Last month, we explored how Riverland Community College has successfully completed specialized accreditation for its academic programs. This month, we examine how Riverland maintains regional accreditation using the Academic Quality Improvement Program (AQIP), an accreditation program of the Higher Learning Commission (HLC) that encourages Riverland to employ continuous improvement strategies. The HLC, an independent corporation and one of two commission members of the 19-state North Central Association of Colleges and Schools (NCA), accredits Riverland.

Higher education institutions are obligated to prove the quality of their programs and services through both internal self-study and external review. The accreditation process confirms how higher education institutions meet official requirements of academic excellence, curriculum, finances, facilities, personnel, and in other mission-critical areas.

Launched in 1999, the commission’s AQIP infuses the principles and benefits of continuous improvement into the culture of colleges and universities by providing an alternative process through which an already-accredited institution can maintain its accreditation. An institution in AQIP demonstrates how it meets accreditation standards and expectations through a sequence of events that align with the ongoing activities of an institution striving to improve its performance.

AQIP’s use of quality-improvement principles and processes involves structured goal setting, networking and accountability. By sharing with experts from around the country both its improvement activities and their results through AQIP, Riverland develops the structure and systems essential to achieving the distinctive higher education mission it has set for itself — and providing the evidence to enable the Commission to reaffirm accreditation.

As part of this process, Riverland has been working on four action projects over the last few years that illustrate our commitment to AQIP’s quality-improvement principles.

—Improve student learning: The cornerstone of our ongoing improvement efforts in this action project has produced clear student learning outcomes for each of Riverland’s programs and updated Master Course Outlines for every course offered.

—Institutional research: In an effort to achieve the institutional goal of establishing a culture of inquiry, assessment and collaboration at the college, this project resulted in a revised, integrated Institutional Effectiveness and Improvement model. Reporting research findings and analyzes at institution, program and discipline levels has led to improved decision-making and operational efficiencies throughout the college.

—Clarify the role of OCUC: The transaction to acquire the Owatonna College and University Center from the City of Owatonna was completed on Dec. 31, 2008. This acquisition to provide greater access and opportunity to postsecondary education made the OCUC Riverland’s third campus and the first new campus in the Minnesota State Colleges and Universities system since 1996.

—Develop a Communications Plan: By implementing new strategies that create and improve better communication methods with all internal and external stakeholders, Riverland has empowered its stakeholders, enhanced strategic planning and decision-making processes, and improved its efficiency and effectiveness.

Although Riverland will soon retire the third project, the AQIP process is ongoing. We are committed to additional action projects that help enhance the college’s mission, ensure ongoing accreditation and assure a quality education for all students.