From among the 2016 annual reports, we identified 7 responses to section 3 of the annual review form (faculty, student, and pass/fail data) to provide examples of the ways our diverse accredited programs and institutions successfully provide this information and perhaps to serve as a source of ideas.
There are three categories of reports – typical reports but with some interesting features, reports from schools with rolling enrollments, and somewhat unusual yet interesting reports. These reports are not posted as models to emulate and in some cases, the practices described in reports may be hard to understand without access to the site’s self-study reports; however, all reports have been accepted by CEA, though in some cases additional information and documentation were requested by CEA staff and not included in the posted samples.
Some of the responses have been edited for clarity and relevance; program names, locations, and other identifying features have been redacted.
We hope these examples will prove useful as accredited sites complete their own annual reports. Also, we thank the sites which permitted us to post their de-identified reports in order to benefit others.
Sample 1 - This report is from a university-based program and is fairly representative of the majority of our accredited sites in terms of the length of report, data collection practices, concise and focused analysis, and follow-up actions.
Sample 2 - This report is from a large university-based program. The report includes an overview of the program structure and progression policies, pass rates, progression rates, identification and detailed analysis of problematic trends, and follow up actions. While a report of this length is not typical, the analysis it provides is interesting and appropriate for a program such as this.
Sample 3 - This report is from an independent institution with a small student population. Despite running very small classes (1-4 students per class), the institution has provided a detailed analysis of the data and follow up actions. The report demonstrates that the site has in place a solid system for data collection and analysis and is prepared to carry out data-driven program planning and review.
Sample 4 - This report is from a large independent institution with rolling admissions. It includes a detailed description of the school’s assessment practices and presents an interesting system of tracking multiple types of student achievement data.
Sample 5 - This report is from a long-established independent institution and is fairly representative of the majority of our accredited sites in terms of the length of report, data collection practices, analysis, and follow-up activities.
Sample 6 - This report is from an independent institution with short 4-week sessions. The report is fairly representative of the majority of our accredited sites in terms of the length of report, solid data collection practices and analysis, and follow-up activities.
Sample 7 - This report is from an independent institution with rolling admissions. The report is fairly representative of the majority of our accredited sites in terms of the length of report, data collection practices, data analysis, and follow-up actions.
When a change is under consideration, CEA staff should be consulted to determine whether it is a substantive or minor change and whether a substantive change report must be filed, and to assess how the change will affect the program or institution in terms of meeting the CEA Standards. Please contact Masha Vassilieva, Director of Compliance at firstname.lastname@example.org or (703) 665-3400.
The types of substantive changes that must be reported prior to the change taking place include, but are not limited to, the following:
- Any change in ownership, legal status or form of control, including a change in the relationship with departments within a host institution (must be submitted 30 days prior to the change of ownership or change of control)
- The acquisition of any other institution, or program or location of another institution
- The addition of a permanent location at a site at which the institution is conducting a teach-out for students of another institution that has ceased operating before students have completed their program of study
- Any change in mission
- Any change in location or the addition of an auxiliary location
- Any change in the type of students served (academic to nonacademic, for example)
- Any change in Student Exchange Visitor Program (SEVP) certification
- The addition of courses that represent a significant departure, in terms of either content or method of delivery, from those offered during the most recent accreditation evaluation, including distance education
- The addition of courses or programs at a level below or a level above those included in the program or institution’s current accreditation
- A change in the means for determining student hours and/or a substantial increase or decrease in the number of clock or credit hours awarded for the successful completion of any program of study
- A substantial increase or decrease in the length of the program
- A change in resources that would affect the program or institution’s ability to provide its services
2020 CEA Substantive Change Reporting Guidelines