Morehead State University | Accreditation and Evaluation Summary | IMS 421 | Marvin Stevenson
1-28-2015
|

1. Differentiate between programmatic and institutional accreditation.
Continuing one’s education above the high school is an important decision and a life changing event. Therefore attending a college that offers accredited degrees can make a huge difference in a person’s future. A college program that is not accredited can mean, you are not eligible for federal financial aid, may not be able to transfer credits to another college or university, and you may not be able to attain an appropriate professional licensure in your field. This is why it is important for students to be aware of the type of accreditation offered by schools or the lack of accreditation missing by them. Therefore it is important to know the difference be the two types of accreditations.
An institutional accredited program achieves its accreditation through representatives from dedicated accrediting institutions evaluate colleges and universities. This is a means for colleges and universities to assess their own performance and compare themselves to other schools. Before being granted institutional accreditation status, all aspects of a college or university are evaluated. If a school is awarded accreditation means that the institution meets certain standards of educational quality.
In addition, institutional accreditation is more comprehensive and indicates that the institution has achieved quality standards in areas of faculty, administration, curriculum, students’ services and over financial well-being and is held in high regards in the world of education. However, institutional accreditation is not necessarily a guarantee that credits will transfer between institutions.
The second type of accreditations, programmatic accreditation (sometimes known as specialized) only encompasses the professional standard of specific program, department, unit or a school that is a subset of a big institution. Specialized or programmatic accreditation exists in the fields of education such as law, medicine, technology, and more than 90 other disciplines. Individual professions such as nursing, dentistry and psychology are covered by their own specialized agencies. In many cases, attending a program that is recognized by the right agency is a prerequisite for obtaining a job in fields like psychology, law and health care. Many programmatic accreditors require that accredited programs be housed in an institutional accredited schools.

2. List 6 regional Institutional Accrediting Agencies and what states they cover.
New England Association of Colleges and Schools- founded in 1885, is the oldest accrediting association. Serving more than 2,000 public and independent schools, colleges and universities in six states. (Massachusetts, Connecticut, Maine, Rhode Island, New Hampshire, Vermont). Along with American international schools in more than sixty nations worldwide.
Middle States Commission of Higher Education-was formally incorporated under Pennsylvania Commonwealth Law, from its origins in 1919 through February of 2013. Although, now an independent corporation, the commission maintains an ongoing relationship with Middle States Association. It is recognized by both the Commission of Higher education and the Council on Higher Education Accreditation (CHEA). MSCHE covers the states of: Delaware, The District of Columbia, Maryland, New Jersey, New York, Pennsylvania, Puerto Rico, The Virgin Islands, including distance education and correspondence education programs offered at those institutions.
North Central Association of Colleges and Schools, The higher Learning Commission-is an independent corporation that was founded in 1895 as one of six regional institutional accreditations in the U.S. The HLC accredits degree-granting post-secondary educational institutions In North Central region which include 19 states: Arizona, Arkansas, Colorado, Illinois, Indiana, Iowa, Kansas, Michigan, Minnesota, Missouri, Nebraska, New Mexico, North Dakota, Ohio, Oklahoma, South Dakota, West Virginia, Wisconsin, Wyoming.
Northwest Commission on Colleges and Universities-is an independent, non-profit membership organization recognized by the U.S. Department of Education. The regional authority on education quality and institutional effectiveness of higher education of an institutions is seen in seven states that includes: Alaska, Idaho, Montana, Nevada, Oregon, Utah, and Washington.
Southern Association of Colleges and Schools-founded in 1895 the SACS was organized to develop standards and process for accrediting colleges and universities in eleven states. These states include: Alabama, Florida, Georgia, Kentucky, Louisiana, Mississippi, North Carolina, South Carolina, Tennessee, Texas and Virginia.
Western Association of Schools and Colleges-was formed in 1962 to promote the development of higher education in the western region. The WASC is recognized by the U.S. Department of Education as certifying institutional eligibility for federal funding in a number of programs throughout the states of California, Hawaii, and the Pacific as well as limited number of institutions outside the U.S. 3. List 3 Joint Review Committees that provide programmatic accreditation for imaging science programs.
Joint Review Committee on Education in Radiologic Technology (JRCERT) - functions to enhance the quality and safety of patients. The committee believes well trained professionals are the key to making their main goals attainable. JRCERT is a recognized accrediting agency by the U.S. Department of Education.
Joint Review Committee of Nuclear Medicine Technology (JRCNMT)-is the nationally recognized accrediting agency that looks over the education programs created train nuclear medicine professionals. The JRCNMT has a working relationship with the American College of Radiology, The ASRT, and The Society of Nuclear Medicine. The JRCNMT only functions as a programmatic accrediting body and only accredits post-secondary programs.
Joint Review Committee on Education in Diagnostic Medical Sonography (JRC-DMS)-is a non-profit organization in existence to establish, maintain and promote quality standards in DMS. Since 1983 it has provided a mechanism of committee review to recognize educational programs throughout the United States that instruct students in the disciplines related to DMS through education consistent with standards for entry into practice. 4. Analyze the difference between formative, summative, and confirmative evaluation. Give 2 examples of each.
Formative evaluation are generally low stakes, which means that they have low or no point value. The goal of formative evaluation is to monitor students learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning.
More specifically, formative evaluations help students identify their strength and weakness and target areas that need work. Moreover, it helps the faculty to recognize where students are struggling and addresses problems immediately. Examples of formative evaluations includes asking students to draw a concept map in class to represent their understanding of a topic. Another is to turn in a research proposal for early feedback.
Summative evaluation are often high stakes, which means that they have a high point value. The goal of summative evaluation is to evaluate student learning at the end of an instructional unit, by comparing it against some standard or benchmark. Information from summative evaluation can be used formatively when students or faculty use it to guide their efforts and activities in subsequent courses. Examples of summative evaluation are midterm exams, a final project, a paper or senior recital. In general formative evaluation is to gather information to understand strength and weakness in order to improve teaching and learning. And summative evaluation assesses achievement with a number or value in mind, such as a grade.
Confirmative evaluations are similar to formative and summative by the methods in which all gather information. Confirmative evaluations relies on multiple data-gathering instruments such as questionnaires, interviews, performances assessments, self-reports and knowledge tests. Confirmative evaluations occurs after the implementation has happen and been used for a reasonable amount of time. This type evaluation assesses not only the competence of the learner, but also the continuing effectiveness of a program. The challenge for the instructional designer is the ability to continuously collect data in regards to a program.

SOURCES
Marvin Stevenson

BrainTrack - Complete 2014 Online & Campus School Directory. (n.d.). Retrieved January 26, 2015, from http://www.braintrack.com

(n.d.). Retrieved January 26, 2015, from http://www.worldwidelearning.com/accreditation/types-accreditation.htm

Understanding Accreditation. (n.d.). Retrieved January 26, 2015, from http://www.collegesanddegrees.com/accreditation

IAO – International Accreditation | Quality Assurance Organization. (n.d.). Retrieved January 26, 2015, from http://www.iao.org

Dedicated to Educational Excellence & Improvement since 1919. (n.d.). Retrieved January 26, 2015, from http://www.msche.org

New England Association of Schools and Colleges (NEASC). (n.d.). Retrieved January 26, 2015, from http://www.neasc.org

2015 Institutional Update to Open March 2. (n.d.). Retrieved January 26, 2015, from http://www.ncahigherlearningcommission.org

NWCCU Main Directory. (n.d.). Retrieved January 26, 2015, from http://www.nwccu.org

Wisconsin Association of School Councils. (n.d.). Retrieved January 26, 2015, from http://www.wasc.org

Carnegie Mellon University. (n.d.). Retrieved January 27, 2015, from http://www.cmu.edu/teaching/assessments/basics/formative.html

Formative and Summative Evaluation. (n.d.). Retrieved January 27, 2015, from http://fod.msu.edu/oir/formative-and-summative-evaluation

ARCMIT01. (n.d.). Retrieved January 27, 2015, from http://arcmit01.uncw.edu/

Welcome to the JRC-DMS website! The mission of the JRC-DMS is to establish, maintain and promote quality education standards in diagnostic medical sonography. (n.d.). Retrieved January 27, 2015, from http://www.jrcdms.org