WASC Accreditation
Claremont Graduate University was last reaffirmed for WASC (Western Association of Schools and Colleges) accreditation in June, 2002. WASC provided CGU with a reaffirmation of accreditation for 10 years.
The WASC Commission met in June 2012 and acted to continue the accreditation of CGU through the reaccreditation process completing in spring 2014. Details are provided in the WASC Commission Action Letter that is linked to the left. WASC may be contacted at 985 Atlantic Avenue, Suite 100, Alameda, CA 94501. Phone: (310) 748-9001, Fax: (310) 748-9797, E-mail: wascsr@wascsenior.org
Definition of WASC
WASC is the Western Association of Schools and Colleges. WASC is one of the six regional accreditation agencies in the United States that evaluates the quality and educational effectiveness of schools, colleges, and universities. WASC is a non-profit organization and is not officially regulated by the government. However, institutions must maintain accreditation status to be eligible to receive federal financial aid and for other accredited schools to accept transfer units. WASC grants and approves reaccreditation status for institutions for up to ten years. WASC also oversees substantive changes such as new degrees, distance education formats, and degrees granted across institutions.
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The deadline for this year's survey has been extended an additional week.
Please submit your anonymous comments HERE.
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You may also send a message directly to the WASC Visiting Team through their secure e-mail address: cguvisitS12@yahoo.com
Status of the Process
WASC outlines four standards and within these standards, a set of over forty criteria for review. (See WASC Resources, Standards at a Glance). These standards provide a framework for an internal review and enable each university to compose a statement about the status of effectiveness. The process is intended to strengthen the tools necessary to effectively engage in continuous quality improvement and establish practices consistent with a learning organization.
During the site visits, the team aims to verify information in the CPR and EER reports, clarify any areas of confusion, ensure compliance, assess student learning, and articulate the meaningfulness of each degree.
The Three-stage Review Process
Stage 1: The Institutional Proposal (IP)
In 2006 CGU embarked on the development of a new Institutional Proposal submitted to WASC in May, 2010.
The Institutional Proposal is the first stage in the three-stage review cycle. The entire accreditation review process follows from the self-study described in the Institutional Proposal. The proposal provides the framework and planning for the processes carried out in the CPR and EER cycles.
During initial planning sessions CGU elected to develop a self-study that addresses two themes considered to be most relevant to the institution’s current stage of development, mission statement and institutional context. The dual themes of Research That Matters and Transdisciplinary Studies are being explored in the context of research collaboration among faculty and students of the Schools at CCU and across the Claremont Consortium — the conduct of relevant research that works across cultures, encourages diversity and expands public and private partnerships.
Stage 2: Capacity and Preparatory Review (CPR)
The CPR is based on the Core Commitment to Institutional Capacity:
The institution functions with clear purposes, high levels of institutional integrity, fiscal stability, and appropriate organizational structures to fulfill its purposes.
Report submitted: January 10, 2012
Site visit: March 21-23, 2012
Stage 3: Educational Effectiveness Review (EER)
The EER is based on the Core Commitment to Educational Effectiveness:
The institution evidences clear and appropriate educa tional objectives and design at the institutional and program level, and employs processes of review, including the collection and use of data, that assure delivery of programs and learner accomplishments at a level of performance appropriate for the degree or certificate awarded.
How effective are our program review processes and evaluation of student learning?
How do our themes influence student learning?
Report due: July 2013
Site visit: October 2013
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