Technical support
- Academic advising
- Proctoring and student authentication
- Tutoring
- Grade appeals
- Remote library access
- Accessibility services
- Records and registration
- Financial Aid services
- Billing
- Institutional & Student Policies
A robust process to collect and use learner feedback to improve learner support.

Analysis/Evidence

The institution's admissions program for online learning provides good web-based information to students about the nature of the online learning environment, and assists them in determining if they possess the skills important to success in online learning.
The institution provides an online learning orientation program.
The institution provides support services to students in formats appropriate to the delivery of the online learning program.
Students in online learning programs have adequate access to student services, including financial aid, course registration, and career and placement counseling.
Students in online learning programs have ready access to 24/7 tech support.
Students using online learning have adequate access to learning resources, including library, information resources, laboratories, and equipment and tracking systems.
Student complaint processes are clearly defined and can be used electronically.
Students are provided with reasonable and cost-effective ways to participate in the institution's system of student authentication.

(Interregional Guidelines for the Evaluation of Distance Education, Council of Regional Accrediting Commissions, [C-RAC] [2011])

Evidence

A list of links to the services, along with an explanation of how each supports online learners and a plan to address gaps in service.
Three years of data on student satisfaction with learner support services, including a description of the data collection process and how the data has shaped improvement of learner support policies and services.

C-RAC Guideline 8: Resources & QM Program Certification

C-RAC Guideline 8: Resources	QM Program Certification
The institution provides sufficient resources to support and, if appropriate, expand its online learning offerings.	Sufficient resources for online learning must have been provided to support the institution’s online learning offerings prior to online programs from the institution engaging in a QM Program Review.
(Interregional Guidelines for the Evaluation of Distance Education, Council of Regional Accrediting Commissions [C-RAC] [2011])	Evidence Evidence that sufficient resources for online learning have been provided may be demonstrated in a broad, institution-level review process such as UPCEA’s Hallmark Review.

C-RAC Guideline 9: Integrity & QM Course Program Certification

C-RAC Guideline 9: Integrity	QM Program Certification
The institution assures integrity of its online offerings.	The institution must assure the integrity of its online offerings prior to online programs from the institution engaging in a QM Program Review.
(Interregional Guidelines for the Evaluation of Distance Education, Council of Regional Accrediting Commissions [C-RAC] [2011])	Evidence Evidence that the institution’s online offerings have academic integrity may be demonstrated in a broad, institution-level review process such as UPCEA’s Hallmark Review.

Contact Barbra Burch for a spreadsheet aligning the evidence for the C-RAC Guidelines and the QM Program Certification Criteria used in Program Reviews.