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Guide to Evaluating Institutions (includes the Standards and Standards Questions)

Manual for Institutional Self-Evaluation (includes information on the Self-Evaluation Report)

Guide To Evaluating Distance Education and Correspondence Education

Accreditation Style Sheet

The Self-Evaluation

The accreditation self-study will be a work of many hands that nevertheless must speak for the ARC community in one clear voice. To achieve this goal, it's important that the contributions of the different committees be similar in style and organization. Please follow these guidelines to ensure that the development of the self-study proceeds as smoothly as possible.


The purpose of the Self-Evaluation is to "provide a written analysis of strengths and weaknesses of educational quality and institutional effectiveness." The analysis within the Self-Evaluation is based on the "institution's continuous evaluation and qualify improvement activities which have been considered in the self-evaluation process" (ACCJC Manual for Self-Evaluation 17). 

A strong Self-Evaluation Report is

  • concise
  • evidence-based
  • ties to mission and objectives overtly
  • addresses both resolution of deficiencies from last Accreditation AND discussion of concrete plans and details (timelines, outcomes) for future work (ACCJC Manual for Self-Evaluation17)


Each committee submission should begin with a Descriptive Summary, one which is objective and factual. This section will include objective descriptions of what the committee found during its investigation of its standard. This section will include references to specific evidence (for example, agendas, minutes, notes from interviews, flow charts, links to webpages etc), which it will use to support the description of processes within this first section. Ask the questions "What do you see? Where? When? Why?"

The second section will be the "Evaluation." This section will evaluate, using the information from the Descriptive Summary, whether or not the college is fulfilling the standard. It may be helpful for teams to use the Standard's questions from the ACCJC Manual for Self Evaluation Report to guide the writing of the Evaluation. This section essentially asks "Does the college meet this standard? Why and why?"

The final section of each teams' report will be the "Actionable Improvement Plan" (which used to be called "Planning Agenda" in past accreditations). An Actionable Improvement Plan is a process or part of the college which needs improvement, and which improvement involves both integration into the college's strategic planning and college-wide discussion.  

We cannot realistically expect our self-study to demonstrate that we are perfect in any way, so we must be prepared to document our shortcomings candidly and identify constructive responses to those failings. The outcome of the self-study will be more than simply a comprehensive descriptive document; it will also include an action plan for demonstrative and measurable improvement.

Due Dates

Standard Team final drafts and evidence are due electronically in the Accreditation Warehouse's Dropboxes on the team's due dates.

Helpful style documents:

Style Sheet for 2015 Accreditation Self-Evaluation (PDF)

Accreditation Do's and Don'ts (PDF)


Please send questions to Amanda Corcoran (, Accreditation Faculty Chair and Adam Karp (, Accreditation Liaison Officer.

College Communication & Updates

ARC Notes

ARC Notes is a college-wide digital newsletter distributed weekly to all ARC employees:




Convocation Powerpoints

  • January 2014--Jane DeLeon (Accreditation Liaison Officer) and Ken Kubo (Faculty Accreditation Chair)
  • August 2014--Ken Kubo (Accreditation Liaison Officer) and Amanda Corcoran (Faculty Accreditation Chair)
  • January 2015: Ken Kubo (Accreditation Liaison Officer) and Amanda Corcoran (Faculty Accreditation Chair)

Flex Powerpoints:

  • January 2015: Ken Kubo (Accreditation Liaison Officer) and Amanda Corcoran (Faculty Accreditation Chair)

College-wide Review of Self-Evaluation Draft Documents

In March 2015, the college invited all employees and students to review the self-evaluation draft documents. Here are the statistics showing the response to that invitation.

490 pageviews of Insider page March 15-April 15
779 pageviews of public page March 15-April 15

173 downloads of PDF file
64 readings of "flip" format publication (2 hours, 24 minutes, 12 seconds of read time)

Standard I
49 downloads of PDF file
7 readings of "flip" format publication (2 minutes, 24 seconds of read time)

Standard II
116 downloads of PDF file
10 readings of "flip" format publication (29 minutes, 4 seconds of read time)

Standard III
64 downloads of PDF file
3 readings of "flip" format publication (1 minute, 42 seconds of read time)

Standard IV
65 downloads of PDF file
5 readings of "flip" format publication (1 hour, 50 minutes, 6 seconds of read time)


of Educational Quality and Institutional Effectiveness


ARC Accreditation Resources 2015

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