ABSTRACT
Although some argue that the accreditation process is too costly in time and money; that it is often outdated, rigid, and inappropriately prescriptive; and that it typically fails to address the effectiveness of instructional programs, most observers believe accreditation is here to stay. With thoughtful changes to encourage institutions themselves to define their goals and missions, to move toward more flexible standards, to serve better and more openly the public interest, and-above all-to examine student outcomes, the benefits of accreditation to academic programs and their institutions will outweigh the costs. Here, a systematic approach to measuring instructional outcomes is outlined, beginning with laying intended course outcomes against a grid of Accrediting Council on Education in Journalism and Mass Communication (ACE]MC) accreditation standards, filling the gaps through curriculum development, and defining ways to express objectives and measure hoped-for outcomes.
