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In June 2007, Antioch University’s two California campuses received accreditation from the Western Association of Colleges and Schools (WASC). From that point until Antioch University’s voluntary withdrawal from WASC, both campuses held dual accreditation. Subsequently, the Higher Education Opportunity Act approved by Congress led to regulations requiring universities to be solely accredited by the regional accreditation agency in the state in which they held their degree-granting authority. In June 2011, Antioch University

Los Angeles and Antioch University Santa Barbara voluntarily withdrew from WASC accreditation in order to be in compliance with the Department of Education while retaining HLC accreditation. However, given that both campuses had a WASC Capacity and Preparatory Review, the sections below address any concerns that emerged from that WASC visit.

Antioch University Santa Barbara WASC Report

In March 2010, a WASC site-visit team conducted a Capacity and Preparatory Review in partial fulfillment of the requirement for reaffirmation of accreditation of the Antioch University Santa Barbara campus. The WASC Team identified eight areas for which they documented findings and recommendations. In preparation for the 2012 HLC New Location Site Visit to the new Santa Barbara, a report was prepared and submitted to the Commission addressing the various recommendations and concerns noted in the WASC report. Briefly:

1. Adequacy of Resources for Sustainability Since the WASC visit, the campus’ financial performance has exceeded projections each year. Additionally, the relocation to the new facility was a significant investment in the long-term sustainability of the campus. The new facility provides capacity in all areas and enables the enhancement of academic support services in an environment conducive to student success.

2. Leadership Structure and Limited Person- nel and Staff Development

The fiscal opportunity provided by a 10-year fixed-rate lease (with purchase option) on the new property has greatly improved the campus’ capacity to address this concern. In addition, the appointment of the campus President and the hiring of the Vice President for Academic Affairs are indications of progress that the campus has made in these areas. Current University efforts underway as part of the Road Map will also positively impact the campus’ personnel needs. 3. Adequacy of Structures for Administra- tive and Academic Decision Making Since the WASC site visit, the Santa Barbara campus has developed a campus shared-governance structure and begun a systematic process for campus decision- making. As well, the University Academic Council was formed in 2012, with elected faculty representation from each campus including Santa Barbara.

4. Curricular Concerns, and 5. General Studies Requirements

Concerns about the undergraduate program, specifically regarding the general education requirements, are currently being addressed through a University-wide collaboration among undergraduate faculty across the University. All undergraduate programs have agreed to a set of University-wide parameters for learning outcomes, credit load, and the like. This is discussed in Criterion 4.

Specifically on the Santa Barbara campus, the BA faculty have revised the program’s core purposes, specified all concentration and general education requirements, developed and documented the processes associated with transfer unit equivalency. The program now has standardized articulation agreements that clearly specify those requirements. The MA in Education continues to develop a better programmatic structure and the campus’ teacher credential program (that is part of the MA program) was reaffirmed in June 2011 as fully accredited by the California Commission for Teacher Credentialing.

6. Assessment of Student Learning As part of the University’s Self-Study process, all Antioch University programs prepared a Program Profile, which included their assessment plans, an analysis of their assessment activities for the previous year, and a description of the changes and actions that will be implemented to close the assessment loop, which has been analyzed in Criterion 4.

7. Faculty Workload and Expectations Antioch University adopted a faculty workload policy in 2010 that placed emphasis on four categories of faculty work: engagement in student learning, engagement in scholarship, engagement in institutional citizenship (internal service), and engagement in service. This is fully discussed in Criterion 3.

8. Linking Strategic Plan to Operational and Budgetary Plans

The campus strategic planning process is embedded in the University Strategic Planning and budgeting process. Specifically, the relocation of the Santa Barbara campus is a demonstration of the linkage between the strategic, operational, and budgetary plans. The need for a larger, better-designed facility was identified as part of the Santa Barbara campus strategic plan.

Antioch University Los Angeles WASC Report

In April 2010, a WASC site visit team

conducted a Capacity and Preparatory Review in partial fulfillment of the requirement for reaffirmation of accreditation of the Antioch University Los Angeles campus. There were no concerns but some findings. The team did recommend further work on the development of a sustainable campus-wide assessment process, more fully discussed in the Response to WASC Visit. Such a process is fully part of Antioch University’s efforts on assessment of student learning documented in Criterion 4. The team also recommended continued assessment at the program level to determine faculty understanding and commitment to narrative evaluations. The University Academic Council is currently reviewing the Grade Equivalency and Narrative Evaluation Policies. The expectation is that the faculty would engage in system-wide concerted attention to narrative evaluation practices in the years immediately following the completion of the 2013 Self-Study and Reaffirmation.

Antioch University has met all past HLC concerns. Based on this chapter’s articulation of the past 10 years, we believe Antioch University has addressed the concerns and recommendations of the Higher Learning Commission. The University takes seriously the opportunity for continual improvement provided by the peer review process of accreditation. During this period, the University faced serious challenges, which it was able to overcome. As a result, Antioch University is better able to serve its students and constituencies. We are poised for our next phase of growth as a premier, learner- centered, national, integrated University.