Office of Assessment and Accreditation
The Office of Assessment and Accreditation (OAA) supports assessment, accreditation, and quality improvement efforts of A.T. Still University (ATSU). OAA is a reporting unit of Academic Affairs. OAA uses educational data, allowing for accurate and timely provision of information, and reports to members of the ATSU community. The assessment and accreditation processes institutionalized by OAA ensure the validity and quality of the higher education offered at ATSU. Team members within the office have major support roles for assessment and accreditation throughout the University, taking active leadership roles on institutional committees and in external organizations, including the strategic and operational supporting roles in pursuit of the University’s re-accreditation by the Higher Learning Commission (HLC).
With a focus on continuous quality improvement guided by evidence, OAA works to advance ATSU’s mission as an innovative learning-centered university by providing facilitation, support, and leadership for assessment endeavors, program reviews, and accreditations across the University.
- OAA fosters a culture of assessment across all levels of the University.
- OAA guides and implements the academic program review process across all schools and colleges of the University.
- OAA provides leadership for the HLC accreditation process and support for discipline and program accreditations across the University’s schools and colleges.
Administration and Staff +
Forrest Bollow, EdD
Director of the Office of Assessment and Accreditation
Forrest Bollow, EdD, is director of the Office of Assessment and Accreditation (OAA). He works closely with Academic Affairs and manages his team to foster best practices and ensure ATSU’s quality higher education through developed processes in assessment and accreditation. Dr. Bollow participated in many of the processes in place at ATSU addressing these concerns, and is an active leader in educational assessment. He is a member of the University-wide Assessment Committee (all subcommittees), chair of the University-wide Assessment Committee—Academics subcommittee, member of the HLC Steering Committee, and the lead active role in assessing, addressing, maintaining, and archiving all ATSU assessment and accreditation projects.
Dr. Bollow graduated with a bachelor’s in biology, bachelor of science in education biology, and master’s in secondary administration from Northeast Missouri State University. He later earned his EdS from Northwest Missouri State University and his doctorate from the University of Missouri-Columbia. Dr. Bollow has 27 years of experience in public education, serving 14 years as an administrator and 12 years as superintendent of schools in two different school districts. During these years, he played an integral part in several district achievements, such as guiding his districts in the state department’s accreditation process and earning the status of accredited with distinction. Under his leadership, both districts obtained this honor multiple years.
University Assessment Project Manager
Jordan Farris is the university assessment project manager at ATSU. Farris works closely with her team as they collect, assess, address, and archive assessment techniques from all levels of the University. In doing so, she collaborates with and supports the needs of faculty, staff, and students as they nurture and maximize varying techniques of assessment in higher education. Farris is most dedicated to mapping University core professional attributes to the University curricular and co-curricular outcomes, taking on the support role for this institutional software. Farris serves as a member on a handful of university committees and actively participates in the University accreditation process for the Higher Learning Commission (ATSU’s regional accrediting body). She has attended multiple conferences for assessment and/or accreditation, having submitted and presented on selected topics for the Watermark conference each year of her employment with ATSU.
Farris graduated from Arizona State University with a bachelor’s in English literature, with a focus on English education. As assessment specialist, she finds her skills in education and literature are used daily, whether she is assessing the validity of a course syllabus or editing a critical document for institutional process.
Jill Matejcik, BS
University Accreditation Project Manager
Jill Matejcik is the university accreditation project manager for the OAA. Matejcik works closely with her office to support the collection, assessment and archival of institutional data in relation to accrediting standards. Her primary focus is centered on the continued development and support of the University Program Review. She manages the University accreditation calendar, working closely with each program and department throughout the term of each project, and after, as a source of educational development. Matejcik also divides her time among a handful of university committees which foster the community of best practice in regards to assessment and accreditation. As a member of these committees and the OAA, she works closely with the Higher Learning Commission standards, assuring ATSU continues to meet and excel their regional accreditation.
Matejcik has been with the University since 2014, working as the education specialist for Arizona School of Dentistry and Oral Health (ASDOH). Her role within ASDOH often contributed to the major projects and goals of the OAA. Prior to working for the University, Matejcik acquired nearly ten years experience in education. She received her bachelor’s of science in human communication from Arizona State University. As an accreditation specialist, Matejcik finds that her skills in science, communication, and education serve as an asset to the office and the University.
Core Professional Attributes +
The OAA played a vital role in the creation of ATSU’s institutional outcomes, better known as the Core Professional Attributes (CPAs).
ATSU’s CPAs enable graduates to select, adapt, and apply their discipline-specific knowledge and skills to varying situations, enhancing competence and improving outcomes across all aspects of their roles as healthcare professionals.
Assessment Series +
Assessment Series, formerly known as Assessment Week, was originally founded by the Quality Initiative project team who knew that offering an annual educational opportunity to ATSU faculty and staff was not only necessary, but was also best practice. Assessment Series has evolved in the following ways: a conference, a myriad of tutorials, workshops, digital panel discussions, and a platform for professional guest speakers.
Quality Initiative Project +
During the first year, the Quality Initiative Project team developed five overarching meta-skills, called CPAs, through multiple town halls and workshops. Once the CPAs were formally established, community stakeholders worked with project team members, using CPAs to strengthen the culture of assessment within the University. The Quality Initiative Project is now under the purview of ATSU’s Institutional Effectiveness. To learn more, please visit our Quality Initiative Project website.
ATSU is regionally accredited by the Higher Learning Commission. ATSU has many programs that are accredited by outside agencies. The University also requires all programs to undergo periodic program review.
A.T. Still University is accredited by the Higher Learning Commission.
230 S. LaSalle Street, Suite 7-500,
Chicago, IL 60604
For all programs, the University conducts a rigorous program review cycle to ensure the quality of all program offerings in addition to the many externally accredited reviews that ATSU programs undergo. More about program review.
Program Review +
The purpose of ATSU program review is to improve student learning through academic program assessment. The internal review process provides systematic evidence of a program’s effectiveness with respect to the discipline and policy and assures consistency with the University’s mission. Broad and comprehensive program review identifies strengths as well as needs and shapes future program priorities. Program review results and recommendations guide resource allocation and decision-making at the University level.
Program review goals:
- Assure high-quality, professional programs are provided for students;
- Identify opportunities for improvement in each program;
- Assist program with plans to implement changes to improve student learning; and
- Archive programmatic changes at the University level.
Committees and Conferences +
Conferences the OAA attends:
Conferences and/or events which members of the OAA have presented:
HLC 2021 Annual Conference, presenter (x2)
IUPUI 2014 Conference, speaker
Taskstream 2014 Conference (pptx), presenter
AIR 2015 Conference (pptx), poster
HLC 2015 Conference (pptx), speaker
Taskstream 2015 Conference (pptx), presenter
AIR 2016, poster
HLC 2016 Conference (pptx), speaker
HLC 2016 Collection of Papers, essay
Taskstream/Tk20 2017 Conference (pptx), presenter
Committees the OAA serves on:
Academic Support & Information Technology Committee: Forrest Bollow
ACOD: Forrest Bollow
Arizona Campus Staff Council: Jordan Farris (chair)
DEC: Forrest Bollow
HLC Steering Committee: Forrest Bollow and Jane Hawthorne
Institutional Research Committee: Forrest Bollow
OAA Advisory Council: Forrest Bollow, Jordan Farris, and Jane Hawthorne
Online Migration Team: Forrest Bollow
University Staff Council: Jordan Farris
University-wide Assessment Committee: Forrest Bollow, Jordan Farris, and Jill Matejcik (Program Review adhoc)
University-wide Assessment Committee—Academic Subcommittee: Forrest Bollow, Jordan Farris, and Jill Matejcik (Program Review adhoc)
University-wide Assessment Committee—Resources Subcommittee: Forrest Bollow (chair), Jill Matejcik, and Jordan Farris
University-wide Assessment Committee Steering Committee: Forrest Bollow
OAA Lending Library +
The OAA believes continuous learning is more than an institutional goal, it is necessary to quality improvement and the growth of the University. OAA has opened its professional library to all ATSU – administrators, faculty, staff, and students – creating a Lending Library focused on the creation and education of lifelong learners. Please feel free to reach out and borrow a book by visiting OAA or emailing email@example.com. The OAA recently collaborated with a handful of our university faculty to publish a chapter in Peggy Maki's latest book, titled 'Transforming digital learning and assessment: a guide to available and emerging practices and building institutional consensus.' This text is now available for lending!
Lending Library options
1. American Psychological Association - Publication Manual of the American Psychological Association, 6th Edition (Mo.)
2. Arreola, Raoul A. - Developing a Comprehensive Faculty Evaluation System: A Guide to Designing, Building, and Operating Large-Scale Faculty Evaluation Systems, 3rd Edition (Mo.)
3. Bates, A. W.; Poole, Gary - Effective Teaching with Technology in Higher Education: Foundations for Success (Mo.)
4. Bernhardt, Victoria L. - Designing and Using Databases for School Improvement (Mo.)
5. Brown, M. Douglas - Principles of Language Learning and Teaching, 4th Edition (Mo.)
6. Chabotar, Kent John - Strategic Finance: Planning and Budgeting for Boards, Chief Executives, and Finance Officers (Mo.)
7. Cooke, Mo.lly; Irby, David M.; O’Brien, Bridget C. - Educating Physicians: A Call for Reform of Medical School and Residency (Mo.)
8. Covey, Stephen M. R. - The Speed of Trust: The One Thing That Changes Everything (Mo.)
9. Crawford, James; Krashen, Stephen - English Learners in American Classrooms: 101 Questions, 101 Answers (Mo.)
10. Creswell, John W. - Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, 3rd Edition (Mo.)
11. DiaMo.nd, Robert M. - Designing and Assessing Courses and Curricula: A Practical Guide, 3rd Edition (Mo.)
12. Doyle,Terry; Zakrajsek, Todd - The New Science of Learning: How to Learn in HarMo.ny With Your Brain (Ariz.)(Mo.)
13. Duree, Rick; Zamudio, Alvin - The Entrepreneur’s Bible: 52 Proverbs of Profit (Mo.)
14. Ebel, Robert I.; Frisbie, David A. - Essentials of Educational Measurement, 5th Edition (Mo.)
15. Gevitz, Norman - The DOs: Osteopathic Medicine in America, 2nd Edition (Mo.)
16. Gladwell, Malcolm - Outliers: The Story of Success (Ariz.)(Mo.)
17. Gladwell, Malcolm - The Tipping Point (Ariz.)(Mo.)
18. Godin, Seth - Tribes (Mo.)
19. Guthrie, James W.; Hart, Christina C.; Ray, John R.; Candoli, I. Carl; Hack, Walter G. - Mo.dern School Business Administration: A Planning Approach (Peabody College Education Leadership Series) (Mo.)
20. Hill, Tom; Irwin, Russell Stuart - Blessed Beyond Measure: A look into exceptional life and an invitation to exceptional living! (Mo.)
21. Hollander, Myles; Wolfe, Douglas A. - Nonparametric Statistical Methods, 2nd Edition (Mo.)
22. Huba, Mary E.; Freed, Jann E. - Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning (Mo.)
23. Institute of Medicine; Board on Health Care Services; etc. - Health Professions Education: A Bridge to Quality (Mo.)
24. Kapp, Stephen A.; Anderson, Gary R. - Agency-Based Program Evaluation: Lessons From Practice (Mo.)
25. Kezar, Adrianna J. - Understanding and Facilitating Organizational Change in the 21st Century: Recent Research and Conceptualizations (Mo.)
26. Kirkwood, Betty; Sterne, Jonathan - Essentials of Medical Statistics, 2nd Edition (Mo.)
27. Kuh, George; Ikenberry, Stanley O.; Jankowski, Natasha A. and Associates - Using Evidence of Student Learning to Improve Higher Education (Ariz.)(Mo.)
28. Leedy, Paul D.; Ormrod, Jeanne Ellis - Practical Research: Planning and Design, 8th Edition (Mo.)
29. Leedy, Paul D.; Ormrod, Jeanne Ellis - Practical Research: Planning and Design, 9th Edition (Mo.)
30. Lencioni, Patrick - The Five Dysfunctions of a Team: A Leadership Fable (Ariz.) (Mo.)
31. Maki, Peggy L. - Assessing for Learning: Building a Sustainable Commitment across the Institution (Mo.)
32. Maki, Peggy L. - Real-Time Student Assessment: Meeting the Imperative for Improved Time to Degree, Closing the Opportunity Gap, and Assuring Student Competencies for 21st Century Needs (Ariz.)(Mo.)
33. Maxwell, John C. - Developing the Leader within You: Developing the Leaders Around You (Mo.)
34. McKeown, Greg - Essentialism: The Disciplined Pursuit of Less (Mo.)
35. Nikolic, Vesna; Cabaj, Hanna - Am I Teaching Well?: Self-Evaluation Strategies for Effective Teachers (Mo.)
36. Patterson, Kerry; Grenny, Joseph; McMillan, Ron; Switzler, Al - Crucial Conversations: Tools for Talking when Stakes are High (Mo.)
37. Pink, Daniel H. - Drive: The Surprising Truth About What Mo.tivates Us (Mo.)
38. Schmuller, Joseph - Statistical Analysis with Excel for Dummies (Mo.)
39. Selingo, Jeffrey J. - There is Life After College: What Parents and Students Should Know About Navigating School to Prepare for the Jobs of ToMo.rrow (Mo.)
40. Sheskin, David J. - Handbook of Parametric and Nonparametric Statistical Procedures, 4th Edition (Mo.)
41. Straus, Sharon E.; Richardson, W. Scott; Glasziou, Paul; Haynes, R. Brian - Evidence-Based Medicine: How to Practice and Teach EBM, 3rd Edition (Mo.)
42. Sullivan III, Michael - Fundamentals of Statistics, 2nd Edition (Mo.)
43. Suskie, Linda - Five Dimensions of Quality: A ComMo.n Sense Guide to Accreditation and Accountability (Mo.)
44. Weinstein, Stanley - The Complete Guide to Fundraising Management, 3rd Edition (Mo.)
45. Wiggins, Grant - Educative Assessment: Designing Assessments to Inform and Improve Student Performance (Mo.)
46. Wiggins, Grant; McTighe, Jay - Understanding by Design: Expanded 2nd Edition (Ariz.)(Mo.)
47. Wiggins, Grant; McTighe, Jay - Understanding by Design: Professional Development Workbook (Ariz.)
48. Wiggins, Grant; McTighe, Jay - The Understanding by Design Guide to Creating High-Quality Units (Ariz.)
49. Wong, Harry K.; Wong, Rosemary Tripi - The First Days of School: How to Be an Effective Teacher (Mo.)