PREPARING FOR ACCREDITATION BY THE AMERICAN COUNCIL FOR CONSTRUCTION EDUCATION

 

 

INTRODUCTION

 

There are several critical stages in the American Council for Construction Education (ACCE) accreditation process--the preparation of the self-study, the actual visit by representatives of ACCE, and the accreditation action taken by the Council's Board of Trustees. For the admini­strators, faculty, and support staff of the program making application for accreditation, however, it is the preparation of the self-study which is the most important. Following this is the faculty's involvement in the visit to the program. This presentation focuses on the role of the faculty and staff in both of these stages.

 

 

DEVELOPING THE SELF-STUDY

 

Once a program has applied for and been placed in candidate status, it is sent ACCE Form No. 102-86 "Guidelines for a Self-Evaluation Study." This document provides the instructions on how to develop a program self-study. A program has one year in which to complete the self-study. The report on this study serves three purposes: (1) it documents the results of a thorough and critical review of the program; (2) it provides information to ACCE so that a fair evaluation of the program can be made; and (3) it serves as an historical document for the construction unit.

 

The role that an individual program participant plays in the development of the self-study will depend on such things as the size of the depart­ment, and the degree to which authority and responsibility are delegated by the department's administrator to the faculty. It is strongly recommended that all program participants-­administrators, faculty, and support staff be involved in the self-study. This will result not only in a more thorough document but a much more cohesive program.

 

To give the reader an idea of the many categories of information that will need to be obtained and assimilated, the following are the major and minor headings taken from the ACCE self-study guidelines:

 

Introduction

 

Accreditation of Institution and Program(s)

Institution: Background Information

Construction Unit: Background Information

 

Organization and Administration

 

Organizational Charts

Construction Unit Administration

Related Programs

Institutional Budget

Construction Unit Budget

 

Curriculum

 

Program Description

Institutional Requirements

Plan of Study

Degree Requirements-Four Year Baccalaureate Program

Course Sequencing

Course Descriptions

Course Offerings

Supporting Disciplines

 

Faculty

 

Current Staff

Staff Assignment Definitions

Current Faculty Assignments

Compensation

Evaluation and Promotion Policies

Professional Development

 

Students

 

Admission Standards and Procedures

Admission Data

Quality of New Students

Enrollment Data

Grading System

Academic Success and Failure

Record Keeping

Academic Advisement

Student Activities

Graduates and Placement Data

 

Facilities and Services

 

Laboratories

Classrooms

Staff Offices

Library

Audiovisual Services

 Computer Services

Placement Services

 

Relations with Industry

 

Advisory Committee

Contributions

Seminars and Short Courses

Research

Work Experience Programs

Placement Assistance

Student-Industry Interaction

 

General Analysis

 

Student Quality

Institutional Support

Evaluation by Industry

Self-Evaluation

Future Plans

 

Appendices

 

Faculty Resumes

Course Outlines

 

As the reader can surmise from reviewing the list, a lot of time and effort is needed to gather the required information and place it in the designated format. Much of the information is available in other university and college publications such as the catalog and promotional literature. Other information can be obtained from other departments and/or offices on campus, such as that for library holdings, placement data, and co-op program descriptions. It should be one person's responsibility within the construction unit to obtain this information.

 

Relative to the construction unit itself, work should begin early to review and revise existing documents such as course outlines, faculty resumes, student admission and enrollment data, and graduate surveys. It is important that these and similar documents be made part of the self-study. Here is where all the faculty and staff within the unit can become involved. While this work is in progress, the unit's administrator needs to develop a historical overview of the program, together with administrative documentation such as budget, organization, and policies and procedures..

 

From time to time during the conduct of the self-study, meetings should be held with the unit's

staff and others within the college and university to review progress. At these meetings, additional needed information can be identified, revisions made to existing work in progress and follow-up activities can be scheduled. The reader should note that it will take a minimum of one semester to do an effective job in putting the self-study together. The summer months should not be used to perform the major work for the study unless the unit's staff is available during this period.

 

When all of the needed data and information called for in the ACCE form have been assembled, it then becomes one person's responsibility to review and organize them in the designated format into the self-study report. Once the first draft of the document has been put together, it should be re­viewed by all involved. Appropriate revisions should then be made and the self-study sent to ACCE headquarters. It should be noted that the information contained in the document must be correct, complete, and placed in the format designated by ACCE.

 

When the self-study is received at the ACCE office, it is sent to the Chairman of the ACCE Accreditation Committee and the proposed chairperson of the visiting Team for the purpose of recommending to ACCE's President whether, in their judgment, the program is ready for a visit. This is done to assure to the maximum extent possible that visits will not be carried out that offer little likelihood of success. It should be pointed out, however, that the institution has the right to request that the visit go forward even if this preliminary recommendation is to the contrary. When the decision is made to proceed with the visit, the second stage of faculty and staff involvement begins, that is getting ready for the visit.

 

 

THE ACCREDITATION VISIT

 

The visit is performed in accordance with ACCE Forms No. 107-86 and 107A-86. ACCE, with the approval of the administrator of the program to be visited, puts together a visiting team composed of one or more practicing professionals, educators, and, wherever possible, a person representing the public interest. The purposes of the visit are to: 1) substantiate contents of self-study; 2) assess factors that cannot be documented, such as the caliber of the student body, and general instructor and student morale; and 3) inspect instructional materials and student work.

 

The chairman of the team divides up the activities which are to take place during the visit among the various team members.                        From the standpoint of the faculty and staff of the construction unit, it is important that each be available for discussions with one or more of the visiting team members. It is important in any discussion with the visiting team that faculty members and staff be frank, yet helpful. Each faculty member will be asked to take the time to visit with a team member. During this visit, the faculty member should have available examples of his/her students' work along with curriculum materials such as textbooks, handouts, etc. It will be helpful to the visiting team if each faculty member not only discusses the strong points of each course and program he or she is responsible for, but the weak points and undevel­oped potentials as well. All information is kept confidential, in terms of its source, in any reports made by the ACCE team member and the team as a whole.

 

At the same time, it is important that the construction unit administrator make available departmental data that may not be contained in the self-study. The administrator will also be asked to help put together and arrange the necessary interviews on campus.

 

The items which are likely to be of interest to the members of the visiting team follow. It is recom­mended that this list be used as a reminder or checklist not only when preparing the self-study, but also in discussions with the members of the visiting team.

 

Goals and Objectives

 

Are the goals and objectives clearly set forth and are they realistic and attainable?

Is the program structured to achieve the stated goals and objectives?

Do the goals and objectives reflect ACCE Standards?

Are all who are involved with the program knowledgeable and supportive of the goals and objectives?

 

Budget and Financial Management

 

Is there adequate funding support?

Are the sources of financial support identified?

Are the funding sources realistic and stable?

How does the funding support compare with other units on campus?

What is the rationale for allocation of funds within the school or college?

How are departmental travel funds allocated?

Analyze the department's budget (revenues and expenses).

 

Organization and Administration

 

Identify the formal organization hierarchy.

How is the program administered?

Evaluate the administrator's qualifications.

Evaluate the administrator's authority and responsibility.

Is the program an identifiable academic unit on campus?

How is the overall program monitored and evaluated?

How are curriculum revisions and other departmental matters handled?

Are there formal departmental policies and procedures?

How are the faculty and students involved in decision making within the department?

 

Program

 

Quantitative analysis of curriculum content relative to ACCE minimum recommended requirements.

Qualitative appraisal of curriculum relative to:

Technical content and its currency

Sequencing of courses

Coordination of labs and lectures

Textbook age and quality

Existence of current, formal course outlines

Level and quality of science, math, social science and communication courses.

Latitude and choice of free electives.

Evaluate the program with respect to the stated goals and objectives.

 

Faculty

 

Evaluate faculty education, professional experience, competence, and performance.

Is the department's faculty well balanced in terms of background and education relative to courses being taught?

Identify and evaluate any formal faculty development programs.

Identify and evaluate faculty consulting policy and activities.

Are policies on faculty hiring, evaluation, tenure, and promotion clear and accepted?

Evaluate faculty morale and attitudes.

Evaluate faculty teaching loads.

Evaluate numbers and assignments of part-time faculty members.

Evaluate faculty salaries in relation to other faculty on campus and other similar programs in the region.

Evaluate involvement of faculty in university, college, department, professional society and community activities.

Evaluate the availability of faculty to students.

Identify formal faculty evaluation procedure.

Evaluate faculty's use of library, computers, and other resources in instruction and student assignments.

Identify if any faculty have release time and how it is being used.

 

Students

 

Evaluate morale and attitudes.

Evaluate level of accomplishment and competence.

Are students involved in campus, college, and department activities?

Identify departmental student organizations.

Is there adequate representation in these organizations?

How is student advising done?

Is it adequate?

Does a formal system exist for tracking students before and after graduation?

Review students' work.

Are scholarships and summer employment available?

Are the graduates surveyed on a regular basis?

Are the graduates taking jobs for which they were educated?

Identify starting salaries.

Review quantitative student data such as enrollment by year, number of graduates each year, etc.

 

Physical and Other Facilities

 

Identify and evaluate size and location of classrooms, labs, offices and storage space.

Is the physical environment conducive to learning?

Are the spaces well maintained?

Is the library used by the program's students?

Does the library contain a sufficient number of books, journals and other literature relating to construction?

Identify and evaluate the existence and use of computer facilities.

Identify and evaluate the existence and use of audio-visual instructional equipment.

Does the program receive its fair share of library purchases?

 

Supporting Disciplines/Services

 

Are upper division students provided the opportunity to take courses in other disciplines?

Does cooperation among the staff of the different departments exist?

Is there a placement center and to what extent do the student use it?

Is there a counseling and testing center and to what extent do the students use it?

Is the admissions office aware of the program?

Are counseling personnel aware of the program and the opportunities in the profession of construction?

Identify the staff support in the department. Is it adequate?

 

Relationship with Industry

 

Evaluate strength of relationships.

Identify how industry supports the program.

Identify how the program assists industry.

Are faculty involved in providing seminars to industry representatives?

Is there a formal industry advisory committee?

Are students hired by local industry?

What are the attitudes of representatives of local industry toward the program, faculty, students, and staff?

CONCLUSION

The road to accreditation is only as smooth as the preparation which is put into it. Preparation must include input from all those involved and affected, especially the faculty and support staff of the construction unit. Assistance is available through ACCE's headquarters staff and its Guidance Committee. If you want help or have questions, contact Robert Dillon, Executive Vice President, American Council for Construction Education, 1015 15th Street, NW, Suite 700, Washington, DC 20005. Telephone: (202) 347-5875.