Skip to Main Content

Accreditation and Assessment

Through the Office of Academic Affairs, assistance with accreditation and assessment resources are provided for all areas of the institution to enhance quality and effectiveness in achieving the mission of Rosalind Franklin University of Medicine and Science (RFUMS). Academically, this includes the quality of teaching and learning experiences for didactic, clinical, research, and co-curricular activities that contribute to a student’s academic growth and success. At the program and institutional levels, assessment and continuous improvement are linked to strategic planning, program review, accreditation, and using institutional data for strategic decision-making and to measure progress toward institutional priorities.

A variety of accreditation and assessment information, resources, reporting, and related activities are facilitated through the Office of Academic Affairs.

  • Accreditation of the University by the Higher Learning Commission, the regional institutional accreditor for post-secondary educational institutions in a 19‑state region of the United States.
  • Degree-granting authority and related academic policies and procedures for all post-secondary institutions in the state from the Illinois Board of Higher Education.
  • Program-level assessment of curricular and co-curricular experiences for student learning.
  • Assistance to the colleges/schools and academic programs for assessment of discipline-specific learning outcomes and specialized program accreditation.
  • Workshops for faculty and staff to develop, enhance, and implement assessment strategies and for using the results to enhance quality in teaching, curriculum, instructional design, and support services.
  • Leadership, processes, and ongoing communications for facilitating university-wide strategic planning, as directed through the Provost.

Assessment and Interprofessionalism

  • The interprofessional healthcare education model is mission-driven and an area of distinction at RFUMS. Interprofessional education is to “learn about, from, and with each other to enable effective collaboration and improve health outcomes.” (World Health Organization, 2010). Students at RFUMS learn to treat patients holistically with respect while valuing the contribution that each role brings to the interprofessional health care team.
  • Learn more about Assessment and Interprofessionalism 

University Assessment Plans

  • Each academic program has created an assessment plan for program goals including those related to student learning and achievement at the program level. Since the interprofessional healthcare education model is mission-driven at RFUMS, faculty have also mapped the four competencies for Interprofessional Collaborative Practice (IPEC 2016) across the curriculum and have an assessment plan for the IPEC competencies in their program. Some of the academic programs as well as university-wide departments and divisions offer co-curricular programs for students. Assessment plans have been designed for the learning goals associated with each co-curricular activity/program. All three types of assessment plans are posted in University Assessment Plans and on the respective program webpages. The assessment plans are updated each fall using results from the previous academic year.
  • Learn more about University Assessment Plans

Accreditation and Assessment at RFUMS

  • In addition to institutional accreditation by the Higher Learning Commission, RFUMS has nine specialized, program accreditations that signify meeting educational standards of quality in preparing students for careers in the health professions.
  • Accreditation
    • In addition to institutional accreditation by the Higher Learning Commission, RFUMS has nine specialized, program accreditations that signify meeting educational standards of quality in preparing students for careers in the health professions.
    • Institutional and Program Accreditations
  • Student Assessment
    • Assessment is a process to determine what students are learning. The assessment results will tell us if students are accomplishing the learning objectives and measurable outcomes. Faculty in the academic programs determine the outcomes, map them in the curriculum, and determine the appropriate assessment methods for evaluation and action for continuous improvement. Examples of course-level assessment may include unit exams, case studies, journals, and poster presentations. Program milestone assessment may include shelf exams administered at the completion of the required coursework in the first and second years of a clinical program. Capstone projects, portfolios, clinical evaluations, and dissertations are examples of assessment near the completion of specific graduate degree programs. Assessments at the course, program, college/school, and university levels are visually outlined in the following documents.
  • Academic Program Review
    • Academic Program Review is a systematic process that promotes excellence for all degree and certificate programs included in the university’s portfolio of academic offerings. The review is an intentional time for program faculty and leadership within the respective college, school, or program to conduct a self-assessment, reflect on the results, and determine needs and priorities for the future success of the program. While the process is data-driven and analytical, it is much more than an exercise of collecting and summarizing details about the standard operations of the program. Academic Program Review is both an opportunity and an obligation to ensure that the program remains relevant, focused, and meets the educational needs of students for their success in their chosen profession. It is also a time to think and plan strategically at the program level, to include colleagues and peers to assure alignment with RFUMS’s mission, vision, and strategic directions, with an ongoing commitment to continuous quality improvement.