YORK TECHNICAL COLLEGE

THE 2006 INSTITUTIONAL EFFECTIVENESS REPORT

SUMMARY ON INSITUTIONAL EFFECTIVENESS

AS SUBMITTED TO THE COMMISSION HIGHER EDUCATION

AUGUST 2006

Introduction

York Technical College is committed to preparing students to enter the workforce of South Carolina. Program offerings are largely determined by the needs of businesses and industry in the upstate area, and these businesses and industries are active in the planning of programs and the employment of graduates. In the 2005-2006 academic year, York Technical College offered approximately 80 programs which prepared students to directly enter the workforce and three programs which prepared students to transfer to senior institutions or to programs at other technical colleges. These academic programs and support activities are evaluated on a regular basis. Through the various programs offered, the College is training new workers, re-training workers, and preparing students to pursue additional education. The educated, technologically skilled workforce is of major importance to the economic welfare of the State and is supported by the academic progress and support activities of York Technical College.

The following components evaluated in the 2005-2006 academic year are included in this report:

Majors or Concentrations

Success of Transfer Students

Assessment of the Major

A. Definition of Outcomes of Component

The purpose of the major at York Technical College is to carry out the intent of the college mission to provide accessible, relevant, high-quality education with emphasis on marketable job skills and economic development. The goals are to maintain program relevance, to meet student needs, and to meet employer needs for marketable job skills or for further education. (York Technical College)

A major is an orderly, identifiable sequence of courses leading to a degree with a minimum of 16 semester hours of instruction in one or more related fields of study which provide students with specialized knowledge and skills. (State Board for Technical and Comprehensive Education) There are currently 20 active associate degree majors offered at York Technical College - seven in the Business, Computer, Arts and Sciences division, seven in the Industrial and Engineering Technologies division, and six in the Health and Human Services division.

B. Measures Used to Assess the Major

To assess the major, local findings for all degree majors are compared to state standards for the Annual Program Review, with an in-depth review scheduled once every five years. A team approach includes evaluation and feedback from students, business/industry, faculty, department managers, deans, and the Executive Vice President for Academic and Student Affairs. Procedures and standards follow:

1) Program Outcomes: Data is gathered and analyzed to determine the extent to which standards established by the South Carolina Technical College System are met for enrollment, graduation, and job placement.

2) Instructional Development: Program and course competencies are identified based on DACUM analysis, faculty input, Advisory Committee input, student feedback, graduate feedback, and accrediting agencies.

3) Program Planning/Other Factors: A college-wide Institutional Effectiveness process is conducted annually to include mission, intended outcomes, assessment methodologies, and statement of impact. Results are used to evaluate and plan for improvements in program accessibility, relevancy, quality, and/or other areas identified through the study.

C. Findings

Follow-up studies from the 2004-2005 report were conducted for Early Childhood Education, Management, and Automotive Technology.

1. Early Childhood Development

The Early Care and Education program is in the process of seeking accreditation with the National Association for the Education of Young Children. The department will submit the self study report to NAEYC in October 2006 and expect the site visit in spring 2007. The accreditation decision is expected by Fall 2007. South Carolina is one of six states selected to field test the accreditation. In preparation for accreditation, ECD faculty engaged in reviewing courses and enhancing assignments, classroom activities, and lab experiences, to ensure inclusion of the NAEYC core standards. The department identified and completed the following three goals: (1) ECD faculty and CDC staff collaboratively identified training topics. (2) ECD faculty planned and presented DSS approved training sessions addressing identified topics. (3) ECD faculty plan to incorporate feedback/suggestions from evaluations of training sessions to “tweak” future trainings in order to continuously improve and better address CDC staff’s needs.

2. Management

The Business Administration Department, which includes Management, focused on improving student success in courses by adding critical thinking exercises to courses. Four MGT courses were revised to include critical thinking. Success rates increased for three of the four courses and dropped by only one percent for the fourth course.

3. Automotive Technology

The focus of the Automotive Technology department was preparation for the onsite inspection of automotive classrooms, shop areas, office space, and storage areas, which was the last requirement for NATEF accreditation. The facilities must meet all requirements including safety and availability of equipment. Facilities were inspected by NATEF in May 2006, and the NATEF inspector suggested a few improvements involving safety. The College is working to make the improvements.

Assessment Studies for 2005-2006

All York Technical College active program degree majors subject to evaluation met the standards established by the South Carolina Technical College System for enrollment, graduation, and job placement and received a "good" status on the 2004-2005 Program Evaluation College Exhibit, Associate Degree Programs. In addition, an in-depth study was conducted locally for Medical Laboratory Technology, Associate Degree Nursing, Accounting, and Engineering Graphics Technology based on program evaluation data for the last three academic years.

1. Program Outcomes:

Enrollment, job placement, and graduation met or exceeded state standards for all three years for the Medical Laboratory Technology, Associate Degree Nursing, Accounting, and Engineering Graphics Technology programs.

2. Instructional Development

Instructional development activities were followed for all four programs to update courses and maintain program relevancy. Activities included DACUM occupational analyses for Engineering Graphics Technology (2006), Accounting (2004), Medical Laboratory Technology (2002), and Accounting (1998). An updated DACUM is planned during the 2006-2007 academic year for Nursing. In addition to DACUMs, departments incorporate input from advisory committees and professional associations.

New and revised courses reflect a response to industry needs for program relevancy. Course syllabi for all courses offered at York Technical College are available in an electronic shared file accessible at the “Course Syllabi” link on the College webpage www.yorktech.com . The following chart reflects instructional development updates and includes the number of new courses, revised courses, and courses developed in alternate delivery formats during the three-year evaluation period:

Program/Department New courses Revised courses Alternate Delivery

Accounting 1 24 10

Medical Laboratory Technology 0 9 4

Nursing ADN 1 21 11

Engineering Graphics Technology 0 0 0

Note: The Engineering Graphics Technology DACUM was conducted during May 2006, and the final occupational profile has not been completed. A curriculum review will follow, and updates to courses will be made as needed based on final results of the DACUM.

3. Program Planning and other factors

r Institutional Effectiveness and Annual Departmental Planning

Department Managers and faculty plan annually with deans and associate vice presidents to identify goals, implementation strategies, and assessment methodologies. Results are reported each spring for the Annual Program Review and IE Outline process.

r Advisory Committees

Advisory committees for Medical Laboratory Technology, Associate Degree Nursing, Accounting, and Engineering Graphics Technology programs met throughout the evaluation period. The departments utilize Advisory Committees to identify workplace expectations for graduates and make recommendations for improvements in programs, equipment needs, and related curriculum revisions. Advisory committee minutes are available from department managers. In addition, faculty in general education departments serve on technical program advisory committees and provide feedback to general education departments regarding program needs.

r Instructional Technology Applications
The College maintains 70 Smart Classrooms and 6 SmartCarts on the main campus to improve teaching and learning. Alternate instructional delivery methods included distance learning via the Internet (170 online courses serving 2000+ students), web-enhanced courses serving 4000+ students, four two-way audio/video classrooms on the main campus, telecourses (videotapes), and hybrid courses (combinations of technology/traditional). Faculty utilize Smart Classroom technology to deliver classes in all instructional divisions

r Professional Accreditation

· The Medical Laboratory Technology program was accredited by The National Accrediting Agency for Clinical Laboratory Sciences in 2005 for the maximum period of seven years.

· The Nursing ADN program was accredited by the National League for Nursing Accrediting Commission, Inc., in 2004 and will be reevaluated for accreditation in 2012.

· The Accounting program was accredited by the Association of Collegiate Business Schools and Programs in 1999 for 10 years.

· The Engineering Graphics Technology program is accredited by the Technology Accreditation Commission of the Accreditation Board for Engineering Technology and is scheduled to receive an interim status report in July 2006.

D. Use of Findings

College Institutional Effectiveness Outlines and Advisory Committee minutes served as sources of information for goals and outcomes of the four degree programs included in the current report:

1. Medical Laboratory Technology

The Medical Laboratory Technology Department utilized input from the Advisory Committee, participating clinical sites, the accrediting agency (The National Accrediting Agency for Clinical Laboratory Sciences), DACUM results, and student evaluations to identify areas needing improvement. The Department focused on improving senior clinical rotation experiences and curriculum; i.e., updating course syllabi and increasing retention and success in the online version of AHS 125 Allied Health Sciences.

• Senior clinical rotation experiences

Senior students participated in a newly created rotation schedule during 2005-2006, and preliminary results indicate satisfaction among students and clinical site participants.

• Curriculum improvements

All course syllabi were revised and approved prior to the accreditation visit in 2005. The department also established a target goal of 50% retention with a grade of C or better for the online version of AHS 125. The target goal was met, and retention rates and passage rates for the online version of AHS 125 have steadily increased since the first online offering in the spring of 2005.

Follow-up:

· Based on evaluations, the program will continue to rotate students to the different facilities to enhance the clinical experience. Student suggestions for improvements at the clinical sites will be shared with the clinical facilities at the next advisory committee meeting.

· Course syllabi will be maintained as needed for relevancy. Although the target goal of 50% retention with a grade of C or better was met for AHS 125, there seems to be a significant gap in the success rate of the online version to that of the classroom version. The department will continue to look for options to increase retention and passage rates of the online version of AHS 125.

2. Accounting

The accounting associate degree is awarded through the Business Administration Department of the College. The department focused on improving student success through curriculum improvements/changes. A DACUM was conducted in 2004, and instructors revised 25 course syllabi. The most recent focus was improvement of student success in accounting courses through addition of critical thinking exercises in accounting courses. Critical thinking learning activities were added to and implemented in four accounting courses: ACC 102 Accounting II, ACC 124 Individual Income Tax Procedures, ACC 240 Computerized Accounting, and ACC 245 Accounting Applications. Results were mixed, and it appears that several variables in addition to critical thinking exercises influenced student success. Overall, it appears that adding the critical thinking learning activities did improve student success. Details are available in the departmental IE Outline.

Follow Up: Based on limited implementation (two semesters) and success, the department will continue to emphasize critical thinking learning activities in the courses and continue to track student success. Determining whether critical thinking activities or some other variable led to the success is difficult to confirm. However, instructors will be encouraged to continue adding critical thinking learning activities to courses and plan their lectures and learning activities more thoroughly. This multifaceted approach should increase the rigor of courses and promote increased student success.

3. Nursing ADN

The Nursing Department consistently focuses on retention and success of students. During the evaluation period, goals and results included the following:

· Goal: Seventy percent of students accepted into the nursing program will successfully complete the nursing program.

Result: The goal of 70% retention for ADN students was exceeded based on fall to fall enrollment; i.e., 76%.

· Goal: Enhance reliability and validity of test questions by implementing a computerized test analysis process to assess validity and reliability of test questions.

Result: Faculty utilized the test analysis to delete invalid questions, improve test question distracters, and enhance the overall reliability of each test.

· Goal: Students will demonstrate a progression towards higher level critical thinking in the nursing program.

Results: The students’ ability to critically think is demonstrated in the ERI standardized test required after each semester. These tests demonstrate progression of critical thinking skills in nursing across the curriculum. Associate Degree Nursing graduate scores on critical thinking in nursing indicated improvements were needed in inferential reasoning and evaluating predicted outcomes. Graduates group score after remediation in these areas were above the national average.

During the 2005-2006 academic year faculty changed their teaching strategy from lecture to application classes with lecture content taught on a CD that students take home. Students then come to class for application of theory i.e. case study; games; etc. This effort was a retention effort and to enhance students critical thinking abilities. Retention for NUR 104 = 81%; NUR 206 = 94%; NUR 106 = 86%; NUR 229 = 84%; NUR 159 = 78%; NUR 211 = 97%; NUR 214 = 100%; NUR 219 = 100%; NUR 209 Pending.

· Goal: Develop initiatives to expand student enrollment to meet the needs of the community.

Result: The Associate Degree Nursing program was able to expand enrollment through a grant offered by Tenet System (Piedmont Medical Center). This monetary grant provided for expansion of the program by 16 students.

Follow Up:

· Retention: Retention efforts implemented by the faculty include individual tutoring (case management), ERI mandatory remediation, referral to a faculty member for test taking strategies and study skills, CD access with lecture material with critical thinking application scenario’s in the classroom. These approaches will continue.

Faculty are offering NUR 106 during the 2006 summer session for those students entering a nursing program in the fall. This initiative will decrease student load in nursing and overall courses for the fall semester. This is an effort to improve retention in the first semester.

· Reliability and validity of test questions: A computerized test analysis process called Quickscore is currently being utilized in nursing courses offering multiple-choice testing. The computerized test analysis process is fully operational since fall, 2005 and allows faculty to assess validity and reliability of test questions. This program will continue to be used to improve testing. The benefit of this program will be more visible when test questions are improved for 2006 based on the test analysis from 2005.

· Higher level critical thinking skills: Faculty are planning to initiate changes in testing and instruction that assist students to apply critical thinking utilizing inferential reasoning and evaluation. Several of the nursing faculty participated in a critical thinking workshop sponsored by ERI that discussed methods to improve student’s inferential reasoning and evaluation processes and will incorporate these methods into their instruction.

· Expansion of student enrollment: Eight students were admitted into the second year of the program through direct articulation of LPN students, transfer of students, or readmission of students previously in the program. These students who satisfactory met the course requirements are currently graduates of the program.

Another eight students were admitted into the first year of the program increasing enrollment for the first year to a total of 84 students. These students who satisfactory met the course requirements are currently progressing in the program.

4. Engineering Graphics Technology

The Engineering Graphics Technology department focused on two primary goals during the evaluation period: curriculum improvements and ABET accreditation.

· Curriculum improvements: A DACUM occupational analysis was conducted in May 2006. The final occupational profile will serve as a basis to evaluate and improve the curriculum. In addition, the advisory committee recommended addition of hybrid courses and incorporation of soft skills such as critical thinking, ethics, and global awareness into courses. A focus during the 2005-2006 academic year was development and implementation of a critical thinking inventory and critical thinking project for the EGT capstone course EGT 252. Test grades and project reports and lab reports demonstrate improvement in many areas that are crucial in ability to think and solve problems related to areas of design and drafting.

· ABET accreditation: The ABET visit in 2003 resulted in a need to focus on Continuous Quality Improvement (CQI). In an effort to close the loop for CQI, the department implemented, evaluated, and revised assessments and benchmarks. ABET approved assessment criteria such as student exit surveys and employer surveys were utilized. Student surveys were completed in Spring 2006, and the employer survey is in progress. Survey results of Engineering Graphics Technology graduates indicated that exit students were satisfied overall with their education from the College. They were satisfied with their educational goals and objectives and the technical skills they gained from the program. The survey also indicated that graduates felt confident in their ability to utilize math, science, and CAD design knowledge needed for an entry-level technology positions

Follow Up:

· Curriculum: Upon completion of the DACUM occupational profile, the department will conduct a curriculum review to identify needed revisions and will subsequently review and update course syllabi and competencies. In addition, the department will begin to develop courses in hybrid format.

· Accreditation: CQI assessment data from employers and students will be evaluated and compared against the benchmarks, and change will be made as needed. The EGT Program will continue with exit student surveys and employer surveys of entry-level technicians and use the results for improvements in the areas of concerns or weakness. The interim ABET report was submitted in June 2005, and results are expected in July 2006. Recommendations, if any, will be addressed.

Achievement of Students Transferring from Two-year to Four-year Institutions

A. Definition of Outcomes of Component

The purpose of this report is to determine specific patterns and trends in the acceptance and achievement rates of students who transferred from York Technical College to senior institutions within the State. York Technical College expects to maintain a transfer success rate that is at least equal to past transfer rates. The College also expects that transfer students will demonstrate academic success at the senior institution at a rate at least equal to that of students native to the senior institution.

B. Measures Used to Assess this Component

This report was prepared using Fall 2005 Transfer Data collected from senior institutions by the Commission on Higher Education for Institutional Effectiveness Reporting. The report provided the following data: 1) changes in percentages of transfer students, 2) academic success of transfer students at senior institutions, and 3) transfer patterns of students.

C. Findings

Traditionally, York Technical College has experienced success with the transfer of students to senior institutions. According to the Fall 2005 CHEMIS Data, a total of 241 students from the College applied for admission to senior institutions within the State. Of the 241 students who applied, 179 (74%) were accepted. According to Fall 2003 CHEMIS Data, 203 students applied and 147 (72%) were accepted. The 2005 data indicates an increase in the number of students applying to senior intuitions, as well as a slight increase in the overall acceptance rate (+2%)

Because of York Technical College’s close proximity to Winthrop University, approximately 136 of the College’s transfer population applied for admission to Winthrop; 116 (85%) of those who applied were accepted. The current data seems to indicate a developing diverse transfer pattern among students transferring from York Technical College to State senior institutions. For example, 46 students applied to USC-Columbia with 48% accepted, 23 applied to USC-Upstate with 78% accepted, 16 applied to Clemson University with 76% accepted, 10 applied to the College of Charleston with 30% accepted, and 6 applied to Coastal Carolina with 67% accepted. The data also indicates an increase in the number of York Technical College students seeking to transfer to Lander University and South Carolina State University. According to current data, 3 students applied to Lander University with 100% being accepted and 1 student applied to and was accepted at South Carolina State University.

The 2005 data indicates that students who transfer from York Technical College to senior institutions have GPA’s that are slightly lower than those of students who are native to the given institutions. On average, the Fall 2005 GPA for York Technical College transfer students was 2.47, compared to 2.82 for the native student populations. Although in past years, the transfer student’s GPA has always been equal to or higher than that of the native student’s, caution must be used in interpreting this data. The number of York Technical College transfer students analyzed at individual institutions ranged from one to 93, with seven of the eight institutions reporting less than 20 students, and four of the eight institutions reporting less than ten students. In comparison, the native populations used for comparison ranged from 1,668 to 16,421 students.

D. Use of Findings

While the percentage of students who apply and are accepted by senior institutions appears to have increased, further study to determine why students are not accepted should be conducted by the College.  In addition, research should be performed to identify the factors influencing the difference between the GPA’s of transfer students and those of the native populations.  Using the results of these investigations, the College can identify and implement strategies to improve transfer acceptance and academic success rates at State-supported, four-year institutions.

INSTITUTIONAL EFFECTIVENESS TABLES

Programs Eligible for Accreditation and Programs Accredited

Applicable to four- and two-year institutions Due August 1, 2006

This form includes a list of accrediting bodies for which one or more academic programs are currently accreditable in a South Carolina institution as reported on U.S. Department of Education FORM IPEDS-1C-1 (6-1-94) and/or have been approved by the Commission on Higher Education.

According to Section 59-101-350, the Commission is responsible for collecting “the number and percentage of accredited programs and the number and percentage of programs eligible for accreditation” from four- and two-year post-secondary institutions to be included in the annual report to the General Assembly. The Commission on Higher Education also uses this information as a base to fulfill requirements in Section 59-103-30 for performance funding to collect information on Instructional Quality by looking at the accreditation of degree-granting programs.

If your institution offers one or more programs listed in the Commission’s current Inventory of Academic Degree Programs (http://connect.che.sc.gov/AS400/Inven/Default.asp) that is accreditable by one or more of the following agencies, you should complete the columns in the table that follows by placing an “x” in the box. For those agencies that accredit individual programs within departments, please put the number of programs in parentheses beside the “x”. An accreditable program is one that is eligible for accreditation, regardless of whether or not the institution chooses to pursue accreditation. An accredited program is one that has been granted full accreditation status by the appropriate accrediting agency.

The addition or deletion of an agency from this list is a prescribed process, administered through the Commission’s Academic Affairs Division. If an agency is added to this list the date that it is added dictates when an accreditable program should be counted “against” the institution with regard to its full accreditation. The most recent agencies that have been added to the list have their corresponding dates listed so that institutions can better calculate the time frame for accreditation. Any agencies that appear on the list without a corresponding date should be understood to have appeared at least five years prior to to the current date. For a complete set of policies and procedures regarding this process, see the Commission’s website at: http://www.che.sc.gov/AcademicAffairs/Accreditation%20Guidelines.doc.

Institution:

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LIST OF NATIONAL INSTITUTIONAL AND SPECIALIZED ACCREDITING BODIES RECOGNIZED BY THE SOUTH CAROLINA COMMISSION ON HIGHER EDUCATION

These agencies and areas may also be found on the CHE’s website at: http://www.che.sc.gov/AcademicAffairs/Accrediting_Agencies_Recognized_by_CHE.htm

ACCREDITING AGENCIES AND AREAS		Accreditable Program		Fully Accredited Program	Details on Program (if program not fully accredited-do not complete if fully accredited)			Date agency/area added to CHE List
					Year program added at institution	Institution has chosen NOT to seek accreditation for this program	Accreditation Expected (if known)
American Assembly of Collegiate Schools of Business - International Association for Management Education	An institution may be accredited by the AACSB or the ACBSP
Business (BUS)-Baccalaureate, Masters', and Doctoral degree programs in business administration and management
Business (BUSA)-Baccalaureate, Masters', and Doctoral degree programs in accounting
ACCREDITING BOARD FOR ENGINEERING AND TECHNOLOGY, INC.
Engineering (ENG)-Baccalaureate and master's level programs in engineering
Engineering-related (ENGR) – Engineering related programs at the baccalaureate level
Engineering Technology (ENGT) – Associate and baccalaureate degree programs in engineering technology	X(4)		X(4)
ACCREDITING COMMISSION ON EDUCATION FOR HEALTH SERVICES ADMINISTRATION
Health Services Administration HSA) Graduate programs
ACCREDITING COUNCIL ON EDUCATION IN JOURNALISM AND MASS COMMUNICATIONS
Journalism and Mass Communication (JOUR) - Units within institutions offering professional undergraduate and graduate (master's) degree programs
AMERICAN ASSOCIATION FOR MARRIAGE AND FAMILY THERAPY
Marriage and Family Therapy (MFTC) - Clinical training programs
Marriage and Family Therapy (MFTD) - Graduate degree programs
AMERICAN ASSOCIATION OF FAMILY AND CONSUMER SCIENCES (AAFCS)
Home Economics - Baccalaureate programs
AMERICAN ASSOCIATION OF NURSE ANESTHETISTS
Nurse Anesthetists (ANEST) - Generic nurse anesthesia education programs/schools
AMERICAN BAR ASSOCIATION
Law (LAW) - Professional schools
AMERICAN BOARD OF FUNERAL SERVICE EDUCATION
Funeral Service Education (FUSER) Independent schools and collegiate departments
AMERICAN COLLEGE OF NURSE MIDWIVES
Nurse Midwifery (MIDWF) - Basic certificate and basic master's degree program
AMERICAN COUNCIL FOR CONSTRUCTION EDUCATION
Construction Education (CONST) - Baccalaureate degree programs
AMERICAN COUNCIL ON PHARMACEUTICAL EDUCATION
Pharmacy (PHAR) - Professional degree programs
AMERICAN COUNSELING ASSOCIATION
Counseling - Masters and Doctoral level programs
AMERICAN CULINARY FEDERATION EDUCATIONAL INSTITUTE
Culinary Arts (CUL) - postsecondary programs which award certificates, diplomas, or associate degrees in culinary arts and food services management
AMERICAN DENTAL ASSOCIATION
Dental Assisting (DA)	X		X
Dental Hygiene (DH)	X		X
Dental Laboratory Technology (DT)
Dentistry (DENT) - Programs leading to the D.D.S. or D.M.D. degree advanced general dentistry and specialty programs, and general practice residency programs
AMERICAN DIETETIC ASSOCIATION, THE
Dietetics (DIET) - Coordinated undergraduate programs
Dietetics (DIETI) - Post baccalaureate internship programs
AMERICAN LIBRARY ASSOCIATION
Librarianship (LIB) - master's program leading to the first professional degree
AMERICAN MEDICAL ASSOCIATION COUNCIL ON MEDICALEDUCATION AND ASSOCIATION OF AMERICAN MEDICAL COLLEGES, LIAISON COMMITTEE ON MEDICAL EDUCATION
Medicine (MED) - Programs leading to the M.D. M.D. degree
American occupational therapy association
Occupational Therapist (OT)
Occupational Therapy Assistant (OTA)
AMERICAN PHYSICAL THERAPY ASSOCIATION
Physical Therapy (PTAA) - Programs for the physical therapist assistant
Physical Therapy (PTA) - Professional programs for the physical therapist
AMERICAN PSYCHOLOGICAL ASSOCIATION
Clinical Psychology (CLPSY) - Doctoral programs
Counseling Psychology (COPSY) - Doctoral programs
Professional Psychology (IPSY) - Predoctoral internship programs
Professional/Scientific Psychology (PSPSY) - Doctoral programs
School Psychology (SCPSY)B - Doctoral programs
AMERICAN SOCIETY OF LANDSCAPE ARCHITECTS
Landscape Architecture (LSAR) - Baccalaureate and master's programs leading to the first professional degree
AMERICAN SPEECH-LANGUAGE-HEARING ASSOCIATION
Audiology (AUD) - Graduate degree programs
Speech-Language Pathology (SP) - Graduate degree programs
AMERICAN VETERINARY MEDICAL ASSOCIATION
Veterinary Medicine - Programs leading to a D.V.M. or D.M.V. degree
ASSOCIATION OF COLLEGIATE BUSINESS SCHOOLS AND PROGRAMS	An institution may be accredited by the ACBSP or the AACSB
Business (BUAD) - Associate degree programs in business and business-related fields	X		X
Business (BUBD) - Baccalaureate degree programs in business and business-related fields
Business (BUMD) - Master degree programs in business and business-related fields
COMMISSION ON ACCREDITATION OF ALLIED HEALTH EDUCATION PROGRAMS
Cytotechnologist (CYTO)
Diagnostic Medical Sonographer (DMS)
Electroneurodiagnostic Technologist (ENDT)
Emergency Medical Technician-Paramedic (EMTP)
Histologic Technician/Technologist (HT)
Joint Review Committee - Athletic Training (JRC-AT)
Medical Assistant (MA)
Medical Records Administrator (MRA)
Ophthalmic Medical Assistant (OMA)
Perfusionist (PERF)
Physician Assistant (PA) - Assistant to the primary care physician
Respiratory Therapist (REST)
Respiratory Therapy Technician (RESTT)
Specialist in Blood Bank Technology (SBBT)
Surgeon's Assistant (SA)
Surgical Technologist (ST)	X		X
COMMISSION ON COLLEGIATE NURSING EDUCATION (CCNE)
Nursing - Baccalaureate-degree nursing education programs
Nursing - Graduate-degree nursing education programs
COMMISSION ON OPTICIANRY ACCREDITATION
Opticianry (OPLT) - 1-year programs for the ophthalmic laboratory technician
Opticianry (OPD) - 2-year programs for the ophthalmic dispenser
COMPUTING SCIENCE ACCREDITATION BOARD, INC.
Computer Science (COMP) - Baccalaureate programs in computer science
COUNCIL FOR ACCREDITATION OF COUNSELING AND related education programs (CACREP)
Masters degree programs to prepare individuals for community counseling, mental health counseling, marriage and family counseling, school counseling, student affairs practice in higher education, and Doctoral-level programs in counselor education and supervision.
COUNCIL ON EDUCATION FOR PUBLIC HEALTH
Community Health Education (CHE) - Graduate programs offered outside schools of public health
Community Health/Preventative Medicine (CHPM) - Graduate programs offered outside schools of public health
Public Health (PH) - Graduate schools of public health
COUNCIL ON REHABILITATION EDUCATION (CORE)
Rehabilitation Counseling
COUNCIL ON SOCIAL WORK EDUCATION
Social Work (SW) - Baccalaureate and master's degree programs
FOUNDATION FOR INTERIOR DESIGN EDUCATION RESEARCH