1) Are there model self-studies that can be shared with programs applying for MPCAC accreditation?
2) How do I know what documentation to include for each of the standards?
3) What if we haven’t yet collected outcome data for the program?
4) How many years of data does MPCAC want for outcome data?
5) How long should the self-study be?
6) Do I need to provide a syllabus for every time a course has been taught?
7) Do I have to send a hard copy of the documents?
8) Who should I contact if I have questions about the self-study?
9) How are site visitors chosen?
10) What is the role of the site visitors (i.e., what can they tell us during the visit)?
11) What does the site visit agenda look like?
1) Are there model self-studies that can be shared with programs applying for MPCAC accreditation?
MPCAC does not offer model self-studies for review. Each program is different and self-study authors should consider how their individual program meets the accreditation standards. While there is no one format for a self-study, each study must address all of the accreditation standards (A – H). Note that Standard B contains the 2017 standards pertaining to core curriculum.
2) How do I know what documentation to include for each of the standards?
A list of required documentation for each standard is available on the MPCAC website. Note that these are minimal expectations and programs should provide whatever documentation is needed to demonstrate compliance. However, programs should take care to avoid redundancies in submitted materials.
3) What if we haven’t yet collected outcome data for the program?
A program that has not collected any outcome data is not ready to submit a self-study for MPCAC accreditation. Outcome data are expected as evidence for compliance with MPCAC standards. Please refer to the MPCAC website for a list of minimum required documentation.
4) How many years of data does MPCAC want for outcome data?
MPCAC does not specify a particular number of years for most outcome data. In general, data from more than one cohort is desirable to show the sustained quality of the program. MPCAC does ask for years of data in certain areas, such as retention rates (5 years or less if there are fewer graduating classes), names of bachelor’s degree programs of admitted students (3 years), and GPA and entrance scores of admitted students (3 years). Please refer to the MPCAC website for a list of minimum required documentation.
5) How long should the self-study be?
Self-studies should not exceed 35 pages, plus appendices. Programs are expected to include only pertinent information and make every effort to reduce redundancies. The quality of information provided is more important than the length of the document.
6) Do I need to provide a syllabus for every time a course has been taught?
MPCAC expects at least one syllabus for every course in the program’s curriculum. Multiple syllabi for the same course should be provided if the course sections are appreciably different in course content or teaching style.
7) Do I have to send a hard copy of the documents?
All materials are submitted electronically; contact the Executive Director when the self-study is ready for submission. Please see the accreditation steps link on the MPCAC website for a breakdown of the steps in the application process.
8) Who should I contact if I have questions about the self-study?
The point of contact during the self-study process is MPCAC’s Executive Director. After submission of the self-study, the Chair of the Accreditation Review Committee (ARC) is the point of contact for questions about the site visitors, site visit agenda, and timing of MPCAC decisions.
9) How are site visitors chosen?
All site visitors are volunteers who are chosen by the Associate Chair for Accreditation from a pool of available site visitors. Most site visitors are current or past MPCAC board members. Site visitors are part of an Accreditation Review Committee (ARC) which includes a Chair and typically two site visitors. Institutions who submit more than one program for review simultaneously will have an increased number of site visitors. The program will be asked to review the CVs of the ARC members and to officially approve their selection to ensure that there are no conflicts of interest. All site visitors have completed training related to the site visit process and new site visitors are paired with seasoned visitors for their first site visits.
10) What is the role of the site visitors (i.e., what can they tell us during the visit)?
Site visitors and the Chair of the Accreditation Review Committee (ARC) carefully review the self-study materials before the site visit. During the campus visit, the site visitors continue to gather information from faculty, students, alumni, field supervisors, and administrators. At the end of the visit, the site visitors give an oral exit report that includes general strengths and weaknesses of the program. The visitors do not discuss any accreditation recommendations during the exit interview or report; all accreditation decisions are made by the Board members.
11) What does the site visit agenda look like?
The Chair of the Accreditation Review Committee (ARC) will review the agenda with the program and the site visitors. Typically, the site visit should occur over two days. At a minimum the site visitors should meet with the following individuals or groups: Faculty members who teach in the program, department members or other faculty not teaching in the program, department and program leaders, graduate students, department Chair, Dean of the college, Provost or Academic Vice President of the institution, field supervisors, and alumni of the program. Site visitors should review a representative sample of students’ files and tour the department facilities and any campus facilities (e.g., library) that are integral to the functioning of the program. MPCAC allows meetings to occur during meals. The site visitors will need some scheduled breaks during the visit to discuss observations and to work on the oral exit report.