Adventist Accrediting Association
AdventistAccreditingAssociationAccrediting Association of Seventh-day Adventist Schools, Colleges and UniversitiesACCREDITATION HANDBOOK2013Department of EducationGeneral Conference of Seventh-day Adventists12501 Old Columbia PikeSilver Spring, MD 20904Tel: 301-680-5066Fax: 301-622-9627Web: adventistaccreditingassociation.org
PREFACEThe Accrediting Association of Seventh-day Adventist Schools, Colleges, andUniversities is the accrediting body established by the Seventh-day Adventist Church toprovide coordination, supervision, and quality control of its education system. It isresponsible for evaluating the implementation of the Seventh-day Adventist philosophyof education in order to foster the unity and mission of the Church1. The Association iscommonly known as the Adventist Accrediting Association and operates under theacronym of AAA. The association serves the thirteen divisions of the world church and isassisted in its work by the divisions’ directors of education and the educationalcommissions and committees of each division.Accreditation is a self-regulatory mechanism of the education community and plays asignificant role in fostering confidence in the educational enterprise of the church.Accreditation and the self-study process serve to maintain minimum standards, enhanceinstitutional effectiveness, and provide inter-institutional recognition.Accreditation is concerned principally with the continuous improvement of educationalquality in institutions operated by the Seventh-day Adventist Church around the world.Accreditation of an institution by AAA signifies that the institution appropriatelyprovides a Seventh-day Adventist education of sound academic quality to its constituencyand has the resources, programs, and services sufficient to accomplish the institution’sgoals. Each Seventh-day Adventist educational institution shall seek AAA accreditation.Like other accrediting bodies, the Adventist Accrediting Association evaluatescompliance with defined threshold standards. Consistent with its broad definition ofwholistic education in the context of a redemptive goal, the AAA moreover evaluatesevidence that the school is comprehensively achieving success in the spiritual domain andthat it is truly “Adventist.” Accreditation by the AAA is available only to church-ownedschools and degree programs. A variety of indicators are examined to affirm that theoverall educational experience furthers the development of the whole person andpromotes a biblical worldview. The complete list of standards and criteria for review aredetailed in this Handbook.The accrediting standards used by the Adventist Accrediting Association make up thebenchmarks for accreditation. These standards are subject to periodic evaluation andprovide consistent guidelines for the evaluation of educational institutions.Institutions with a track record of maximum accreditation with regional/national bodiesare eligible for review using abbreviated standards (Form B). This allows the evaluationteam to focus on whether the school is achieving its mission in the spiritual domain and isintegrating faith and learning in content areas, worldview and co-curricular elements.Cross-referencing the report done for national/regional accreditation eliminatesunnecessary duplication.1GC Working Policy, 2010-2011, FE 20 35, pp. 270-274.iiApril 9, 2013
As changes occur in the church and in the world, Seventh-day Adventist higher educationmust embrace and respond to the demands of such change. The international nature ofSeventh-day Adventist higher education demands a wide range of attention tointernational standards by and for international contextualization. For this reason there isno single best system, no one-size-fits-all approach to quality assurance. At the same timethere must be assurances that loyalty to Seventh-day Adventist educational philosophyand practice are preserved and that faithfulness to the church’s values, ethos, and missionare strengthened.In countries where the application of these procedures may seriously compromise theongoing viability of the institution, because of the requirements of government andeducational agencies, it is recognized that while the underlying principles will not differ,however, the application of those principles may vary. 2Therefore, in such circumstances the Division Board of Education shall provide to theAAA documentation of the institution’s accreditation from its government, attesting to itsacademic and professional integrity, and shall relate to the AAA for endorsement of theinstitution’s spiritual ethos and theological faithfulness. Under all circumstancesinstitutions must maintain allegiance to their position and purpose in the Church.A key component of the process of accreditation is the Self-Study. Each institutionapplying for initial or continuing accreditation is required to conduct a self-study of itsphilosophy, mission, purpose, programs, or services. At the culmination of the self-study,the Association conducts an evaluation visit with a team of professional peer evaluatorsto assess the strengths and weaknesses of the institution and to evaluate the institution’seffectiveness in reaching its stated goals and in complying with the criteria for review.The visiting team will supply the AAA board a written report of their findings and makea confidential recommendation for a term of accreditation to be voted by the AdventistAccrediting Association board.Students and their parents select Adventist education from among other options. Throughthe accreditation process, the institution demonstrates how it aligns its efforts andresources to provide the best academic education possible—while also nurturing faith inGod and preparing students for positions of leadership in their communities andchurches. The accreditation process helps the institution accomplish these goals.Accreditation provides not only accountability for the integration of faith and learningand for quality education, but also serves as a forum for reflection and re-commitment(including financial commitment by governing boards or sponsoring organizations). Theprocess promotes transparency and demonstrates accountability to the constituency.Furthermore, this form of intentional dialogue fosters collaboration and understandingbetween the work of education and the mission of the Church.32GCWP 2010-11, FE 20 55 7.Beardsley, L. M. (2008). Purpose and function of the Adventist Accrediting Association. The Journal ofAdventist Education, 70(4), 15-19.3iiiApril 9, 2013
This Accreditation Handbook is the official handbook of AAA and provides details of theaccreditation philosophy, the process of accreditation visits, accreditation standards andthe expectations of a Self-Study.The Department of EducationGeneral Conference of Seventh-day Adventists12501 Old Columbia PikeSilver Spring, MD 20904, USAPhone: 301-680-5066Fax: 301-622-9627Web: adventistaccreditingassociation.orgivApril 9, 2013
BOARD OF DIRECTORSACCREDITING ASSOCIATION OF SEVENTH-DAY ADVENTISTSCHOOLS, COLLEGES AND UNIVERSITIES2010 - 2015Lisa Beardsley-Hardy, Chair, Director of Education, General ConferenceMike Lekic, Executive Secretary, Assoc. Dir. of Education, General ConferenceLarry Blackmer, Vice President for Education, North American DivisionMario Ceballos, Adventist Chaplaincy Ministries, General ConferenceLowell Cooper, Vice President, General ConferenceLawrence Domingo, Director of Education, Southern Asia-Pacific DivisionJohn Dougan, Adventist Risk Management, General Conference (Advisor)Paul Douglas, Auditing Service, General Conference (Advisor)Daniel Duda, Director of Education, Trans-European DivisionGamaliel Florez, Director of Education, Inter-American DivisionGerald Grant, Professor, Ontario, CanadaStephen Guptill, President, AIIASJuanita Gurubatham, Director, Institutional Review and Development, ACCSCKeith Hallam, Director of Education, Potomac ConferenceChiemela Ikonne, Director of Education, West-Central Africa DivisionEllah Kamwendo, Director of Education, Southern Africa-Indian Ocean DivisionHudson Kibuuka, Assoc. Dir. of Education, General ConferenceEdgard Leonel Luz, Director of Education, South American DivisionBarna Magyarosi, Director of Education, Inter-European DivisionJames Mbyirukira, Education Department, Oakwood UniversityAndrew Mutero, Director of Education, East-Central Africa DivisionChek Yat Phoon, Director of Education, Northern Asia-Pacific DivisionJanelle Pyke, Registrar, Loma Linda UniversityNageshwara Rao, Director of Education, Southern Asia DivisionAngel Rodriguez, Biblical Research Institute, General ConferenceSteven Rose, Vice President for Financial Administration, Walla Walla UniversityRoy Ryan, Associate Treasurer, General ConferenceBenjamin Schoun, Education Advisor, Vice President, General ConferenceLuis Schulz, Assoc. Dir. of Education, General ConferenceElla Simmons, Education Advisor, Vice President, General ConferenceJohn Wesley Taylor, Assoc. Dir. of Education, General ConferenceAstrid Thomassian, Director of Education, Atlantic Union ConferenceAlayne Thorpe, Dean, School of Distance Education, Andrews UniversityCharles Tidwell, Immediate Past Dean, Affiliation and Extension Programs, Andrews UniversityVladimir Tkachuk, Director of Education, Euro-Asia DivisionKen Weslake, Director of Education, South Pacific DivisionTom Wetmore, Office of General Counsel, General Conference (Advisor)Robert Young, Vice President for Academic Administration, Southern Adventist UniversityRobert Lemon, Treasurer, Ex-OfficioG. T. Ng, Secretary, Ex-OfficioTed Wilson, President, Ex-OfficiovApril 9, 2013
HANDBOOK UPDATESThe table that follows identifies the dates of publication and implementation ofAccreditation Handbook updates. The date of publication will be the date when changesto the Handbook are voted by AAA. On the date of implementation all accreditationvisits will operate under the terms of the new updates. By agreement between AAA andindividual institutions, new procedures/documentation may be used in advance of theimplementation date. Old procedures/documentation will normally not be acceptableafter the implementation date.Please note that updated pages will be sent to all individuals/institutions listed asreceiving this initial document and the date of publication will be identified at the bottomof each of those pages. On occasions the date of implementation may precede the date ofpublication as policy changes may be announced to accredited institutions and publishedon the website more frequently than the annual update to this handbook.Date of PublicationDate of ImplementationApril 8, 2004April 7, 2005April 15, 2012April 9, 2013January 1, 2005January 1, 2005July 1, 2012April 9, 2014 (Form B)viApril 9, 2013
USE OF THE ACCREDITATION HANDBOOKThe Accreditation Handbook is in four parts. Each part can stand alone and has its owntable of contents. However, only the Accreditation Handbook in its entirety explains andoutlines the full accreditation process managed by AAA. A table of contents covering thefull Handbook will precede Part I.Users of the handbook may find the following a useful summary of contents.Part I is concerned with the accreditation philosophy of AAA, its purposes, and thetypes of accreditation available through AAA. This section is useful to all involved in anaccreditation visit as it provides the context for the accreditation visit, explains whatshould be the focus of the visiting team, and defines the expectations of the AdventistAccrediting Association.Part II focuses on the accreditation visit, in all its forms, and the roles andresponsibilities of all involved in a visit. It also provides a timeline and outline of thefinal report for a regular accreditation visit. This is a basic manual for both an institutionfacing accreditation and for the members of a visiting team.Part III provides information for Form A institutions* on writing the Self-Study andidentifies the standards that describe an institution of excellence in this category. It alsoprovides suggestions of issues team members might explore in considering the Form ASelf-Study. All involved in a Form A institution visit should be thoroughly acquaintedwith this section of the Accreditation Handbook.Part IV provides information for Form B institutions* on writing the Self-Study, andidentifies the standards that describe an institution of excellence in this category. It alsoprovides suggestions of issues team members might explore in considering the Form BSelf-Study. All involved in a Form B institution visit should be thoroughly acquaintedwith this section of the Accreditation Handbook.*An explanation of which institutions will be accredited under the terms of Form A andForm B are given in Part I of the Accreditation Handbook.A separate document, The Accreditation Process: A Manual for Team Chairs, is availablefrom the General Conference Department of Education for all those asked to chair a AAAaccreditation visit.viiApril 9, 2013
GLOSSARYAAAAdventist Accrediting Association of Seventh-day Adventist Schools,Colleges and Universities. The term Adventist Accrediting Associationwill also be used throughout the Accreditation Handbook to refer to theAssociation.BMTEBoard of Ministerial and Theological Education. This division level boardrecommends to the General Conference IBMTE (see below) newprograms in theology and pastoral studies and arranges for endorsement ofreligion/theology faculty.IBEInternational Board of Education. This General Conference boardapproves new programs in all disciplines other than religion/theology andrecommends new institutions for candidacy status to AAA.IBMTEInternational Board of Ministerial and Theological Education. ThisGeneral Conference Committee approves new programs in theology andpastoral studies recommended by the division BMTEs and approvesprocesses for the management of pastoral training at division level.GCGeneral Conference of Seventh-day Adventists.The following two terms will also be used as generic terms throughout the AccreditationHandbook, although in some division territories or institutions different terms are used.Education Director is called the Vice-President for Education in some divisionterritories.President is the chief administrative officer of an academic institution. Throughout theworld equivalents may include but not be limited to: Principal, Rector, and ViceChancellor.Nontraditional programs, including distance education, refer to the delivery ofeducation via a method other than the “traditional” teacher in front of a group of studentsin a standard classroom for a standard semester or quarter. Such programs may bedelivered to students who are either younger or older than the traditional expectations, topart or full-time students, and may include a variety of modes including but not limited tomail and video correspondence, internet and web delivery, and short-term intensivesessions.viiiApril 9, 2013
TABLE OF CONTENTSPrefaceBoard of DirectorsHandbook UpdatesUse of the Accreditation HandbookGlossaryTable of ContentsiivviviiviiiixPart I: Philosophy, Purpose and Types of AccreditationSeventh-day Adventist Philosophy of EducationAims and MissionPhilosophyTertiary InstitutionsI-3I-3I-3I-3Seventh-day Adventist Accreditation: Philosophy and ResponsibilitiesResponsibility for Quality Management and AccreditationPhilosophy of Seventh-day Adventist AccreditationAccreditation Objectives and ResponsibilitiesRelation of AAA Accreditation to Government and day Adventist Accreditation Processes and BenefitsThe International Board of Education (IBE) and theInternational Board of Ministerial and Theological Education(IBMTE)Candidacy Status and Initial AccreditationContinued Accreditation ResponsibilityExpectations of an Accreditation VisitChanges to Accreditation StatusExtension of AccreditationBenefits of AAA AccreditationI-7I-7I-7I-8I-9I-9I-10I-10Types of Accreditation VisitsRegular Accreditation Visit (Form A)Regular Accreditation Visit (Form B)Interim VisitAdministrative Review VisitFocused VisitI-11I-11I-11I-12I-13I-13ixApril 9, 2013I-6
Part II: The Accreditation VisitThe Regular Accreditation VisitParameters of VisitInitial ArrangementsCommittee SelectionFinancial ArrangementsPre-Visit ExpectationsOverall ScheduleRequired DocumentationThe Accreditation ReportAccreditation RecommendationRight of AppealAccreditation Recommendation for an Institution FacingInitial AccreditationFinal Report and Accreditation ActionSummary Time LineII-11II-12II-12The Interim Accreditation VisitParameters of VisitInitial Arrangements (and Committee Appointments)Financial ArrangementsPre-visit ExpectationsThe VisitFollow-upSummary Time LineII-12II-12II-13II-13II-13II-14II-14II-14The Administrative Review VisitParameters of VisitInitial Arrangements (and Committee Appointments)Financial ArrangementsPre-visit ExpectationsThe VisitFollow-upSummary Time d Accreditation VisitParameters of VisitProceduresFinancial 3II-3II-3II-3II-4II-4II-5II-6II-7II-8II-10April 9, 2013
Part III: Institution of Excellence and the Self-Study (Form A)Institution of ExcellenceIII-3Institutional Self-Study FunctionsIII-4Self-Study ProcessIII-4Self-Study InstrumentSelf-Study Section ASelf-Study Section BSelf-Study Section CArea 1: History, Philosophy, Mission and ObjectivesArea 2: Spiritual Development, Service and WitnessingArea 3: Governance, Organization and AdministrationArea 4: Finances, Financial Structure, and IndustriesArea 5: Programs of StudyArea 6: Faculty and StaffArea 7: Library, Resource Centers, and TechnologyArea 8: Academic Policies and RecordsArea 9: Student ServicesArea 10: Physical Plant and FacilitiesArea 11: Public Relations and External ConstituenciesArea 12: Pastoral and Theological iApril 9, 2013
Part IV: Institution of Excellence and the Self-Study (Form B)Leading Institution of ExcellenceIV-3Institutional Self-Study FunctionsIV-3Self-Study ProcessesIV-4Self-Study InstrumentSelf-Study Section ASelf-Study Section BSelf-Study Section CArea 1: Mission and IdentityArea 2: Spiritual Development, Service, and WitnessingArea 3: Governance, Organization, and AdministrationArea 4: Programs of StudyArea 5: Faculty and StaffArea 6: Educational ContextArea 7: Pastoral and Theological -22IV-26Appendices:Appendix A: Substantive Change Policy, Processes, and Guidelines03Appendix B: AAA Regular, Interim, or Administrative VisitResponsibilities and Timelines16Appendix C: Outline of Accreditation Report20Appendix D: Writing Commendations and Recommendations22Appendix E: Best Practices for Distance Education25Appendix F: Criteria for Review of Research Degrees29Appendix G: Accreditation Guidelines for Establishing Schools ofMedicine, Dentistry, and Pharmacy37Appendix H: AAA Conflict of Interest Policy75xiiApril 9, 2013
AdventistAccreditingAssociationAccrediting Association of Seventh-day Adventist Schools, Colleges and UniversitiesACCREDITATION HANDBOOKPart IPHILOSOPHY, PURPOSE AND TYPESOF ACCREDITATION2013
TABLE OF CONTENTSSeventh-day Adventist Philosophy of EducationAims and MissionPhilosophyTertiary InstitutionsI-3I-3I-3I-3Seventh-day Adventist Accreditation: Philosophy and ResponsibilitiesResponsibility for Quality Management and AccreditationPhilosophy of Seventh-day Adventist AccreditationAccreditation Objectives and ResponsibilitiesRelation of AAA Accreditation to Government and day Adventist Accreditation Processes and BenefitsThe International Board of Education (IBE) and theInternational Board of Ministerial and Theological Education(IBMTE)Candidacy Status and Initial Accredita
ii April 9, 2013 PREFACE The Accrediting Association of Seventh-day Adventist Schools, Colleges, and Universities is the accrediting body established by the Seventh-day Adventist Church to provide coordination, supervision, and quality control of its education system. It is responsible for evaluating the implementation of the Seventh-day Adventist philosophy
any particular accrediting entity that responds to this Request for Statements of Interest. An accrediting entity is not authorized to act as a designated accrediting entity or represent to others that it is a designated accrediting entity until the Department and the accrediting entity have signed a Memorandum of Agreement. II.
Whole-person health—optimal wellbeing in mind, body and spirit—reflects our heritage and guides our future. Adventist Medical Center-Hanford and Adventist Medical Center - Selma are part of Adventist Health, a faith-based, nonprofit health system serving more than 75 communities in California, Hawaii, Oregon and Washington.
Adventist Health Hanford, Hanford, CA C McMillan, C Gomez, J Romero, M Raju, S Chopra, S Kaur and V Bezwada Adventist Health Howard Memorial Hospital, Willits, CA N Harding-Jackson Adventist Health Lodi Memorial, Lodi, CA D Fernandez and J Miller Adventist Health Napa Valley, Saint Helena, CA K Chase Adventist Health Ukiah Valley, Ukiah, CA K .
Adventist Health’s Central Valley Network — including Adventist Medi-cal Center – Hanford, Adventist Medical Center – Reedley, Adventist Medical Center – Selma and Central Valley General Hospital — a new program is working to change that mindset. Faith and Health Connect was created by Charles Sandefur, vice
then to recommend the new programs to the Accrediting Association of Seventh-day Adventist Schools, Colleges, and Universities. e. To facilitate the exchange of endorsed faculty from among the recognized programs offered in the world divisions. Handbook of Seventh-day Adventist Ministerial and Theological Education.
A Seventh-day Adventist Coeducational Boarding High School 20997 Dawn Hill East Road Gentry, Arkansas 72734 Phone 479-736-2221 Fax 479-736-2224 www.ozarkacademy.org e-mail: information@ozarkacademy.org 2020-2021 Student Handbook Accredited with Accrediting Association of Seventh-day Adventist Schools, Colleges, and Universities, Inc. And .
This Accreditation Handbook is the official handbook of AAA and provides details of the . Adventist Chaplaincy Ministries, General Confernce Lawrence Domingo, Director of Education, Southern Asia-Pacific Division . Adventist International Institute of Advanced Studies Hudson Kibuuka, Associate Director of Education, General Conference .
Request: to those who have found this material useful, please make an effort to let at least two people know about my web site, so that we can start a chain reaction of ever more people that will be informed of this site. I am looking for volunteers to translate this book into any language. See "Notes for
