Chapter 4
Accreditation Standards

ACCGC'S intention is to ensure that graphic communications programs in higher education which are accredited meet or exceed established standards. Both qualitative and quantitative criteria stated in the following standards will be given consideration. Standards have been grouped as follows: 1. Mission, Philosophy, Goals, and Objectives; 2. Administration, Support, Equipment and Facilities; 3. Curriculum and Instruction; 4. Faculty; and 5. Students/Graduates.
Mission, Philosophy, Goals, and Objectives
4.1 Mission Statement	Mission statements provide philosophical direction and relevance to the institutional mission. Standard: The graphic communications program must have a clearly written mission statement aligned with the institutional mission. Basis for Judgment: The mission statement demonstrates philosophical direction consistent with institutional goals and resources. Mission statements must be written to address the interests of the various constituencies. 4.1.1 Institutional mission 4.1.2 College/School mission 4.1.3 Departmental mission 4.1.4 Programmatic mission
4.2 Goals and Objectives	Written goals and objectives define specific direction for the program consistent with the mission statement. Standard: The graphic communications program(s) has/have clearly defined short- and long-range goals and objectives consistent with their mission statement. Basis for Judgment: Stated goals and objectives are consistent with the mission statement. Evidence exists to verify that stated goals and objectives for each degree program are used for program direction. Achieving high quality is emphasized in stated educational objectives. 4.2.1 Goal Statement 1   4.2.1.1 Evidence of pedagogical integration 4.2.1.2 Evidence of pedagogical integration 4.2.2 Goal Statement 2   4.2.2.1 Evidence of pedagogical integration 4.2.2.2 Evidence of pedagogical integration (Continue listing program goals as available)
Administration, Support, Equipment, and Facilities
4.3 Governance/Administration	The administrative activities must be organized to support the overall goals of the academic unit. The administrative structure must be clearly defined with faculty involvement. Standard: The person(s) in the administrative/leadership role(s) of the graphic communications program must be able to promote the intellectual and academic cause of the educational unit. Basis for Judgment: The Self-Study report reflects administrative support. Administrative responsibilities are clearly defined. Minutes of program meetings are available for review. Faculty roles in governance are defined. 4.3.1 College/school governance/administration 4.3.2 Departmental governance/administration 4.3.3 Programmatic governance/administration
4.4 Financial Support	It is recognized that graphic communications programs often require more financial support than many other more traditional academic programs. The budget should reflect funding for quality instruction, salaries, facilities, equipment, supplies, support services, travel, and professional development. Standard: The budget for graphic communications programs must be adequate to support program objectives and promote continuous program improvement. Basis for Judgment: The budget status of the institution, indication of how funds are allocated, and evidence of external supplement financial support without displacement of normal institutional funding support are significant factors to consider. 4.4.1 Institutional 4.4.2 College/School 4.4.3 Department 4.4.4 Program 4.4.5 Other (special funding) 4.4.6 Non-institutional support
4.5 Equipment and Facilities	The equipment should be of the amount, type, and quality representative of the industry to meet the educational program's mission, goals, and objectives. Safety and environmental concerns must comply with the institution's regulations. Laboratory space should be adequate for effective and efficient instruction. All equipment should be well maintained. Office and storage space should be sufficient to house faculty, supplies, and materials. The university and/or program library (learning resources) shall be supplied with current publications and electronic media for graphic communications student and faculty use. Standard: The equipment and facilities must be adequate to fulfil the stated educational missions, goals, and objectives. Basis for Judgment: The equipment should be representative of industry technology. It is not necessary for the equipment to be of the size and complexity as utilized in the graphic communications industry, but every effort should be made to have equipment available for student use that permits instruction and learning in the systems that students will experience within current and future industrial operations. The classroom and laboratory facilities should be of adequate size and number to provide sufficient space for both current and future equipment. Also, there should be appropriate space for the students to learn and work. In addition, the classrooms and laboratories should be well appointed and organized for appropriate teaching and learning to take place. 4.5.1 Inventory of equipment utilized for instruction.   4.5.1.1 Prepress 4.5.1.2 Press 4.5.1.3 Postpress 4.5.2 Inventory of computer software utilized for instruction. 4.5.3 Floor plan of instructional facilities. 4.5.4 Availability and supervision of facilities and equipment for student use. 4.5.5 Institutional/program safety policies and procedures. 4.5.6 Equipment maintenance, repair, and renovation   4.5.6.1 Computer hardware 4.5.6.2 Mechanical 4.5.6.3 Facility 4.5.6.4 Renovation 4.5.7 Locally available publications for student reference 4.5.8 Online, CD-ROM and web based electronic database and media resources for student/faculty use.
4.6 Staff Support Services	Office staff, technical personnel, and student assistants shall be adequate to efficiently and effectively conduct the day-to-day activities of the academic unit. Technical support is essential in equipment-intensive graphic communications instructional laboratories. Standard: The unit must have sufficient support services to provide adequate assistance to meet program objectives. Basis for Judgment: 4.6.1 Availability and utilization of office staff. 4.6.2 Availability and utilization of technical personnel- computer support. 4.6.3 Availability and utilization of technical personnel- non-computer support 4.6.4 Availability and utilization of student assistants. 4.6.5 Availability and utilization and of other support staff such as audiovisual, custodial, and plant operations.
Curriculum and Instruction
4.7 Curriculum	It is imperative that the program reflects current industry trends and practices in graphic communications technology and management along with general education and courses from other related disciplines. Standard: Graphic communications programs must exhibit logical curricular diversity consistent with the program's mission statement, goals, and objectives. Basis for Judgment: 4.7.1 Admissions/graduation requirements   4.7.1.1 Institutional   4.7.1.1.1 Admissions 4.7.1.1.2 Graduation 4.7.1.2 Departmental/programmatic   4.7.1.2.1 Admissions 4.7.1.2.2 Graduation 4.7.2 List of all required courses by category   4.7.2.1 General Education (with mathematics, physical sciences, oral and written communications, and computer usage courses delineated) 4.7.2.2 Graphic communications technology 4.7.2.3 Graphic communications management 4.7.2.4 Related courses (management, human resources, advertising, marketing, accounting, photography, graphic design, electronics, journalism, and human relations) 4.7.2.5 Elective hours 4.7.3 Course outlines for graphic communications courses. 4.7.4 Course Sequence: Curricular structure is in place exhibiting a logical diversity consistent with the mission, goals and objectives of the program.   4.7.4.1 Current technology is exhibited. 4.7.4.2 Schematic diagram of course sequence, including prerequisites. 4.7.5 Rationale for graphic communications program curricular structure, scope, and sequence   4.7.5.1 Rationale for graphic communications courses 4.7.5.2 Rationale for non graphic communications courses in support of the major including explanation of how support courses are used to supplement, strengthen, and broaden the program. 4.7.5.3 Rationale for course sequence 4.7.6 Frequency of course offerings and enrollment by semester/quarter.
4.8 Instruction and Evaluation	The quality of instruction should be monitored to determine if high standards of teaching are exhibited. Evaluation of students must take place in all courses. Standard: The graphic communications teaching faculty must maintain high quality instruction. Basis for Judgment: High quality instruction is performed by all faculty and other teaching personnel within the academic unit. This is judged by the following criteria: 4.8.1 Consistent, complete and current syllabi for graphic communications courses and required non graphic communications courses used in support of the major. 4.8.2 Text(s) and references used in courses. 4.8.3 Presentation materials, handouts and instruction sheets. 4.8.4 Methods of instructional delivery. 4.8.5 Classroom/laboratory activities and assignments. 4.8.6 Examples of student work. 4.8.7 Methods of student evaluation.   4.8.7.1 Lecture 4.8.7.2 Laboratory 4.8.7.3 Internship 4.8.7.4 Practicum
4.9 Internships Practicums Coops	Internships/practicums/coops should be realistic industrial experiences that contribute to knowledge about graphic communications. Standard: Industrially relevant practical experiences, with or without academic credit, are strongly encouraged but need not be considered a required part of the program. Basis for Judgment: An organized opportunity from the university to the specific academic unit level be available for students to gain ©ølive©÷ graphic communications industry experiences. 4.9.1 Policies, procedures, and guidelines for practical experiences.   4.9.1.1 Student responsibility 4.9.1.2 Employer responsibility 4.9.1.3 Institutional responsibility including evidence of institutional oversight by faculty. 4.9.2 Documentation, including agreements, student, and supervisor report forms. 4.9.3 Student reports or interviews.
4.10 Industry Advisory Committee(s)	The advisory committee(s) provide guidance for curricular content and program direction. Standard: One or more graphic communications industry advisory committees must be active. Basis for Judgment: There must be documented evidence that one or more advisory committees have been and are currently in place for the entire academic unit or specific programs within the academic unit. 4.10.1 Function, size, and rationale 4.10.2 Committee member selection process 4.10.3 Qualifications to serve on the committee 4.10.4 Function and duties of committee members 4.10.5 Meeting frequency, location, duration, and general dates 4.10.6 Minutes of advisory committee meetings 4.10.7 Recommendations and appropriate resultant programmatic actions from advisory board 4.10.8 Current advisory committee members
Faculty
4.11 Faculty: Tenure/Tenure Track, Adjunct, and Graduate Teaching Assistants	The strength and professional diversity of the faculty reflects the quality of the educational program. The ratio of tenure/tenure track and adjunct faculty should be appropriate to the program goals, objectives, and curricular structure. Standard: All faculty must be academically and professionally qualified, as determined by the institution, with institutional responsibilities and expectations clearly defined. Faculty development should be continual. Basis for Judgment: Faculty members must possess the appropriate academic attainment, possess teaching, research, and professional service skills, be enthusiastic about their service to students, and be eager to continually improve themselves for the responsible position they are privileged to hold. 4.11.1 List of Graphic Communications faculty.   4.11.1.1 Tenure/Tenure track 4.11.1.2 Adjunct/Part-time 4.11.1.3 Graduate Teaching Assistants 4.11.2 Vita of each graphic communications faculty member. 4.11.3 Course teaching assignments of each faculty member. 4.11.4 Contact hours, advising, and teaching load for each faculty member. High laboratory time requirements should be considered. 4.11.5 Evidence of professional development of each faculty member. 4.11.6 Evidence of administrative support of faculty development and professional service. 4.11.7 Policies and procedures for selection and appointment of faculty. 4.11.8 Tenure, retention, and promotion policies and procedures in comparison to other professional areas on campus. 4.11.9 Teaching, service, and scholarly requirements for faculty are stated.
4.12 Faculty Evaluation	Evaluation of faculty provides feedback for instructional improvement, faculty development, and other contributions to knowledge and to the profession. Standard: All faculty must be evaluated for instructional effectiveness, professional development, and service contributions. Basis for Judgment: Instructional effectiveness of each faculty member is regularly conducted. Prompt feedback of faculty evaluation results is practiced. 4.12.1 Faculty evaluation policies and procedures 4.12.2 Evaluation instruments 4.12.3 Mechanism for prompt feedback of evaluation results to faculty
Students/Graduates
4.13 Student Records and Advising	Effective advising requires that student records be well organized, current, and maintained in a systematic and effective manner. Advisors should be cognizant of current curricular requirements and changes that affect the graphic communications curriculum. Prerequisite course status must be monitored and strictly enforced. Student advisement is required on a regular basis. Standard: A system for maintaining records and advising students must be established and in use. Basis for Judgment: There should be ample written evidence of admission records, student progress through his/her academic program, and notations of academic advisement assistance. All students with declared majors in the academic unit must have assigned advisors. 4.13.1 Admission standards are documented to assure students are capable of meeting standards. Admission test scores, high school rankings, and other criteria are documented. 4.13.2 Student recruitment and selection are documented. 4.13.3 Accurate, individual records are kept. 4.13.4 Career counseling and program advising are regularly performed and documented.
4.14 Graduate Placement and Follow-up	Assistance to help students transition into their first job is important to help assure graduates are placed in positions commensurate with the stated goals and objectives of the program. Follow-up studies assess program progress, and assist in future development of the program. The types of jobs and how well the students were prepared in the program for their current and past positions should be documented. Standard: Initial placement assistance is practiced and timely follow-up studies of graduates should be conducted. Basis for Judgment: The types of jobs and how well the students were prepared in the program for their current and past positions should be documented. 4.14.1 List of institutional placement services available and practiced 4.14.2 Philosophy and practice of graduate follow-up   4.14.2.1 Graduate follow-up survey instruments 4.14.2.2 Frequency of measurement 4.14.2.3 Summary analysis of most recent graduate responses and/or responses of graduate employers 4.14.3 Graduate follow-up survey and frequency 4.14.4 Recent surveys of all graduates 4.14.5 Positions held by graduates, including both initial entry level and career growth.