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Style Guidelines for Self-Study Report

Accreditation Task
Force Meetings
2001 Accreditation


Here are some guidelines to use as you write up information from your standards committees. Your report will include the following components: Description, Evaluation, and Plan. Write a paragraph to a few pages on each sub-point for each standard for which you are responsible. Use bullets if appropriate. Please remember to include a list of evidence or references for all documents and materials cited.

You can see other colleges’ self-study documents at:

and the Accrediting Commission web site at:


Please use the template created for your standard located at

This is a Word document, with headings and subheadings already entered for you. All you need to do is click on the different grey boxes for Description, Evaluation and Plan categories, and type in your information. Use Helvetica for your font style and 12 point font size.


Please send your documents to the co-chairs for your standard to review. If you are a lead co-chair in Standard 2 or Standard 3, please review all the sub-standards under your standard. After reviewing, the documents should be forwarded to Angie Oropeza She will forward them on to the accreditation task force to be checked for content, and finally on to the editing team.


The evidence the institution presents should be achievements such as number of graduates, number of transfers, retention rates, etc. Evidence should also be about student learning outcomes-skills, knowledge, abilities, and affective development. And finally, evidence should be about the effectiveness of the institution’s procedures and policies…Good evidence used in evaluations has the following characteristics:

  • It is intentional, and a dialogue about its meaning and relevance has taken place.
  • It is purposeful, designed to answer questions the institution has raised.
  • It has been interpreted and reflected upon, not just offered up in its raw or unanalyzed form.
  • It is integrated and presented in a context of other information about the institution that creates a holistic view of the institution or program.
  • It is cumulative and I corroborated by multiple sources of data.
  • It is coherent and sound enough to provide guidance for improvement.

…The purpose of good evidence is to encourage informed institutional dialogue that engages the college community and leads to improvement of its processes, procedures, policies, relationships, ultimately with the effect of improving student learning…institutions engaged in self-study…may find good evidence in a number of sources, including policy statements, program review documents, planning documents, minutes of important meetings, syllabi, course outlines, and institutional fact books: from survey results; from assessments of student work on examinations, class assignments, capstone projects, etc; from faculty grading rubrics and analysis of student learning outcomes, from special institutional research reports (from Guide to Evaluating Institutions; ACCJC/WASC, August 2004, pgs. 10-11).

Last modified: February 6, 2007
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