Red Rocks Community College is accredited by The Higher Learning Commission, 230 South LaSalle Street, Suite 7-500, Chicago, IL 60604. In addition, several programs hold approval or accreditation from national and state level associations and agencies. Red Rocks Community College follows the AQIP Accreditation Pathway.
The Higher Learning Commission (HLC) is an independent corporation that was founded in 1895 as one of six regional accreditors in the United States. HLC accredits degree-granting post-secondary educational institutions in the United States. HLC is as an institutional accreditor, accrediting the institution as a whole.
Why Is Accreditation Important?
College accreditation is a guarantee that a college or program meets certain principles and provides quality education.
- It gives the assurance that, you will be able to attain definite educational outcomes.
- It pledges that you'll get qualified instructors and high quality up to date curriculum.
- Without accreditation by a nationally recognized accredited organization, a school and its students are not eligible to participate in government student assistance programs like federal grants and loans.
- Most employers who offer tuition assistance will not reimburse your tuition if you attend a school that is not accredited.
- Most employers will look at a degree from an institution with accreditation as a credential demonstrating motivation and quality education.
- If you intend to transfer credits to another college, you are required to attend an accredited school.
Contact
Derek Grubb
Executive Director of Planning, Research, and Institutional Effectiveness
derek.grubb@rrcc.edu
303.914.6516
Lakewood Campus
13300 W. 6th Ave.
Lakewood, CO 80228
(p) 303.914.6600
Arvada Campus
10280 W 55th Ave.
Arvada, CO 80002
(p) 303.914.6010
Program Accreditations
The Early Childhood Education program at Red Rocks Community College is accredited by the National Association for the Education of Young Children (NAEYC).
The Emergency Management Services Program at Red Rocks Community College is approved by the Colorado Department of Public Health and Environment. The Firefighter I Academy is approved through the Colorado Division of Fire Safety, and the Law Enforcement Academy is approved by the Colorado Peace Officers Standards and Training Board (POST).
The Red Rocks Community College Medical Assisting Certificate Program is accredited by the Commission on Accreditation of Allied Health Education Programs (www.caahep.org (link is external)) upon the recommendation of MAERB.
Commission on Accreditation of Allied Health Education Programs
1361 Park Street
Clearwater, FL 33756
727-210-2350
www.caahep.org (link is external)
Our Medical Assisting AAS Degree meets all Colorado state accreditation requirements.
The Red Rocks Community College Radiologic Technology Program is accredited by the Joint Review Committee on Education in Radiologic Technology (JRCERT).
The Nurse Aid Program at Red Rocks Community College is accredited by the Colorado State Board of Nursing (DORA)
The Red Rocks Community College Physician Assistant Program is accredited by the Accreditation Review Commission on Education for the Physician Assistant (ARC-PA).
Accreditation and Quality Improvement Program
In 2003, RRCC voted to join the Academic Quality Improvement Program, a new re-accreditation and quality improvement process sponsored by the Higher Learning Commission. In taking this vote, RRCC committed itself to continuous and recurring quality improvement based on valid performance measures, reliable assessment data, and employment of those data in improving our college.
Launched by the Higher Learning Commission (HLC) in 1999, the program offers an alternative reaccreditation pathway emphasizing continuous quality improvement. The HLC's Handbook for Accreditation summarizes the program as follows: "The Academic Quality Improvement Program (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 from the Higher Learning Commission.
The AQIP Pathway to accreditation is being phased out. After successfully completing the Comprehensive Evaluation in November of 2018, RRCC chose to go on the Open Pathway to accreditation.
Building a Culture of Quality at Red Rocks Community College
To continue to build a quality culture at RRCC, we need everyone to function as one big team to improve student success while making the college a great place to work. We do this through the Executive Team, the Constituency groups, the college divisions, and the Collaboration Council, which has representation from all of the above. Based on college-wide planning and assessment results, these groups develop annual budget priorities. These priorities may be ongoing strategic directions or new initiatives. In either case, quality improvement for accreditation has the greatest importance. Coming from events and teams across the college, the following documents show what we have done in the past to improve quality.
Handouts from the August 2017 All-College Meeting
Areas for Improvement from the 2016 Portfolio Appraisal and the 2017 RRCC Criteria Review Teams
Summary of Themes by AQIP Category from the October 2015 All College Development day
Key RRCC Documents for the 2018 Visit
Red Rocks Community College welcomed a five-member peer review team from the Higher Learning Commission (HLC) as part of the institution’s reaccreditation process. The team visited campus on November 12-14, 2018.
In preparation for the visit, RRCC submitted our Quality Highlights Report, Federal Compliance filing, and Branch Campus Report.
Action Projects
One of the goals of the AQIP pathway was to infuse the principles and benefits of continuous improvement and total quality management into the culture of colleges and universities. The Plan-Do-Study-Act (PDSA) cycle, an iterative four-step problem-solving sequence, is used in total quality management to improve business processes. The Action Projects listed below illustrate how Red Rocks Community college used the PDSA approach to continuously improve its teaching and learning environment.
Red Rocks Community College Action Projects
Communications to Reduce Silos - 2016
First Year Experience (FYE) -2015
Development and Assessment of Common Student Learning Outcomes – 2013
Analyze and Define Effective Strategy for Preserving Institutional Assessment Data – 2011
Building a Diverse Campus – 2011
Master Plan: Improve Space Utilization for Greater Efficiencies – 2011
Using Data for Continuous Quality Improvement - 2010
Expand Presence in Mountain Communities - 2009
Collaboration Council - 2009
Improve the Retention of a Diverse Campus Population - 2009
Increase Number of Graduates-2006
Tutors Without Borders - 2006
Faculty Advising Pilot - 2006
Assessment of Student Learning - 2005
Assessment of Student Learning
Student success is at the heart of the RRCC mission and values. It is a Strategic Direction in the 2013-2018 RRCC Strategic Plan. Student learning takes place throughout the institution. Assessment of student learning outcomes is a fundamental tool for understanding how well we are accomplishing our mission and living up to RRCC values.
At RRCC, we espouse the Principles of Good Practice for Assessing Student Learning established by the American Association of Higher Education in 1992.
- Assessment makes a difference when it begins with issues and illuminates questions that people really care about.
- Assessment works best when assessed programs have clear, explicitly stated purposes.
- Assessment requires attention to both outcomes and the processes leading to those outcomes.
- Assessment works best when it is ongoing rather than episodic, and when it recognizes learning as a multidimensional process revealed through performance over time.
- Assessment is most likely to lead to improvements as part of a larger set of conditions that promote change.
At Red Rocks Community College, we recognize that student learning and student development are primary assessment concerns. However, we must also be concerned with the common learning outcomes across all instructional programs, the co-curricular efforts to develop essential learning outcomes, and the quality of the overall learning environment that supports all learning.
In all cases, the basic steps in the assessment process are:
- Clear measurable goals based on desirable outcomes,
- Learning experiences to achieve these goals,
- Explicit methods to determine how well student learning matched our expectations, and
- Using the results of these methods to confirm or improve learning.
The last review of RRCC Systems Portfolio in 2012 observed we had a great opportunity to document RRCC student performance on common learning outcomes at the institutional level. RRCC acted on this recommendation and, at the 2013 AQIP Strategy Forum, prioritized this area for quality improvement efforts. After surveys and discussion with faculty, students, staff, and community members, the RRCC Common Learning Outcomes Team established a set of six common learning outcomes. We are in the process of mapping these outcomes across the RRCC curriculum
RRCC Common Learning Outcomes
Academic Quality Improvement Project Action Project
RRCC Final Common Learning Outcomes
The RRCC ILEARN Process
ILEARN is Red Rocks’ take on a guided, formalized, and comprehensive, program review. Guided means that a framework has been mapped out with specific tasks to be completed over the course of four years. Formalized means that there will be a systematic process of informed decision making and communication. By comprehensive, it means that instruction, student success, business services, student organizations, administrative units, special projects, etc. will participate in the evaluation process together. Comprehensive also means that the evaluation process will explore departmental growth, student learning, and budgetary needs.
Division of Student Success
The RRCC Student Success Division has been an institutional leader in the development of program evaluation and assessing the results of student support services. The Division has assessed supplemental instruction, new advising and recruitment initiatives, institutional climate, and, through performance improvement task forces, internal operations such as the registration process. The Division has developed its own assessment plan which gives more details on projects, results, and improvements.
Strategy Forums
The Strategy Forum was central to the AQIP Pathway because it brought together teams from other AQIP Pathway institutions in a supportive workshop environment to generate new strategies and tactics for institutional improvement. In the past RRCC Strategy Forum teams identified Common Learning Outcomes and Assessment of Student Outcomes as priority efforts. The Strategy Forum Team played a key role in identifying efforts for quality Improvement. The projects produced were a major component of strategic planning at RRCC.
Strategy Forum October 2013
Red Rocks Community College Strategy Forum Workbook - 2013
Red Rocks Community College Action Project Charter
Strategy Forum May 2009
Reflections for Actions
Updated Systems Portfolio Overview
Category Improvement Worksheet
Strategy Forum March 2006
Systems Portfolio
The AQIP Systems Portfolio describes current practices, current levels of performance, and major systems critical to any successful higher education institution. Each institution’s Portfolio addresses all six AQIP categories:
- Helping Students Learn
- Meeting Student and Other Key Stakeholder Needs
- Valuing Employees
- Planning and Leading
- Knowledge Management and Resource Stewardship
- Quality Overview
Upon receipt of our Portfolio, AQIP appoints a peer review Systems Appraisal team to conduct a rigorous and formal review of our systems. Following standardized evaluation procedures, the team produces a consensus Appraisal Feedback Report and submits it to RRCC.
RRCC 2017 Review Teams
HLC Criteria, Core Components, and AQIP Portfolio Gaps
Combined Criteria and Portfolio Crosswalk
Gaps to be Addressed in the CQR Quality Highlights Report
2018 HLC Planning/Meeting Notes
HLC Retreat Pre-work
RRCC Accreditation Frequently Asked Questions
- In the United States, accreditation is the primary process for assuring and improving the quality of higher education institutions. Regional accreditation traces its roots to 1885. However, it became a more integral part of higher education in 1952 with the reauthorization of the GI Bill®*, which covered the cost of tuition and living expenses for veterans of the Korean War.
- Accreditation of higher education institutions in the United States has traditionally been a peer review process, coordinated and regulated by member institutions (colleges, universities, etc.). The United States is divided into six geographic regions and for each there is a single regional accreditor. Each regional accreditor is responsible for accrediting the majority (if not all) of the public and private post-secondary education institutions located within the region.
*GI Bill® is a registered trademark of the U.S. Department of Veterans Affairs (VA). More information about education benefits offered by VA is available at the official U.S. government website at http://www.benefits.va.gov/gibill (link is external).
The regional accreditors include the following.
- Middle States Association of Colleges and Schools (New York, New Jersey, Pennsylvania, Delaware, Maryland, the District of Columbia, Puerto Rico, and the US Virgin Islands)
- New England Association of Schools and Colleges (Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island, and Vermont)
- Higher Learning Commission (Arkansas, Arizona, Colorado, Iowa, Illinois, Indiana, Kansas, Michigan, Minnesota, Missouri, North Dakota, Nebraska, Ohio, Oklahoma, New Mexico, South Dakota, Wisconsin, West Virginia, and Wyoming)
- Northwest Commission on Colleges and Universities (Alaska, Idaho, Montana, Nevada, Oregon, Utah, and Washington)
- Western Association of Schools and Colleges (California, Hawaii, Guam, American Samoa, Micronesia, Palau, and Northern Marianas Islands)
- Southern Association of Colleges and Schools (Virginia, Florida, Georgia, Kentucky, Louisiana, Mississippi, North Carolina, South Carolina, Alabama, Tennessee, and Texas)
College accreditation is a guarantee that a college or program meets certain principles and provides quality education.
- It gives the assurance that you will be able to attain definite educational outcomes.
- It pledges that you'll get qualified instructors and high-quality up-to-date curriculum.
- Without accreditation by a recognized accredited organization, a school and its students are not eligible to participate in government student assistance programs like federal grants and loans.
- Most employers who offer tuition assistance will not reimburse your tuition if you attend a school that is not accredited.
- Most employers will look at a degree from an institution with accreditation as a credential demonstrating motivation and quality education.
- If you intend to transfer credits to another college, you are required to attend an accredited school.
The Higher Learning Commission (HLC) accredits Red Rocks Community College. HLC has three different pathways to accreditation. These are Candidate for Accreditation, the Standard Pathway, and the Open Pathway. Note that the former PEAQ pathway based on self-study, and the Academic Quality Improvement Program (AQIP) no longer exist. In 2003, RRCC voted to join the Academic Quality Improvement Program, a new reaccreditation and quality improvement process sponsored by the Higher Learning Commission. After successfully achieving re-affirmation of accreditation in 2018-19 under the AQIP Pathway, RRCC opted to follow the HLC Open Pathway.
No. While accreditation at the institutional level is necessary, national entities also accredit some Red Rocks programs. These include the following:
- Childhood Education - The National Association accredits the Early Childhood Education program at Red Rocks Community College for the Education of Young Children (NAEYC).
- Emergency and Public Safety Programs - The Colorado Department of Public Health and Environment approves the Emergency Management Services Program at Red Rocks Community College. The Firefighter I Academy is approved through the Colorado Division of Fire Safety, and the Colorado Peace Officers Standards and Training Board (POST) approve the Law Enforcement Academy.
- The Red Rocks Community College Medical Assisting Certificate Program is accredited by the Commission on Accreditation of Allied Health Education Programs (www.caahep.org (link is external) (link is external) (link is external)) upon the recommendation of MAERB. Our Medical Assisting AAS Degree meets all Colorado state accreditation requirements.
- Medical Imaging Program - The Red Rocks Community College Radiologic Technology Program is accredited by the Joint Review Committee on Education in Radiologic Technology (JRCERT)
- Nurse Aid - The Colorado State Board of Nursing (DORA) accredits Nurse Aid Program at Red Rocks Community College.
- Physician Assistant Program - he Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) accredits the Red Rocks Community College Physician Assistant Program..
The Open Pathway (link is external) works on a ten-year cycle that has the following activities, documents, and reviews.
- An annual institutional report along with Substantive Change processes for new sites and programs. Institutions submit an annual Institutional Update, which HLC monitors to determine organizational health, compliance with certain federal requirements and identification of any changes that may require HLC follow up.
- Annual Assurance System Update - During each year of the cycle, institutions update the HLC Assurance System with data for an HLC review.
- Assurance Argument Development and Assurance Argument - RRCC will develop an Assurance Argument in Year 4 of the cycle. The Assurance Argument demonstrates how RRCC meets each HLC Criterion and Core Component. It is accompanied by an Evidence File to support the Argument.
- Quality Initiative Proposal - This part of the cycle begins in Year 5. The Open Pathway requires an institution to designate one major improvement effort it has undertaken during its 10-year accreditation cycle as its Quality Initiative. The Quality Initiative takes place between years 5 and 9 of the 10-year Open Pathway Cycle. The Quality Initiative project will begin and finished during this time, or as a continuation of a longer initiative.
- Quality Initiative Report - In Year 7, RRCC will begin to submit a Quality Initiative Report. The Quality Initiative Report details progress on the Quality Initiative that RRCC chooses to leverage quality improvement.
- Comprehensive Evaluation for Reaffirmation - At the end of the ten-year cycle, institutions undergo a Comprehensive Quality Review as part of a broader comprehensive evaluation to ensure they are meeting the Criteria for Accreditation, pursuing institutional improvement and complying with certain requirements set by the U.S. Department of Education. This review leads to an action regarding the reaffirmation of the institution’s accreditation. Our next Comprehensive Quality Review will take place in 2028-29.
Five areas that are especially important.
- Systemic Assessment of Student Program Learning Outcomes;
- Systemic Assessment of Student Common Learning Outcomes (including Co-Curricular);
- Alignment of Student Learning and Support Needs with Planning and Budgeting;
- Alignment of College Quality Improvement and Governance with Planning and Budgeting;
- Documentation of assessment results and decision making for all the above.
The Higher Learning Commission accredits Open Pathway institutions using (1) Assumed Institutional Practices (link is external) and (2) Criteria and Core Components for Accreditation (link is external). RRCC writes assurance arguments and provides supporting data to document that it is addressing and meeting the Criteria and Core Components.
The Assumed Practices are a checklist of minimum standards that are shared by all institutions of higher education in the United States. The Criteria and Core Components for Accreditation are also standards of quality but will vary somewhat by institutional mission or context. Taken together, they are the “What” by which HLC determines whether an institution merits accreditation. Each Criterion has Core Components. The five Criteria are below.
- Mission
- Integrity: Ethical and Responsible Conduct
- Teaching and Learning: Quality, Resources, and Support
- Teaching and Learning: Evaluation and Improvement
- Resources, Planning, and Institutional Effectiveness
Visit the Higher Learning Commission website for more information on Assumed Practices (link is external) or the Criteria and Core Components under each Criterion (link is external).
RRCC needs to answer the question “How do we know what we need to do to improve?” Assessment refers to how we answer that question – the inquiry methods, results, and decisions we make to determine if we have accomplished our desired outcomes. HLC expects us to “close the loop” among planning, assessment, and budgeting. The key to this is to document clear evidence that instruction, student success, and administrative units:
- Define desired outcomes;
- Have a consistent, ongoing process to review whether these outcomes are achieved;
- Act to continuously improve processes, especially through resource allocation.
While student learning outcomes are at the heart of our Mission, not all unit outcomes are directly about student learning. Student success also sets outcomes for student development. Administrative and business services outcomes create and maintain effective physical, technological, and fiscal learning environments for the college.
No. GT Pathways is a series of articulation agreements for approved transfer courses to four-year Colorado institutions. General education refers to the specific Common Learning Outcomes we want all RRCC students to learn by the time they complete their certificate or degree. HLC Criteria specify that the general education program of a college should be appropriate to the Mission, have intended student learning outcomes which are assessed, and imparts broad knowledge, intellectual concepts, and skills and attitudes that the institution believes every college-educated person should possess. General Education is the educational foundation that prepares students for success in their major program, and in their career and personal lives after graduation.